-
Identifier
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Eng
Catalog_1988-1989.pdf
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Title
-
Eng
Course Catalog, 1988-1989
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Date
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1988
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Creator
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Eng
The Evergreen State College
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extracted text
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Educationwith a Difference
Enrollment Services
Admissions
Financial Aid
Tuition and Fees
Academic Regulations
i
I .
l
4
17
21
22
24
AcademicOfferings
The Condensed Curriculum
Special Features of the Curriculum
Core Programs
Specialty Areas
and Areas of Advanced Study
Applied Social Theory
Teacher Education
Environmental Studies
Expressive Arts
Humanities
Language and Culture Center
Management
and the Public Interest
Native American Studies
Political Economy
and Social Change
Center for the Study of
Science and Human Values
Science, Technology and Health
Off-Campus Programs
Evergreen-Thcoma
Evergreen-Vancouver
Special Forms of Study
and Academic Resources
Graduate Study at Evergreen
Master of Environmental Studies
Master of Public Adlninistration
,T
28
30
33
CampusLife
Campus Directory
The Physical Campus
Campus and Vicinity Maps
98
100
102
104
Governance
---------------------39
42
45
51
59
63
Trustees,
Administration and Faculty
General Index
Academic Index
Campus Profile
Academic Calendar
Contacting Evergreen
107
110
111
113
66
69
73
76
79
88
91
94
•
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
1
"The year-long 'Exploration' program
culminated Spring Quarter in a
week-long sailing/seminar expedition
on Puget Sound. What I'll remember
is one evening when we raised the
sails about 7 p.m. By 8:30, the wind
had picked up to 40 miles-per-hour
and we were facing three- to five-foot
seas. We were way over-canvassed.
The crew had to go up on deck and
take the jib down in the dark.
"On one side were the lights of
Seattle; on the other was the dark of
Bainbridge Island. When the waves
crested I could see the phosphorescence blowing in the wind. Our
skipper, Don Fassett, who's owned
the Swirl for 28 years, said he'd never
seen the boat heel so hard. While he
brought the mainsail into the wind
for half a minute or so, we'd work at
getting the jib down. It was cold and
it was hard. We had to have one hand
on the boat and one on the jib, with
only seconds to unfasten halyards and
rigging. The whole process took us
about ten minutes. I kept thinking
about 'Endurance: Shackleton's
Incredible Voyage; a book we read in
class about an open boat voyage in
Antarctica in 1914.I thought, 'Hey,
we're in relative comfort:
"It was a great, great experience.
Most of us, like myself, had just
learned to sail that fall. Everybody
came together. It felt real good. We
were a crew:'
ANDREW POULTRIDGE, 27
Freshman
Hometown: Bellevue, Washington
Current program: "Exploration, Discovery
and Empire"
Campus activities: KAOS FM radio
station, Campus Bike Shop
Career Goals: Physical sciences, geography
" Collegeum, the root word of 'college,' means community, Evergreen is committed to living up to that meaning. Not only students, but administrators, faculty,
staff and alumni consider themselves members of a
community of learners. Our learning does not end with
a diploma, but continues every day as all of us explore,
define and design the best possible educational experience in a rapidly changing world. We invite you to join
the Evergreen community, to experience an education
that is dedicated to making the world a better place to
live;'
President Joseph D. Olander
The Evergreen State College
An Evergreen Glossary:
Because Evergreen's approach
to education is unique, we've
devised a special terminology
over the years. Learning how
these key terms are used at
Evergreen will help you
understand our practices and
procedures.
4
Academic Advising Office
A key part of the Student Advising Center, the Academic Advising Office provides up-todate information on programs,
faculty and academic services
to students. You'll also receive
advising-formal and informalon an ongoing basis from
faculty in your programs and
areas of interest.
An Evergreen education is interdisciplinary. We work to help students understand the relationships among the arts, humanities, natural sciences and social
sciences. We give you the opportunity to study the world as an interconnected
and interdependent entity. The college's curriculum is so devoted to interdisciplinary study that it has come to be nationally recognized as Evergreen's
major innovation and a primary reason why students come here.
why do we think interdisciplinary study is so important?
Because the problems of today's world are complex and require you to draw
on a wide range of fields and disciplines for knowledge. Your ability to make
reasoned choices by connecting information from a variety of sources will be of
vital importance to you and to others in today's world. Learning how to make
those connections=fitting the pieces together-is a major purpose of education
at Evergreen.
Academic Fair
A mass gathering of faculty
and students where faculty are
available to explain upcoming
programs or discuss possible
contracts with students. Usually
held in the Library lobby at the
beginning of each academic
year and toward the ends of
Fall, Winter and Spring
Quarters. Academic Fairs are
chaotic, fun and informative.
Faculty sit at tables; signs
indicate their program or contract assignment for the
quarter Personnel from Academic Advising and the Office
of Registration and Records
also attend, as do the
academic deans. Check with
Academic Advising, Admissions
or Registration and Records for
dates and times.
Athletics
Evergreen fields intercollegiate
teams in men's and women's
soccer and swimming and diving. There are also a number of
club sports, the most popular
of which are sailing, crew,
ultimate frisbee, tennis, crosscountry running, track and field
and basketball.
CAB
Unless you're calling a taxi,
''CAB'' refers to the Campus
Activities Building. See page
100.
"I've acted in high school and summer stock productions, but theatre
at Evergreen is so different. It's
much less nerve-racking. Auditions,
for example, are much more open.
The directors don't have preconceived ideas of what role they're
going to give you.
"You meet a lot of friends during a
production and you stay friends after
the show. You stay friends with
people even if you get the part they
wanted. There's a closeness, a willingness to trust each other:'
KATHY DOCKINS, 19
Sophomore
Hometown: Seattle, Washington
Current Program: "Introduction to
Performing Arts"
Campus Activities: "Narrow Focus;' a live,
student-produced, on-campus television
news and entertainment show; ''Alive.in
Olympia;' a live production of Evergreen's
community radio station, KAOS (89.3) FM,
cast member in "Dusa, Fish, Stassa and
V·"
1.
Career Goals: Stage Acting
"IOudon't have to wear
Birkenstocks to come here.
Likewise, you don't have to
wear a shirt and tie and
dress shoes or tennis shoes
or anything in particular.
You can wear what you
want and be who you are."
,
TODD STANLEY, 20
Sophomore
Hometown: Seattle, Washington
Current program: "Performance Media In
Contemporary Culture"
,
Campus activities: Peer Advisor, produced
soundtracks for videos, Housing student
manager, aerobics, weight room, played
and recorded music.
Career goals: Sound engineer, musician
The "you" referred to throughout this catalog is you,
the reader. Although we aspire to speak to every
reader at a personal level, we know the collective
readership of Evergreen's catalog is not one "you:' but
many, a wide array of individuals with different interests, backgrounds, talents and capabilities.
Evergreen's planners were inspired by Paul Goodman's book, Communitas. They envisioned a college
that would be a community of students, faculty and
staff working together harmoniously and creatively. As
Evergreen has grown in size and diversity, a sense of
genuine community has become more important.
Evergreen students come directly from high schools,
other community and four-year colleges, and as older
students returning from work or home for a college
degree. A mixture of young and old, of energy and
experience, charges Evergreen's programs with entirely different sorts of perspectives.
Evergreen is committed to actively recruiting a
multicultural student body and to presenting the entire student body with intercultural values and
perspectives across the curriculum.
The college considers a diverse student body to be in
itself a resource for learning. As a member of a wide
variety of new students, we invite you to the
Evergreen community.
Evergreen's Three Campuses, 1986-87
Total
OlympiaMain campus
Thcoma
Program
Vancouver
Program
2678/90%
2510/92%
54/39%
123/93%
Students
Caucasian
Students of Color
,
287/10%
209/ 8%
69/61%
Female
1565/53%
1427/52%
46/40%
92170%
Male
1400/47%
1292/48%
·68/60%
40/30%
Career Pathways
The way to specialize in a particular field of study at Evergreen is to plan an academic or
career "pathway." Talk with
Academic Advising or an Evergreen faculty member teaching
in the field of your interest to
find out how to plan your own
academic pathway:
Chaos
Around here, it's spelled KAOS
and it means the college's FM
community radio station.
Contracts
There are three kinds of
academic contracts at Evergreen: Group Contracts,
Individual Learning Contracts
and Internship Contracts. See
the chart, "Major Modes of
Study," on page 11.
9/7%
Coordinated Study Program
An academic program with a
faculty team of two to five and
40 to 100 students. Primarily
full-time and one or more
Quarters in length, Coordinated
Studies focus on interdisciplinary study and research of a
particular theme or topic.
Education with a Difference
Evergreen Students, 1986-87
For more information, see page 113.
2965
Enrollment
Olympia
Graduate students
Thcoma
Vancouver
Race
Asian
Black
Caucasian
Mexican/Latino
Native American
Age
18-24 years old
25-29 years old
30-39 years old
40 + years old
Median Age:
Core Programs
Introductory programs
designed for first-year college
students, which are sometimes
appropriate for transfer and
returning students as well. You
can think of Core Programs as
Coordinated Studies for beginners because they emphasize
2585/87%
134/ 5%
114/4%
132/4%
82/3%
94/3%
2678/90%
52/2%
59/2%
1527/51%
433/15%
639/22%
366/12%
25
studying in several disciplines
and improving skills such as
college-level reading, writing
and research. For more information, turn to page 12 and
33.
7
At Evergreen,
You Help
Design Your
Education
You have the opportunity-and the responsibility-to
tailor your own education at Evergreen.
Evergreen's philosophy is that education should
enhance the breadth and depth of students' knowledge
and skill. Two basic tenets of this philosophy are (1)
that students should begin in broad, interdisciplinary
programs and work toward more independent,
specialized study and (2) students know best what subjects and styles of learning they need in their four
years of college.
,
Courses
Part-time courses supplement
the main curriculum. For a
sense of how they fit in, see
the "Major Modes of Study" on
page 11.
CPJ
Stands for the Cooper Point
Journal, Evergreen's student
newspaper.
8
I'
Credits
Full-time students at Evergreen
earn 12-16 credits, or quarter
hours, per quarter; the maximum allowed is 16. The
amount of credit generated by
a program is clearly specified
at the end of the evaluation
written by the faculty member'
on the student's academic performance. See program
descriptions, pages 33-89.
For one example of how Evergreen works in reality,
imagine you're generally interested in the environmental field. If you are' a first-year student, most of the
Core Programs would make fora good beginning point.
If you signed up for "Science and Perception:' you'd
investigate that theme from the perspective of several
disciplines, as well as work on the skills you'd need for
further study. If you're already at an intermediate
level (or entering Evergreen as a transfer student), you
might choose to take "Habitats: Marine, Terrestrial
and Human" in the Environmental Studies specialty
area. The next year, you could enroll in "Ecological
Agriculture" or something different for a change of
pace, such as "The Mythic Image" in the Humanities
specialty area. If you're an advanced student, you
could plan to do an Individual Learning Contract with
a faculty member on aquaculture in south Puget
Sound, for instance. As a senior,' you may begin your
transition to the "real world" by doing a senior'
research project on an environmental issue in the nearby community, or by doing an Internship with the
Department of Natural Resources where you apply
your learning in what may become your career field.
You have the option, of course, of not following this
basic progression if other Evergreen offerings better
fit your academic plans and scheduling needs. There is
plenty of room for flexibility and creativity as you plan
because the curriculum is not pre-structured by
departmental requirements.
You can start planning your college career and make
maximum use of Evergreen's educational flexibility by
getting to know its resources and limitations as quickly
as possible. We work hard to help students realize
their goals, but not every students' goal is realistic or
possible. Talk with faculty members and with the staff
at the Student Advising Center. Think about who you
are, what your career and life objectives are, and how
you might meet those objectives through college study.
Plan ahead: not all of Evergreen's programs are
repeated every year. If there's a program that seems
suited to your objectives, find out what the prerequisites are and which year, or years, the program will
be offered.
DTF
The initials stand for Disappearing Task Force. Evergreen's
planners wanted to avoid
permanent committees, so they
created DTFs to study problems, make recommendations
and then disappear. Students
are encouraged to participate
on any of more than 20 DTFs
which are usually active in the
course of an academic year.
Equivalencies
The approximate course titles
and credit hours listed at the
end of the program descriptions on pages 33-89. These
will be listed as final "course
equivalencies" at the end of a
faculty evaluation of your
academic work. This is the way
Evergreen translates interdisciplinary studies into
Environment
A big issue at Evergreen. Many
people study the natural environment in academic programs and on their own. If you
want to learn environmental
science on land, in water and
in the air, this is the place to do
it. (We even have our own
beach), May also refer to
"Eyergreen environment,"
meaning the sense of campus
community.
course titles similiar to those at
other institutions. Students may
earn equivalencies in four to six
disciplines. For example, you
might be awarded credit in
history, mathematics, science
and writing for your work in a
single Coordinated Study.
J
"My bi9ClestacComplishment so
far wdScooIiiinatirlq the Martin
Luther- King birthday program. I
put it togeth-e~gotideas
and
suggestions from people,
recruited speakers, scheduled
the space, worked on publicity
and recorded the program on
video tape. Friends came up to
me afterwards and told me how
great it was. That felt good:'
ANTHONY GREENRIDGE, 22
Junior
•
Hometown: Tacoma, Washington
Current program: Individual Contract in
"Mass Media Production: Radio, Video and
Photography!'
Campus activities: Co-coordinator of
Umoja (Swahili for "unity"), KAOS radio
producer
Career goals: Radio, television producer
Ideally, you should start out at Evergreen in Coordinated Study Programs, then move on to Group Contracts, and then to the options of Individual Learning
Contracts and Internships.
Evaluation
•
Evergreen's grading system
consists of a narrative description of a student's academic
work at the end of each
quarter. Faculty members write
evaluations of each student's
work and progress; each student writes a self-evaluation as
well as a faculty evaluation.
Usually one typed page long,
these official documents make
up an Evergreen student's permanent transcript.
10
Evaluation Conference
A quarterly conference in which
a faculty member and student
discuss their evaluations of the
student's work. Conferences
occur during Evaluation Week,
the eleventh and final week of
each quarter.
You can study in one full-time Coordinated Study Program each quarter, and often for an entire year. Coordinated Studies are interdisciplinary education at its
fmest, so you will explore a range of subjects in detail,
all focused on a central problem or theme by your program's faculty team. Each faculty member represents
one of the disciplines integrated into the program and,
since they coordinate your academic workload from
week to week, you never have conflicting assignments.
You, the faculty team and 40 to 100 other students
become intensively involved in reading and seminaring
on the same books, attending the same lectures, going
on the same field trips and other activities. In frequent
and regular seminars, you have the opportunity to
clarify your questions and ideas. With this unified
approach, you improve your ability to analyze problems and communicate findings. Most importantly, you
widen your perspectives.
Group Contracts operate similarly to Coordinated
Studies, but are more narrowly focused, smaller in size
and taught by one or two faculty members. Group Contracts make up many of the intermediate and advanced
offerings in Evergreen's Specialty Areas, where you
begin to specialize in your own field, or related fields,
of interest.
Faculty Advisor
A faculty member whose
expertise complements your
main academic or career field.
Ask the Academic Advising
office or your program faculty
for help in selecting an
academic advisor.
Faculty Sponsor
A student's chief instructor during any given quarter in a
Group Contract, Individual Contract or Internship.
Individual Learning Contracts and Internships allow
you to study independently using the perspectives and
skills you acquire in Coordinated Studies and Group
Contracts. 'Ib do an Individual Learning Contract, you
agree to study arid research a particular subject or
issue with the guidance of a faculty sponsor. Internships, on the other hand, are where you apply what
you have learned in a work situation with the guidance
of a faculty sponsor and an on-the-job field supervisor.
By learning through these different modes, you will
gradually progress from a multi-disciplinary perspective to a specialized focus on your area of interest. You
also move from beginning to advanced study, from collaborative projects to independent work, and from
theories to practical applications.
An additional benefit is the community of learning
that evolves far beyond the confines of a one-hour
class. Collaborative and individual study co-exist at
Evergreen, and are meant to extend from the
academic community into campus social life, extracurricular activities and governance of the institution
. itself. More than a degree, you'll graduate from
Evergreen with professional relationships and lasting
friendships with other students and faculty.
Field Trips
are one of the most exciting examples of this college's
approach to education. At
Evergreen, field trips are
regularly integrated into the
schedule of program activities
just like lectures, seminars, etc.
First People
at Evergreen describes people
of color, commonly referred to
in America as minoritiesBlacks, Asians, Pacific Isle
Americans, Native Americans,
Chicanos and Latinos. See the
First Peoples' Coalition, in the
section on the Student Advising
Center, page 93.
Coordinated
Study Program*
Group Contract
Individual .
Learning Contract
Internship
Part-time Study
Levels
of study
Typical credits
per quarter
Beginning,
Intermediate, Advanced
Mostly Intermediate;
Advanced
Mostly Intermediate,
Advanced
Intermediate,
Advanced-Seniors
12-16
12-16
4-16
4-16
Beginning, Intermediate
Advanced
4-11
Nature of Study
~ Two to five faculty
~40 to 100 students
~ Students work with
.several faculty,
primarily with their
seminar leader
~Central theme studied
through different
disciplines
~ Integrates seminars,
lectures, workshops,
field trips, etc.
~ Broadly interdisciplinary
~ One to two faculty
~ 20-40 students
~ Integrates seminars,
lectures, etc.; similar
to Coordinated Study
~ Unlike Coordinated
Study, has a narrower,
more disciplinary
focus
~ Learning on the job
in business and public
agencies with guidance
of field supervisor
~Supported by academic
activities with faculty
sponsor
~ Emphasis on practical
experience
~ Can be combined with
programs, courses and
Individual Learning
Contracts
~ Usually taught on one
subject -or narrow focus
by one faculty
~ Similar to traditional
college course
~ Also part-time options
in full-time programs
~ Also half-time programs
on Saturdays and
evenings
Examples
~ Any Core Program
~ "Mass Media and
Popular Culture;'
"Ecological Agriculture;' "Children of One
Sun;' and many others
throughout Specialty
Areas
~ Read Core Descriptions,
pages 33-37
~ Read Specialty Area
offerings, pages 39-89
~ "Evolutionary Biology"
~ "Shadows IV"
(photography)
~ "French Culture"
~ "Problem Youth"
~ "Washington
Centennial"
~ Chemical Systems"
~Study plan agreed on
by student and faculty
sponsor
~Sponsor provides
consultation/advice
~Contract includes
activities such as
readings, research
papers, field studies
~ Can be combined with
self-paced learning,
work in programs,
courses and internships
~ A study of shorebird
habitat
~ A study of the writings
of Mark Twain
~ A study of passive
solar walls
~ A study of the ethics
of military software
~ Assistant gallery
manager
~ Advertising account
management
~ Psychological counseling
~ Legislative liaison
assistant
~ Wildlife biology
~ "Life Drawing"
~"Computer
Architecture"
~ "Organic Chemistry"
~ "Principles of
Economics"
~ Half-time programs
"Effective Writing"
~ See Internships,
page 90
~ Read full-time program
descriptions for parttime and half-time
options, pages 33-89
~ See The Evergreen
Times, published
quarterly
For more information
~ Read Specialty Area
Offerings, pages 39-89
~See Academic Advising
for list of faculty .
contract sponsors
* All students
are encouraged to begin their studies at Evergreen in a Coordinated Study Program, whether it is a Core Program or a more advanced Coordinated Study in
one of the Specialty Areas.
.
Education with a Difference
11
Eight Easy
Steps to
Picking Your
Program
The first step for entering freshmen is usually a Core 1. Consider what you want to study.
3. Other things to look for in the catalog:
Program. Core Programs are actually foundation-level
Consider your career goals, if you already have them.
o Look at the Academic Pathways described in the
Coordinated Study Programs-broadly interdiscipConsider also anything else that interests you and is
Specialty Areas where your interests lie. Pathways.
linary and taught by a faculty team whose expertise
important to you. It is true that you usually take only
will suggest a logical sequence for your years of study
spans several academic fields. Most Core Programs
one program at a time at Evergreen, but those proin a particular field, and help you decide where to
last a full academic year. Often they are just as
grams cover many different subjects. So, give yourself
begin.
appropriate for transfer students or those in their
the chance to learn broadly.
.
second year at Evergreen. Core Programs are
o Examine the planned equivalencies at the end of each
2. Read the catalog to find the appropriate program for
designed to help first- and second-year students
program description to see the full range of subject
you.
understand and take full advantage of the academic
matter it will cover. The equivalencies may change as
opportunities Evergreen offers. Core Programs also
o If you are a freshman,
faculty develop the program's theme, but the catalog
provide students with opportunities to strengthen
your choice should be one of the Core Programs that
description will give you a general idea of content.
academic skills they'll need at Evergreen and in later
interest 'you the most. Core Programs are described on
o Browse over a number of possibilities
before you settle
life: college-level reading, writing, research and discuspages 33 to 37. Any Core Program can lead into any
on one. Try to choose at least three alternates before
sion skills. Evergreen's goal is to help you become a
later area of specialization.
you take the next step.
self-directed learner who can continue to grow intelleco If you are a transfer student,
tually throughout life.
look up the subjects that interest you in the Academic
Index, beginning on page 111. This lists all the programs which cover your subjects. Sometimes a Core
Program will look just right, especially if you are
transferring as a first- or second-year student. For
some transfers, an intermediate or advanced program
in a specialty area may be the right choice. If a
Specialty Area is listed under your subject in the
index, read over all the offerings in that area.
Geoduck
The campus mascot, a legacy
from Evergreen's early humorists. Pronounced "gooey-duck,"
the Geoduck is an oversize
clam native to this area and
edible only after substantial
amounts of pounding and
cooking.
12
Governance
An ongoing process at Evergreen, where we try to make
decisions touether Governance
is conducted 3-5 p. rn. on Mondays and Wednesdays, and
12:30-2 p.m. on Fridays. Students participate in governance
along with staff and faculty
rnembers-don't be surprised
if you're asked to serve as a
member of a DTF. Participatory
democracy is hard work and
time-consuming, but you have
a voice in what happens at
Evergreen if you choose to exercise this unusual and valuable
franchise.
Greener
Short for Evergreener.
Interdisciplinary
Study that covers rnore than
one academic discipline. Many
Evergreen programs involve
study in three or rnore disciplines, and all require some
cross-disciplinary work. Thus,
you may find yourself learning
about both science and art in
the same program, or about
social science and human
development, or combining
studies of history with
explorations of literature.
4.
Discuss your choices and goals with your faculty, or
with the faculty and staff in the Academic Advising
Office. Academic Advising 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. Academic
Advising also gives you information about new or
revised programs.
5. Attend the Academic Fair,
which is described on page 4. 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, style and requirements
directly with the program faculty .
6. Choose your program.
In all these discussions-with the Academic Advising
Office, with prospective faculty -keep Y01frgoals in
mind and, also, the range of your interests and needs.
• Ask for any help you need in making your choice.
7.
Register.
You can register for the full duration of a program,
whether it is one, two or three' quarters long.
8. Pay your tuition by the deadline,
and that's it! You're ready to attend your first seminar.
• 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,
Individual Learning Contracts
An individual study plan agreed
to by a student and a faculty
sponsor. May include readings,
writing, painting, photography,
field studies and researchwhatever suits ~ur academic
needs and interests. Requires
considerable well-defined goals,
self-discipline, lots of motivation and the ability to work with
minimal supervision. For advanced students, usually. Academic Advising has information
on how to proceed and which
faculty might be appropriate
sponsors for ~ur independent
project.
Internships
Supervised experience in a
work situation for which a
student receives academic
credit. Intemships require
advance planning through the
Office of Cooperative Education. Seniors are generally
given priority, as are students
in academic programs that
require Intemships. For additional information, see the "Major Modes of Study" chart on
page 12, read the information
on page 91, and visit the
Cooperative Education office.
Organic Farm
Interested in learning about
agriculture? See page 49.
Part-time Study
Most Evergreen programs are
designed for full-time study, but
some offer part-time options in
the evening for working adults.
Evergreen offers some half-time
programs for working students,
continued on next page
Education w~h a Difference
13
Evergreen graduates, who now number more than
8,000, are successful in their chosen pursuits-whether
that means a career, graduate school or some other
post-graduation activity-because they are independent and self-disciplined in addition to being
knowledgeable. Over the years, 94% of Evergreen's
graduates have met their own immediate goals: acceptance into a graduate or professional school, a particular kind of job, or another career objective, This
percentage is particularly impressive because it is based on a survey of all graduates from 1971-1985, not just
those registered with the college's Career Development Office.
.
Interdisciplinary study and participation in seminars
promote cooperation and diverse perspectives. Applied
projects and Internships develop daily the ability to
make the leap from theory to practice. Independent
study options and self-evaluations encourage active involvement, systematic and imaginative analysis, and
responsibility. These are the qualities that graduate
schools and employers are looking for in graduates.
usually on Saturdays, and there
are also part-time courses (4
quarter hours) which can fit into most any schedule.
Sometimes part-time courses
are available only to regularlyadmitted students.
14
Potluck
A tradition at Evergreen where
a faculty member and the
students in his or her seminar
bring food for lunch or dinner,
often at a seminar member's
home. These occasions are
perfect for mixing academic
and social life.
Prior Experiential Learning
Practical knowledge of a subject that is the equivalent of
academic learning in that field,
and for which Evergreen may
award academic credit. See
pages 19 and 92 for more
information.
Programs
To distinguish Evergreen's
offerings from the traditional
courses or classes of other
institutions, we use the term
"programs" to indicate an
. academic offering that is multidisciplinary and full-time or
nearly so. Students enroll in
one program at a time, often
for a full year of study.
Answers To Some Frequently Asked Questions
I'm undecided about what I want to study. Do I need
to know exactly what I want to do?
No. Although it often helps, sometimes it's a hindrance
if you want to explore. Coordinated Study programs
are excellent places for pursuing what you want to do,
or discovering directions that are wholly new and
unexpected.
Who will help me choose which program to take
each quarter?
The Academic Advising Office, your current program
faculty, the faculty in areas which interest you. The
Academic Fair (page 4) is an unexcelled opportunity to
figure out exactly which of the upcoming offerings is
best for you. If you want to select a faculty advisor,
contact Academic Advising.
Who will help me plan my degree program?
Your academic advisor, your program faculty and the
Student Advising Center, specifically, the Academic
Advising and Career Development Office which are
part of SAC. Any or all of the above. When in doubt,
ask the Student Advising Center.
Retreat
Many academic programs go
on retreat during the year, often
off campus. Retreats allow for
secluded work on a particular
project or the finale to an .entire
year's studies. Also, the whole
curriculum is planned at an annual Faculty Retreat. The programs in this catalog were
planned at the Faculty Retreat
of spring, 1987,
Self-evaluation
Your evaluation of your own
academic work, as measured
against your objectives at the
beginning of a quarter and the
requirements of your program,
contract or Internship.
Who is allowed to do an Internship? When?
Some programs incorporate Internships in their learning plan. Internships can also be arranged outside of
programs through Individual Learning Contracts. A
limited number of Internships are available, and priority for independent Internships is given to seniors. All
Internships must be approved by the Office of
Cooperative Education, which is part of the Student
Advising Center. See pages 91 and 93.
Will I receive letter or numerical grades?
The faculty assess the quality of the work done by
means of detailed written evaluations. Evergreen uses
this system in lieu of letter or numerical grades. See
page 16.
Are all 1988-89 programs listed in this catalog, or
are others added later?
Most full-time programs were planned more than a
year before the 1988-89 academic year. Information
about changes and additions will be available at the
Academic Advising Office. Part-time offerings, which
are described briefly in this catalog, are planned only
months before the quarter they are offered. They are
publicized in a quarterly publication distributed on
campus, The Evergreen Times.
Seminars,
also known as Book Seminars,
are one of the central experiences of an Evergreen education. Seminars usually meet
twice weekly to discuss the
readings assigned in a particular program. The discussion
group consists of a faculty
member and an average. of 20
students. The faculty member
or, often, a student leads or
facilitates the seminar. Participants are expected to
prepare for the seminar by
reading and digesting the book
to be discussed.
What are Evergreen's areas of study?
Most of the conventional college subjects, plus a
number of specialties. Consult the Academic Index
(page 111), and browse through the Specialty Area
descriptions (pages 39-89).Advisors and Admissions
counselors can give you detailed information about
offerings in the fields that interest you.
What degrees and certificates do you offer?
The Bachelor of Arts, the Bachelor of Science, the
Initial Teaching Certificate, the Master of Public Administration and the Master of Environmental Studies.
What do Evergreen graduates do?
Our graduates undertake all the usual careers, and
invent some of their own. Environmental sciences and
health services are two fields commonly chosen by
Evergreen graduates. See "Evergreen Works" on
page 14.
Where can I get more information about programs?
The Academic Advising Office in the Student Advising
Center 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 and secretaries.
Social Contract
Evergreen's planning faculty
wanted Evergreen to function
as a community, so they wrote
their ideas about working
together and social ethics into
the Social Contract. See page
104 for a full copy.
Specialty Area
An interdisciplinary grouping of
Evergreen faculty, all of whom
are interested in a specific set
of disciplines or issues. Faculty
within each Specialty Area
meet regularly to plan curriculum and often teach
together. Evergreen's eight
Spectalty Areas are listed in
"The Condensed Curriculum"
on page 28.
Education with a Difference
Can I take more than one program at a time?
Although the major mode of study at Evergreen is one
full-time program per quarter, some half-time programs (8 quarter hours) are offered. It is possible, with
faculty permission, to enroll in one half-time program
and a course, courses or an individual contract.
Can I take courses in addition to a full-time
program?
Sometimes. Each program description in this catalog
specifies whether additional courses may be
substituted for portions of that program, if they are
more in keeping with your academic goals. You can also
negotiate this with program faculty.
Who is allowed to do an individual learning
contract?
.
Usually advanced, highly-motivated students with a
specific project in mind. Also, many programs allow individual projects.
Student Advising Handbook
Published by the Academic Advising Office, this publication is
an invaluable source of information and a tool for planning
your career at Evergreen, and
beyond.
Transfer Credit
Academic credit transferred to
Evergreen from another institution of higher learning. Usually given only for academic, as
opposed to technical,
coursework.
15
Our Faculty
At Evergreen, You'll Become an
Independent Thinker
. At Evergreen, you'll find a faculty committed to excellence in undergraduate education. Among other things,
this means faculty members are more accessible to
students, receptive to their ideas and open to their concerns. Students' evaluations of their faculty members
become part of those faculty members' professional
portfolio and are one of the main measures of their effectiveness when they undergo periodic evaluation by
Evergreen's academic deans. Faculty are evaluated
primarily on the quality of their teaching, not on the
basis of their research or how many articles they have
published. The main emphasis is on teaching at Ever-·
green. On the average, our faculty spend nearly onethird more hours in direct teaching contact with their
students than is the norm at most public institutions of
higher education.
At the heart of most Evergreen interdisciplinary programs is the seminar, where one faculty member and
an average of 20 students meet regularly for extended
exploration of some crucial topic or reading. Although
up to 100 students and a five-member faculty team
may be involved in a Coordinated Study Program,
much of a student's time is spent in these small group
discussions. The faculty leader and students ready
themselves for seminars, which meet once or twice a
week, by reading the same materials, by writing and
by preparing brief reports. Then they gather to share
their understandings and sort out differences. Through
this close collaboration with faculty and fellow
students, you will learn to research your ideas, to express yourself clearly, and to work cooperativelyabilities Evergreen graduates have found extremely
helpful in their lives and careers.
A Typical Week in the Life of an Evergreen Student"
Monday
Tuesday
Wednesday
Lecture
10:30 a.m.12:30 p.m.
Skills workshop or lab
9:30 a.m.12:30 p.m.-
Individual
Conference,
Study
1:30-4 p.m.
Seminar
2-4 p.m.
* This is one example of a schedule in a Coordinated
Friday
Library
research
8 a.m.-noon
Thursday
Lecture
10:30 a.m.12:30 p.m
Study
1-3 p.m.
Field trip
1:30-6 p.m.
Study, write
papers
Seminar
10:30 a.m.12:30 p.m.
Governance
3-5 p.m.
Study Program. The schedule of your program, group contract or internship may differ from
the above. Not included are other study times, group project work, consultations with faculty, participating in governance during the other weekly times Evergreen has set aside for decision-making (Monday, 3-5 p.m. and Friday, 12:30-2p.m.), work-study hours, recreational events and other
activities.
.
16
Narrative Evaluations
At the end of each academic quarter, your faculty
member will write a narrative evaluation describing
your academic work for the quarter and appraising
your performance. He or she probably will comment on
your academic strengths and weaknesses, and offer
suggestions to help you continue to progress.
At the same time, you will write a self-evaluation in
which you describe and appraise your efforts. Evaluation conferences, where you and your faculty member
discuss these narratives, are often where you learn
just how much you did learn after a quarter of study.
In addition, you will be asked to write an evaluation of
how the faculty member performed. To avoid any conflict of interest, you have the option of discussing this
evaluation during the conference, or handing it in
directly to your program secretary for processing.
Faculty members and academic deans also write selfevaluations each year.
We believe narrative evaluations provide more accurate, precise and useful information on your progress
as a student .than letter or numerical grades. We also
believe that the process of self-evaluation involves you
in reflecting on your accomplishments and in making
focused and realistic academic plans.
As a college committed to fostering individual and collective growth in a democratic society, Evergreen
wants to attract students of diverse culture, race, age,
previous educational and work experience,
geographical location and socio-economic backgroundsThe college welcomes qualified students who
demonstrate a spirit of inquiry, an eagerness to
improve-and this in increasingly self-directed ways, a
desire to communicate articulately and clearly in both
writing and speech, and a willingness to use these
traits helpfully and productively with others,
The college wants students who also express an interest in campus or community involvement, a respect
and tolerance for individual differences, and a willingness to experiment with alternative structures of
teaching and learning as these have evolved at
Evergreen over the past two decades- Prospective
students should seek full information concerning these
modes of study,
Requirements for First-Year Students
Normally, graduates in the upper half of their high
school graduating class who have demonstrated
achievement in a variety of academic courses will be
considered for admission. If ranking is not available,
applicants will be considered individually,
Students planning to enter directly from high school
are required to have completed this college
preparatory program:
1. Three years of English selected from courses
designed to develop college-level reading and writing
proficiencies;
_
2. Two years of mathematics selected from algebra,
geometry, trigonometry, advanced algebra and higherlevel courses;
3. Two years of science including one year of
laboratory science; and
4. Two-and-a-half years of social studies-
~ For more information about Admissions, call (206) 866-6000, ext. 6170
In addition, students should select electives that offer significant preparation for a challenging collegiate
curriculum. Honors and Advanced Placement courses
are strongly encouraged. Interdisciplinary study and
courses that stress skills in writing, research and communication are especially helpful in preparing for
Evergreen's innovative programsAdmission can be granted on the basis of six
semesters of high school work though seven semesters
are preferred. Before final acceptance by Evergreen,
applicants considered on this basis must submit a
transcript showing the completed high school record
and date of graduation. Failure to submit a final
transcript which shows satisfactory completion of admission requirements will result in disenrollment.
Requirements for Transfer Students
Transfer students will be considered for admission if
they have made satisfactory progress in academic
transfer courses 'at a previous college(s) and exited in
good academic standing. Normally, a 2.0 minimum GPA
(or equivalent) is required. We encourage college
transfers to have completed the English composition
course sequence (including research paper) at their
present college, if currently enrolled.
Applicants from other institutions who have completed 45 quarter hours of college-level academic
transfer courses need not submit high school
transcripts- Those who have completed less than 45
quarter hour credits at the time of application must
submit a high school transcript (or GED results) as
well as college transcript(s).
Transfer students must submit official transcripts
from each and every college or university attended.
Currently enrolled students should assure that the
most recent transcript of their work at the current col-
Admissions
lege is sent to Evergreen, then have a final official
copy sent immediately upon completion of all coursework there, Failure to submit a final satisfactory
transcript, as well a1!5
all transcripts of previous college
work, will result in disenrollment.
Other Requirements
Applications will be considered from persons
18 or older who have not graduated from an accredited
high school but who have completed the General
Educational Development tests- Normally, GED test
scores should be at the 60th percentile or above in all
categories.
2. Conditional Admission. Students whose high
school and/or college record falls below the criteria
described above may apply for conditional admission
by submitting additional information such as a personalletter or essay, letters of recommendation, test
scores (SAT,ACT or WPCT), samples of their work or
other information requested by the Admissions Office.
3. Returning Students. Former students planning to
return to Evergreen after withdrawing, graduating, or
taking a leave of absence of more than four quarters
must complete the regular application process and submit transcripts from all institutions attended since
leaving Evergreen. An admission decision is subject to
the admission criteria and deadlines that apply to the
requested quarter of entrance.
1. GED.
17
Doug Scrima!
Coordinator of High
School Relations
Christine Kerlin,
Director of Admissions
4. International Students. The college will consider
applications from international students who have met
the minimum entrance requirements for universities in
their native country and who can provide evidence of
their proficiency in English. International students
transferring from a college or university must show
satisfactory completion of courses at a minimum
achievement level of C+ or 75% or equivalent. Applicants must score at least 525 on the Test of English as
a Foreign Language. Applicants must also show
evidence of having at least $12,000 (US.) to pay normal
expenses for one year's enrollment at Evergreen.
Interested international students should request
further specific information about application processes from the Admissions Office.
Application Deadlines
Attention: Housing and Scholarship Applicants
The college accepts applications on a rolling basis until
enrollment limits are reached; specific deadlines are
not necessarily set in advance. Early application is
recommended. Applications may be submitted beginning a year in advance of the. desired quarter of
admission.
If qualified applications should exceed available
space, further admission decisions may take into account a variety of factors to achieve diversity and
balanced enrollment in Core and advanced programs.
If, in receiving an application, Evergreen determines
that a person's enrollment could present a physical
.danger to the campus community, the college reserves
the right to deny admission.
Admission to the college does not assure you a room
assignment in college housing. Please contact the
Housing Office for information about on-campus housing and observe that office's first-come, first-served
application process. You may complete the housing application process even before notification of admission.
Admission deadlines and scholarship deadlines often
vary. In order to be considered for an Evergreen
scholarship you should be admitted to the college first.
To Apply for Admission
Notification and Deposit
All applicants who wish to be considered for acceptance as fully matriculated students must submit the
following items to the Admissions Office:
1. The Washington Uniform Application, accom.panied by a non-refundable application fee of $25.
2. Official transcripts of all previous college studies
and, for those applying directly from high school or
those with less than 45 quarter hours of college
studies, a record of completed high school courses including rank in the graduating class. A transcript is
considered official if it (a) bears the seal of the institution, (b) is signed by an appropriate school official and
(c) is sent directly from the school to Evergreen's Admissions Office.
Notification of admission will be made after a review of
the completed application. (For Fall Quarter, notifications begin in December.) Upon notice of eligibility you
may be asked to send a non-refundable deposit of $50
by a stated deadline in order to assure your space at •
the college for the quarter of admission. However, admission and deposit do not guarantee your space in a
particular program, contract or course.
Deferred Application
Students who wish to postpone their application to
• another quarter should make that request in writing
prior to the tenth day of the' quarter for which they
originally applied. Deferral is subject to the admission
criteria and deadlines in effect for the future quarter.
Special Students and Auditors
If you are a part-time student and do not wish to have
your credit immediately applied toward a degree, you
do not have to complete the application process outlined in the "Admission Procedure" section. Entry into
part-time study for non-matriculant students is
handled by the Office of Registration and Records.
Space is limited for part-time students.
Special Student and Auditor are categories for local
residents interested in college work but not currently
seeking a baccalaureate degree. Both categories may
be limited in the amount of credit for which students
can register. Auditors are generally limited to 11
credits.
Special Students receive credit and narrative evaluation. They may later apply for admission as described
in the ''Admission Procedure" section. Upon acceptance, their previous work is credited toward a degree.
Auditors receive neither credit or narrative evaluation to be advanced toward a degree if they later apply
for admission.
Summer Quarter
Summer Quarter enrollment is handled through the
Office of Registration and Records and does not require formal admission.
18
Diane Kahaumia,
Teri Ramsauer,
Coordinator for Minority
Recruitment
Coordinator for Transfer
Student Outreach
Transfer of Credit
Evergreen has a generous policy on the acceptance of
credit from other institutions. The maximum credit
that can be transferred is 135 quarter hours or 90
semester hours. The maximum transferred from twoyear colleges is 90 quarter hours.
'Io transfer credit, supply official transcripts of all
previous work when you apply for admission. Policy
varies depending on the kind of institution from which
you transfer and the kinds of coursework involved. In
general, courses are acceptable in which a minimum
2.0 grade point or grade of C was received. Courses in
physical education, remedial work, military science and
religion are not transferable. Some vocational and personal development courses are transferable, others are
not. Contact Admissions for details. Evergreen abides
by the policies outlined in Washington's "Policy on
Inter-college Transfer and Articulation!'
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 by the Admissions office (see
Prior Learning Programs, page 92). Work performed
should be equivalent to work for which a four-year
college or university would normally give credit toward
a B.A. degree.
Community College Transfer
If you are a transfer student who has completed the ,
appropriate academic transfer Associate degree at a
Washington state community college, you may receive
the maximum of 90 transfer credits. Since community
colleges offer several degree programs, you should
consult your advisor for more specific information.
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 90 credits, your vocltech
degree will be posted as 90 transfer credits and you
will be recommended for a bachelor's degree. Noncompletion of the recommended 90 Evergreen credits
results in a course-by-course evaluation of the vocltech
coursework, which usually results in less than 90
transfer credits.
Minimum eligibility criteria include cumulative grade
average of at least a 2_5 and satisfactory completion of
at least one, preferably two, English composition
course(s). Generally, associate degrees in forestry,
fisheries, business, computer programming, social
services, nursing, education, communications and
health services are acceptable for the Upside-Down
Program. Please contact the Admissions Office about
your eligibility, which must be approved no later than
the 30th day of your first quarter.
Credit for Military and Flight Training
If you are an admitted student, credit for military
training may be applied to your graduation requirements as part of the 135 quarter-hour transfer credit
maximum. Military training is evaluated by the
Credentials Evaluator in Admissions in consultation
with the Office of Registration and Records and is
based upon the recommendations of the American
Council on Education's guide.
You must provide copies of your DD-214 and any certificates you earned while serving in the military, The
Office of Veterans Affairs can assist you in obtaining
copies of these records if they are not part of your
portfolio.
While no credit is granted for Basic Training, many
other courses you have completed and ratings you have
achieved may be transferable. This source of credit
may also be applicable to the bachelor of science
requirements at both the lower- and upper-division
levels.
'
Earned pilot's licenses are another source of credit
which may transfer. Varying amounts of credit are
awarded for a commercial/instrument license, multiengine rating, airline transport pilot license and flight
instructor license. No credit, however, is given for
possession of a private pilot's license.
Credit for Training Sequences
Work for which you have earned a recognized certificate may apply as transfer credit if it is comparable
to the quality of work you might do under the direction
of an Evergreen faculty member, It must also be in an
area which the college recognizes as applicable to a
bachelor's degree. Special job-related courses completed outside accredited institutions are an example of
this type of credit. The credit can be academic or vocational and must conform to all transfer credit
requirements.
You must submit to the Credentials Evaluator in
Admissions a copy of your certificate, a course description or syllabus, an evaluation of the quality of your
work and a completed "Certificate Evaluation Cover
Sheet" available only in the Admissions office, The
Credentials Evaluator may submit your application to
qualified faculty members for further review.
Generally, up to one quarter hour of credit may be'
generated for every 30 hours you spend in class. Contact Admissions for more information on this possible,
source of transfer credit.
Upside-Down Program
If you hold a vocational or technical associate degree
from an accredited two-year community college, you
may be eligible for the Upside-Down Program.
Admissions
19
"1 thought I had outgrown
my shyness, so I was surprised to see it resurface in
my first quarter here. I was
impressed by the quality of
the speaking skills of other
students, even the younger
ones fresh out of high
school. I wouldn't feel confident about speaking in
seminar until I had the exad
words I was going to say
lined up in a row. My
Faculty Member, Lovern
King, encouraged me to
relax and un rehearse. It
was a gradual change, but
quarter after quarter, my
ability to put my thoughts
together and speak
extemporaneously
has been
sharpened and refined."
CHERYL CULVER, 32
Senior
Hometown: 'Iacoma, Washington
Current Program: Internship through the
"Management in the Public Interest" program research for the Tacoma Area Campfire Council
Campus Activities: Informal support group
for older, re-entry women students
Career Goals: Management position in
communications
Georgette Chun
Director of Financial Aid
Betty Muncton
Financial Aid Counselor
Karen Wade James
Financial Aid Counselor
Financial Aid
Evergreen participates in most federal and state financial aid programs. You must apply for these programs
every year. Financial application packets are generally
available by mid-January. Because funds are limited, it
is recommended you submit your 1988-89 Financial Aid
form to the College Scholarship. Service by March 1,
1988, to receive full consideration for all available
campus-based fmancial aid. For more information, pick
up a brochure on Student Financial Aid which outlines
the application process, deadlines and other details.
Evergreen's goal is to provide financial guidance to
all students, and financial aid to those who could not
otherwise attend Evergreen. Grantaloans, employment or a combination of these are based on financial
need and can only supplement the' contribution of the
student and his or her family. Priority is given to fulltime students seeking a first bachelor's or rriaster's
degree.
Financial aid is distributed quarterly by the Financial Aid Office to coincide with tuition and fee
payments. All charges are deducted from the quarterly
award, with the balance paid to you during the first
week of instruction. Exceptions are Guaranteed Student Loans, which have rolling disbursement dates based on remittance by the student's lender, and oncampus work-study earnings, which are distributed
through monthly payroll checks.
The Financial Aid Office also offers financial counseling and maintains a listing of part-time employment'
opportunities both on- and off-campus.
Emergency Loan Program
Emergency loan funds are donated by businesses, service and professional organizations, individuals in the
community, and by the ShortfI'erm Loan Fund of Services and Activities. This program aids continuing
students who have temporary need by providing short
term loans of up to $200. Application is made by personal interview with a Financial Aid counselor.
~ For more information about Financial Aid, call (206) 866-6000, ext. 6205
college or entering for the first time after an extended
time away from higher education.
Institutional scholarships are coordinated by the Office • Ethel MacPhail Scholarship: awarded to a new or continuing female student with junior or senior standing
of the Dean of Enrollment Services, Eligibility criteria
pursuing full-time studies in business management or a
vary.
related field.
• Mark Blakley Memorial Scholarship:
• Shauna May Memorial Scholarship: awarded to a new
awarded to new or continuing student pursuing the
or continuing student pursuing studies in the
creative arts.
humanities.
• Ward Bowden Memorial Scholarship:
• Charles J. McCann Merit Scholarship: awarded to a
awarded to new and continuing students with financial
full-time senior who has been at Evergreen for at least
need and who are interested in the field of journalism
a year and who has shown the capacity to work well
or political science.
with others and demonstrates the ability to design and
• Roger F. Camp Memorial Scholarship:
carry out a plan of study, and does it well.
awarded to a full-time second-year Evergreen student
• Pleneurethics Society Scholarships: awarded to conwith fmancial need.
tinuing upper-division students in anthropology, jour• Lloyd Colfax Memorial Scholarship:
nalism, literature, mathematics, natural sciences,
awarded to a Native American student who has been
philosophy or psychology
admitted to the Teacher Education Program.
• Scholar-Athlete Awards: given as needed to students
• Carleton Morris Cooley Scholarship:
who demonstrate dedication to their studies and
awarded to a continuing student with senior standing
athletic endeavors.
who has excellent writing skills and participates in col• Jess and Hanna Spielholz Scholarship: awarded to
lege governance.
upper-division continuing students who have suc• Cultural Diversity Scholarships:
cessfully completed academic work in health education
awarded to American students who can contribute to
or a closely related field and who demonstrate exthe cultural and ethnic diversity of the college.
cellent communications skills.
• Edith K. Draham Scholarship: awarded to new and
• Masters in Public Administration Fellowship:
continuing Evergreen students with financial need and
awarded to a student in the program who
demonstrated ability in fiction writing.
demonstrates promise for continued intellectual and
• First Peoples Scholarships: awarded on the basis of
professional development.
merit to new students of color.
• Masters in Environmental Studies Fellowship:
• Foundation Scholarships: awarded to new full-time
awarded to a student in the program who
students who have made distinguished contributions in
demonstrates promise for continued intellectual and
their community, studies or other work.
professional development.
• Saul and Dayee G. Haas Foundation Award of Merit:
• John Walker MPA Fellowship: awarded to a woman in
awarded to a continuing Evergreen student with junior
the MPA program based on her promise for continued
or senior standing pursuing studies in the communicaintellectual and professional development.
tions field.
• Gordon Herom Memorial Scholarship: awarded to
Materials submitted for a scholarship become the
students who are at least 40 years old and display
property of the college and cannot be returned.
superior academic promise, and who are returning to
Scholarships
Financial Aid
21
Residency Status for Tuition and Fees
To be considered a resident for tuition and fee purposes, a nonresident must first establish a domicile in
the state of Washington in compliance with state laws.
You"must also establish that you intend to remain in
Washington.for other than educational purposes. Once
established, the domicile must exist for one year prior
to the first day of the quarter you plan to enroll as a
resident student.
If you are-a dependent student (not responsible for
your own expenses), you do not qualify for residency
unless one or both of your parents or legal guardian
has had a domicile in this state for at least one year
prior to the first day of the quarter for which you plan
to enroll.
Applications to change residency status must be
made no later than the 30th calendar day of the
quarter in which you become eligible. Applications are
available at the Office of Registration and Records.
Apply early, and allow at least ten days for processing
your application.
22
Washington/Oregon, WashingtonlBritish Columbia
Reciprocity
In accordance with a reciprocity agreement between
the states of Washington and Oregon, Evergreen is
allocated a number of tuition waivers for Oregon
residents. Graduate students and undergraduate
students of junior standing or above both may apply.
Legislation in process could affect the Washington!
Oregon reciprocity agreement. Washington and the
Province of British Columbia have a similar reciprocity
agreement. For information, contact the Office of
Registration and Records.
Billing and Payment Procedures
The Student Accounts system assembles all student
financial information, both charges and credits, and
prepares a periodic statement of account. This allows
registered students to submit a single check for tuition, fees, housing and other charges by mail or night
depository. The Cashier's Office is open 10 a.m.-3 p.m.,
Monday-Friday.
Tuition and fees are billed quarterly by mail if you
are "preregistered;' Payments must be in the Cashier's
Office by 3:45 p.m. of the second class day if you are
"preregistered;' Failure to pay tuition and fees by this
deadline will result in disenrollment. Payments must
b.e received by the deadline; i.e., postmarks are not
considered.
If you register during the "regular registration"
period, you must pay tuition and fees at thattime, You
have an option to pay at least half of your tuition and
fees by the assigned due date and the balance in full by
the.30th calendar day of the quarter (counting from
the first day of class).
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
$50 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.
Estimated Expenses
These estimates are for a single student who lives on
or off campus during the nine-month academic year.
They are projections for the 1988-89 year and subject
to change.
ResidentsN onresidents
Tuition and Fees
(Full-time
~u_nd~e~r£g~ra~d~u~a~te~)
Books and Supplies
~$1~3~1~7
480
~$4581
480
Housing and Meals
3261
3261
Personal Needs
1050
1050
In-State Travel
Total
690
690
$6798
$10,062
Refunds/Appeals
Refunds of tuition and fees are allowed if you
withdraw from college or are called into military service. In addition, if you change your credit load, the
schedule below will determine what refund, if any, you
will receive. If you follow proper procedures at the Office of Registration and Records, you will be refunded
as follows:
Fee/Charge
Category
Tuition and Fees
Housing Deposit
Applicable Refunds
. 100 percent to fifth class day of
quarter, 50 percent to 30th
calendar day; after that, no
refund.
Please contact the Housing
Office for a copy of the Hous-ing Contract which contains
complete details on deposits
ahd refund schedules.
Appeals on any financial policy or charge must be
made to the Office of Registration and Records within
ten days after the first billing
Miscellaneous Fees
Mandatory health fee (quarterly)
WashPIRG (quarterly;
refundable)
Housing deposit/administrative fee
Rental contract
Unit lease
Transcript
Extra transcripts ordered
at same time
ID card replacement
Returned check
Application fee (non-refundable)
Admission deposit (non-refundable)
Late registration fee
Reinstatementllate registration fee
Graduation fee
Lab fee (varies)
Leisure Education (varies)
Per Day
Parking
Automobiles
Motorcycles
$ 20*
2.50**
Tuition and Fees
These are projected tuition and fees* for the 1988-89 academic year** and may be subject to change.
Enrollment
Status
60
100
10
Quarter
Full-time
undergraduate
students
Part-time
5
undergraduate
5
students
6
25
Southeast Asian
50
Veteran under15
graduate students
50
Full-time graduate
25
students
---10-25
Part-time
5-100
graduate
students
Southeast Asian
Veteran graduate
Year students
Quarter
Credit Hours
10-16
9 credits
or less
9-12
8 credits
or less
Washington Resident Tuition
Nonresident Tuition
$439 per quarter
$1527 per quarter
$43.90 per credit;
2 credits minimum
$152.70 per credit;
2 credits minimum
$153 for 4 credits or more;
$43.90 per credit for 2 or
3 credits; 2 credits minimum
Does not apply
$620 per quarter
$1850 per quarter
$62 per credit;
2 credits minimum
$185 per credit
2 credits minimum
$153 for 3 credits or more;
$124 for 2 credits minimum
Does not apply
'A $73.50 fee for student Services and Activities (see page 99) is included in tuition. For other fees, see the "Miscellaneous Fees" chart on this page.
.75
.75
$22
11
$54
27
"Thition
and fees may vary Summer Quarter, which is not part of the regular academic year.
*Students also may purchase health insurance for themselves and
dependents. Options include either a major medical plan or full
health care coverage. Students registered for ten credits or more
are automatically enrolled in the major medical plan unless they
submit a waiver card or full health care request to Student Accounts by the fifth class day of each quarter. Dependents are not
automatically covered. Students must formally enroll at Student Accounts for additional coverage. Students registered for eight or nine
credits must request coverage. Students registered for less than
eight credits or as special students are not eligible for coverage.
Contact Student Accounts for more information.
**WashPIRG, or the Washington Public Interest Research Group, is a
consumer and environmental organization directed by students,
Students who do not pay the $2.50 special fee are not blocked from
enrollment. If you do not wish to support WashPIRG, you may
waive the fee.
~ For more information about Tuition and Fees, call (206) 866-6000. ext. 6180
Tuition and Fees
23
Registration
.New and Continuing Student Enrollment Process
If you are a continuing student, you should consult
registration information that is mailed out each
quarter. You should select your academic programs for
the following year during advance registration in midMay.
If you are a new student, you will come to campus
for a check-in appointment at a time provided by Admissions. At this meeting, you will discuss your personal interests and concerns, evaluate your study skills,
and receive advising and registration forms.
All programs are filled on a first-come, first-served
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.
As a full-time Evergreen student, you will be enrolled in only one full-time learning activity. 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 re-enroll each quarter during
this designated period if you continue in the same program or contract. Changes in the dates or amount of
credit need to be made as far in advance as possible to
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
Office of Registration and Records no later than the
fifth day of any quarter.
Special registration periods are held for those desiring to enroll as non-degree seeking Special Students or
Auditors; These special registration periods usually
coincide with the opening dates announced in both onand off-campus publications;
Throughout the year, important information will be
mailed to you, therefore you are required to keep a
current addreee=esea those of short duration- on file
with the Office of Registration and Records throughout
24
your stay at the college. (See also Billing and Payment
Procedures, page 22.)
1b Drop Or Change A Program
If you want to reduce credit, or drop or change a program, you must do so by the 30th calendar day of the
quarter. Use a Change of Registration Form from. the
Office of Registration and Records, and also check to
see if faculty signatures are required for the particular
programs involved. It is essential to complete these in
advance. See Refunds/Appeals on page 22.
Withdrawal
You may withdraw any time up to the 30th calendar
day of the quarter, but please inform the Office of
Registration and Records; See the tuition and fee refund schedule on page 22.
Enrollment
Status
Full-time
Part-time
Status*
Status
12-16
11 credits
Undergraduate
Students
credits
or less
Graduate
9-12
8 credits
credits
or less
Students
Important: VA standards for fullVeteran
time training are different than
Students
Evergreen's. The "seat-time" rule
requires a specific amount of time in
classroom situations. To be sure you
meet these standards, check with
Evergreen's Office of Veteran Affairs.
------
*Full-time enrollment must include any credit earned concurrently at
another college for transfer to Evergreen. Maximum enrollment may
not exceed the credit totals indicated above.
Leave of Absence
If you have been regularly admitted and need to "step
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
undergraduate and one quarter for graduate students).
Academic Credit
General Policies
You accumulate academic credit for work well done and
levels of performance reached and surpassed. Only if
you fulfill academic obligations will full credit,
expressed in quarter hours, be entered on the permanent academic record. Evergreen will not accept credit
twice for the same coursework.
Partial Credit Options
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 their policy at the outset of the quarter.
Exceptions are made only with their approval.
Evaluation
Evergreen's credit system distinguishes between quantity and quality. The quantity of your academic work is
recognized by an award of credit based on satisfactory
completion of program, contract or course requirements. The quality of your work is expressed in a written evaluation.
1b evaluate your work, you meet individually with
the faculty member who leads your seminar. At the
end of each quarter, two evaluations are written about
your academic accomplishments-one by your faculty
member and one by yourself. For more about this unique way of grading, turn to page 16.
Record Keeping
Transcript and Portfolio
The transcript and portfolio are the main records of
your academic achievement at Evergreen. Maintained
by the Office of Registration and Records, your
transcript will include all work done for credit, the official description of the program or contract, faculty
evaluations and, when required, your own evaluations.
Unless you go on a leave of absence, withdraw or
'change programs, credit and evaluations are reported
only at the end of a program or contract. Once the
evaluation is accepted in the Office of Registration and
Records, a copy is sent to you. If you need your faculty
to further revise your evaluation, you have 60 days or
until you request your transcript to be sent out,
whichever comes first.
The entire body of 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. Please
allow two weeks for processing between your request
(and $10 fee) and mailing of the transcript. Evergreen
reserves the right to withhold transcripts from
students who are in debt to the institution. If you need
more information on this issue, contact the Office of
Registration and Records.
.You maintain your own portfolio, which should include official descriptions of all your programs and contracts, copies of faculty evaluations, and your own selfevaluations, particularly those not in 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.
Retention of 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.
You must request transcripts of work done at other
schools directly from those schools, not from copies in
Evergreen's files,
•
For more information about Academic Regulations, call (206) 866-6000, ext. 6180
Arnaldo ROdriguez
Judy Huntley
Dean of Enrollment
Services
Assistant to the Dean for
Registration and Records
Confidentiality of 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. Copies of Evergreen's policies may be obtained from the Office of
Registration and Records or the Office of the Dean of
Enrollment Services.
Academic Standing Policy
The academic standing of each Evergreen student is
carefully monitored to ensure the full development of
his or her academic potential. Any student not making
satisfactory academic progress, as defined below, is informed of her or his standing in the college and is advised accordingly.
Faculty evaluation of student achievement formally
occurs at the conclusion of programs, contracts, courses
and internships. In addition, any student in danger of
receiving less than full credit is so notified in writing
at mid-quarter by his or her sponsor.
A student making unsatisfactory academic progress
will receive an Academic Warning and may be required
to take a Leave of Absence.
1. Academic Warning. A student who earns fewer
than three-fourths the number of registered credits in
two successive quarters will receive an Academic Warning, issued by the Dean of Enrollment Services. A
student registered for six (6) quarter credit hours or
more who receives no credit in any quarter will receive
an Academic Warning. Such warning will urge the student to seek academic advice or personal counseling
from a member of the faculty or through appropriate
offices in Student Affairs. A student will be removed
from Academic Warning status upon receiving at least
three-fourths of the credit for which he or she is
registered in two successive quarters.
2. Required Leave of Absence. A student who has
received an Academic Warning and who, at the next
evaluation period, receives either an incomplete or
Academic Regulations
fewer than three-fourths of the credit for which she or
he is registered will be required to take a Leave of
Absence, normally for one full year. A waiver of
Required Leave can be granted only by the academic
dean responsible for academic standing upon the
student's presentation of evidence of extenuating circumstances. A student returning from Required Leave
will re-enter on Academic Warning and be expected to
make satisfactory progress toward a bachelor's degree.
Failure to earn at least three-fourths credit at the first
evaluation period will result in dismissal from
Evergreen.
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 by an academic dean.
If you transfer credit from another college, you must
earn at least 45 of the last 90 quarter credit hours
while enrolled at Evergreen to be eligible for an
Evergreen degree. Prior Learning credit or CLEP
tests do not satisfy the 45 credit requirement.
If you have a baccalaureate degree from a regionallyaccredited 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.
The B.8. 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 at least
225 quarter hours, including 90 at Evergreen, and application at least one year in advance.
An application, exit interview and payment of a $25
fee are necessary for graduation. Contact the Office of
Registration and Records at least one quarter in advance of the anticipated graduation date.
.
25
"I went through a real attitude
change last quarter. Class would
end at 3:30 and our faculty member
would stay as late as six o'clock,
talking to us until his wife, who also
teaches here, would come to drag
him home for dinner. I thought,
'Gee, here's this guy who's been
teaching for 30 years and he's still
excited about learning!'
"That got to me. I was inspired to
apply what we were studying to my
life. It sort of crystallized for me one
morning. It was freezing cold and I
was out running, wondering, 'Why
in the world am lout here?' At the
time we were reading Montaigne,
and one of his things is to keep asking, 'What do I know?" Well, it was
pitch black, but the sun was coming
up and I thought, 'I'm beginning to
know myself:"
MICHELLE CONNOR, 19
Freshman
Hometown: Olympia, Washington
Current Program: "Great Books"
Campus Activities: Writing and running
Career Goals: International relations and
writing
Core Programs
Credits
Classical and Modern:
An Integrated Approach
to Education, 34
48
Reflections on Nature, 34
48
Democracy and Tyranny, 35
48
Science and Perception,
48
35
The Age 6f Revolution:
1775-1875, 35
Image and Idea:
The Past Hundred 'Xears, 36
Thinking Straight,
36
48
48
16
F
~
~
~
~
W
~
~
~
~
s-
~
~
~
~
~ ~ ~
~ ~ ~
~
Applied Social Theory
Mass Media & Popular Culture, 40
48
~ ~ ~
I ntercultural Communication:
The Global Village, 40
48
~ ~ ~
16
Problem Youth, 41
48
42
F
Habitats: Marine,
Terrestrial and Human, 46
48
Ecological Agriculture,
46
48
~ ~ ~
~ ~ ~
Principles of Biology:
Cells and Organisms, 47
8
~
Global Environmental Destruction:
Myth or Reality? 47
16
~
Culture and Design:
Pacific Northwest Traditions, 47
48
~ ~ ~
~
~
~
~
Evolutionary
Ecology, 48
The Nature of Natural History, 48
8
16
Field Natural History, 48
16
Topics in Marine Biology, 49
16
~
~ ~ ~
Inter-Arts
Foundations
Studio Project, 52
Interaction in the
Performing Arts, 52
48
~ ~ ~
48
~ ~ ~
~ ~ ~
~ ~ ~
Children of One Sun, 53
48
The American Dream? 53
48
Words and Music:
Meaning and Emotion in
Music and Literature, 54
48
Experiments
16
Group Images, 55
32
~ ~ ~
~
~ ~
Hand in Hand:
Feminist Film, Theory
and Practice, 55
32
~ ~
Visual Humor, 55
16
~
32
~ ~
~ ~
in Space, 54
SD_S_
(Student Originated
Shadows IV, 56
28
Humanities
Credits
Expressive Arts
Advanced Seminar
on Gender and Class, 41
Teacher Education,
ws
Environmental Studies
Studies), 56
32
ws
Credits
F
The Mythic Image, 60
48
Mexico Since the Revolution, 60
48
~ ~ ~
~ ~ ~
Words and Music:
Meaning and Emotion in
Music and Literature, 60
48
~ ~ ~
The Limits of Reason:
Europe 1760s-1860~ 61
48
War: Military
Industrial Complex, 61
32
Twentieth Century American
Culture and Literature, 61
16
~
Spanish Forms in Life and Art, 64
48
~ ~ ~
French Culture, 64
48
~ ~ ~
I talian Culture, 65
48
~ ~ ~
Japanese Language and Culture:
Stories of Thkyo and Kyoto, 65
48
~ ~ ~
Intercultural Communication:
The Global Village, 65
48
~ ~ ~
.
~ ~ ~
~ ~
Language and Culture Center
Management
and the Public Interest
Management
and the Public Interest,
Creating Organizational
Transition:
Studyplace
67
Futures,
67
Credits
F
48
~ ~ ~
~ ~
32
W S
Credits
F
Matter and Motion, 83
48
~ ~ ~
Chemical Systems
and Environmental
48
~ ~ ~
~ ~ ~
~ ~ ~
Molecule to Organism,
to Workplace, 67
~
16
Culture and Design:
Pacific Northwest Traditions,
48
~ ~ ~
Children of One Sun, 71
48
~
~
~
~
Intercultural Communication:
The Global Village, 71
48
~ ~ ~
70
The American, Dream? 71
48
48
Problem Youth, 71
48
~
~
~
~
~
~
~
~
83
48
48
48
~
~
~
~
~
~
~
~
~
~
Tacoma Campus: Shaping Policy
for the 21st Century, 89
48
~ ~ ~
Vancouver Campus:
Human Environments,
Human Expressions, 89
48
~ ~ ~
Computability
Change:
A Self- Balancing Process, 70
84
48
and Cognition, 85
48
Children of One Sun, 85
48
Human Health and Behavior, 86
48
Social Science in Perspective,
32
86
Psychological Counseling, 86
48
The Helping Professional,
48
87
The Human Condition, 87
Problem Youth, 87
Political Economy
and Social Change
WS
Credits
F
WS
Graduate Study at Evergreen
Analysis, 83
Physical Systems, 84
(l§ata to Information,
Native American Studies
Special Forms of Study
and Academic Resources, 91
Science, Technology and Health
Ecological Agriculture,
48
48
87
~
~
~
~
~
~
~
~
~
~
~~
~
~
~
Master of
Environmental
Studies, 94
Master of
Public Administration,
94
~ ~ ~
~ ~ ~
Key
* F-Fall
Quarter
W-Winter Quarter
S-Spring Quarter
~
~
~
~
~
Off-Campus Programs
Political Economy and Social
Change: Race/Class/Gender,
75
32
~ ~
Advanced Seminar
on Gender and Class, 75
16
Washington Centennial,
16
~
~
Human Condition:
BioTech, Science, Values, 77
48
~ ~ ~
Liberation Theology:
Three Faces of God, 77
16
Visual Humor, 77
16
~
~
75
Center for the ~tudy of
Science and Human Values
Condensed Curriculum
29
Special
Features of
the Curriculum
Advanced Interdivisional
Coordinated Stud~ Programs
Evergreen has created two year-long Coordinated
Study Programs for 1988-89 that will explore themes
and issues spanning a number of disciplines and educational approaches. These advanced interdivisional programs will provide special opportunities for upperdivision students who have well-developed reading and
writing skills. "The Human Condition" will incorporate
history, biology, social science and the philosophy of
science in an examination of the radical evolution of
change in modern science and scientists (for a full
description, see page 77). "Children of One Sun" will
study the impact of technology on society through the
disciplinary perspectives of music, psychology, theater
and computer science, and culminate in the performance of an original musicial (see page 53). The two
programs will be only the first of what Evergreen
plans to be annual advanced interdivisional offerings
that feature intensive collaboration and pursue issues
across several disciplinary boundaries.
30
Evergreen and the Washington State Centennial
In conjunction with Washington's 1989 Centennial
celebration, Evergreen will offer related studies in
state history, culture, art, science, politics and
economics. The centennial year extends from.
November 11, 1988, to a grand finale on November 11,
1989, overlapping Evergreen's 1988-89 curriculum.
While the once-in-a-century state celebration will
feature exhibits, speakers, community renovation projects, athletic games and a host of other activities,
Evergreen's centennial programs will focus some portion of their studies on Washington's past, present and
future. "Washington Centennial:' offered Spring
Quarter, 1989, will be entirely for students with an
intensive research project related to Washington's
100th birthday. Evergreen programs that will offer a
Washington Centennial component include:
Democracy and Tyranny, page 35
Mass Media and Popular Culture, page 40
Children of One Sun, page 53
The American Dream? page 71
Washington Centennial, page 75
The Human Condition, page 77
International Studies
and Opportunities to Study Abroad
Evergreen offers a variety of ways to study different
cultures both in Olympia and abroad. Every Spring
Quarter, a limited number of Evergreen students who
have had at least one year of college may enroll in programs in England or Japan. In addition, the 1988-89
curriculum offers several programs with an international theme, four of which have an overseas
component.
In cooperation with the Southwest Washington Consortium for International Studies-an arrangement
between Evergreen and the nine community colleges
of southwest Washington-Evergreen
will offer integrated programs of study in London, England, and
Kyoto, Japan, during Spring Quarter, 1989. The Kyoto
program will include instruction in "Japanese
Language and Culture" and other subjects that are to
be determined. Similarly, the London program will
have components in "British Life and Culture" and
other subject areas. There-will be an interesting mixture of people in the programs themselves, as the
students and faculty will come from the nine southwest
Washington community colleges as well as Evergreen.
Even though there are travel and accommodation costs
Cross-Listed Programs
above tuition, student demand is expected to exceed
the space available in the two International Studies
programs. For more information, contact Administrative Assistant Kris Johansson, Library 3130, or extension 6402.
Other programs in the '88-89 curriculum offer an
international focus. The Language and Culture Center,
in particular, usually offers one or more programs each
year that travels abroad for at least a portion of its
studies. Evergreen programs which have an overseas
component during the 1988-89 year are indicated with
an (*). .
*Intercultural Communication: The Global Village,
page 40
Ecological Agriculture: Food, Nutrition and
Agriculture, page 46
Mexico Since the Revolution, page 60
*French Culture, page 64
*Italian Culture, page 65
Spanish Forms in Life and Art, page 64
*Japanese Language and Culture: Stories of Tokyo and
Kyoto, page 65
Liberation Theology: Three Faces of God, page 77
A well-known aspect of Evergreen's interdisciplinary
curriculum is the viay academic programs integrate
several disciplines in the study of one problem or
theme. The programs listed below are especially interdisciplinary, so much so because they are team-taught
by faculty from divergent Specialty Areas and possibly
of equal interest to students with widely different
fields of interest.
Intercultural Communication: The Global Village
Primary Area: Applied Social Theory
Cross-list Areas: Language and Cultural Center
Native Arriericafl Studies
Advanced Seminar on Gender and Class
Primary Area: Applied Social Theory
Cross-list Area: Political Economy and Social Change
Ecological Agriculture: Food, Culture and
Agriculture
Primary Area: Environmental Studies
Cross-list Area.~Science, Technology and Health
Visual Humor
Primary Area: Expressive Arts
Cross-list Area: Science and Human Values
Words and Music: Meaning and Emotion in Music
and Literature
Primary Area: Expressive Arts
Cross-list Area: Humanities
Culture and Design: Pacific Northwest Traditions
Primary Area: Native American Studies
Cross-list Area: Environmental Studies
Problem Youth
Primary Area: Native American Studies
Cross-list Area: Applied Social Theory
American Dream?
Primary Area: Native American Studies
Cross-list Area: Expressive Arts
Children of One Sun
Primary Area: Expressive Arts
Cross-list Areas: Native American Studies
Science, Technology and Health
Special Features
31
"I had this feeling that I was
waiting on the sidelines at
the college I went to before,
waiting to get into the
game. The first day in my
first program at Evergreen,
the faculty, Charlie Teske,
asked a question at one
point during his introductory lecture. When no one
spoke up, he yelled, 'Come
on, people, I don't have all
the answers!' It woke me
up. I knew I wouldn't have
to wait anymore. Evergreen
was going to be different
than any school I'd ever
attended."
III
PETE STADDLER, 27
Junior
Hometown: Leadville, Colorado
Current Program: "The Classical World'"
Campus Activities: Student coordinator of
the Wilderness Center
Career Goal: Interdisciplinary graduate
studies in history and philosophy; then
teaching at the college level.
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
Study 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 relation 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, read carefully, analyze arguments, work
cooperatively in small projects or discussion groups
and how to use the many resources inthe Library.
Core Programs also help you connect your studies with
your own intellectual and personal concerns and make
responsible decisions about your education.
Each of the Core Programs listed in this catalog section is an integrated study program that combines
several different activities: seminars, individual conferences with faculty members, lectures, field trips,
laboratories-whatever
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, and
about the college's people and facilities.
Core Programs
Convener: Larry Eickstaedt
-~~~~Classical and Modern:
An Integrated Approach to Education
Fall, Winter, Spring / Coordinated Study
Coordinator: Bill Arney or Kirk Thompson
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: None
Pari- time Options: No
Internship Possihilities: No
Additional Course Allowed: No.
For years, Americans knew what an "educated" person
should study: the "classics" from Homer and Plato. to
Marx and Freud. But since the 1960s, the conception of
the educated person has become problematic and controversial, with students and teachers questioning the
kind of knowledge that will suit the individual of the
modern world. Recently, educational tradition has been
challenged by such writers as Allan Bloom, who.
argues (in The Closing of the American Mind) that we
no longer know what kind of education suits our
students or our society.
In this program we shall explore and experience the
classical approach to higher education, whose ideal is
to produce a citizen capable of participating in the
public and political life of the community. But we will
not receive this tradition uncritically. We will confront
it with alternatives which represent internal
challenges, minority and feminist views, and crosscultural comparisons. We will examine its relevance to
our modern technological, scientific and nuclear age.
We will also examine and experience the contrast
between classical and modern modes of education-for
example, oral versus written communication; human
versus computer memory; live versus filmed drama;
logical versus statistical inference.
The goal of our studies is for each individual to.
arrive at an integrated set of educational values that
draw upon the past but are responsive to the present-values that are viable in the modern world.
Planned equivalencies in quarter hours:
To be distributed in literature, social sciences,
philosophy, psychology, history, expository writing,
statistics.
Thtal: 48 credits
Program is preparatory for careers and/or future
study in social sciences and humanities.
34
....
~~
~-----------------
.... -...
Reflections on Nature
Fall, Winter, Spring / Coordinated Study
Coordinator: Jean Mandeberg
Enrollment: 110 F, W; 88 S
Faculty: 5 F, W; 4 S
Prerequisites: None
Special Expenses: Drawing and natural history supplies; field trip expenses
Pari- time Options: No
Internship Possihilities: No
Additional Course Allowed: Yes, Spring Quarter
Being out in the natural world is a pleasure. It is also
o.ne of the primary inspirations for biology, physics,
visual art, literature, music and mathematics. This program will present an integrated introduction to the
college-level study of these six subjects based on their
connections to natural patterns and processes. Science
and art will receive equal weight, and the connections
between the two. will be special objects of study. Both
beginners and more knowledgeable students will find
challenges appropriate to. their level.
Fall Quarter will focus on the art and science of
observing and describing nature, especially outdoor
nature. Students will learn how to write a natural
history field journal, draw and use basic statistics, and
will do background studies in the six program subjects.
Observing and background studies will continue in
Winter Quarter, and we will start work on "stories and
theories" We'll study major creations of art and science
such as Impressionist painting, the theory of evolution,
Moby Dick, geometry and other works whose authors
have been strongly moved by the natural world,
All these studies will continue in Spring Quarter,
together with a new issue: the moral and ethical question of the proper role of human beings in the natural
world. In what ways should people make use of living
things, minerals, or other natural resources, or intervene to change nature's course? Are there times or
places when nature should be left undisturbed? How
have different cultures handled these questions?
The program will give students a substantial introduction to what the six program subjects have to
say about the natural world, and to. the ideas and
techniques they employ,
Planned equivalencies in quarter hours:
Will be distributed in expository writing, natural
history (biological and physical), artistic composition
and design (drawing and music), introductory
mathematics and logic, introductory cultural anthropology, literature.
Thtal: 48 credits
Program is preparatory for careers and/or future
study in a wide variety of natural sciences,
humanities and arts.
Democracy and Tyranny
Science and' Perception
The Age 9f Revolution: 1775-1875
Fall, Winter, Spring / Coordinated Study
Coordinator: Guy Adams
Enrollment: 92 Faculty: 4
Prerequisites: None
Special Exp.enses: Field trips (only a few)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Burton S. Guttman
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: None
Part-time Options: Possibly
Internship Possibilities: No
Additional Course Allowed: Possibly
Fall, Winter, Spring / Coordinated Study
Coordinator: Paul E. Mott
Enrollment: 60-70 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The freedoms of one become the chains of another.
Such paradoxes emerge when the meaning of freedom
is critically examined. The tension between tyranny
and democracy in social, political and cultural life
makes for a particularly rich examination of the multiple and ambiguous paradoxes of freedom. Is freedom
individual or social? Is the modern state fundamentally
tyrannical, or can it be made democratic? What are the
obligations of citizenship? We will ask these, and other
questions of our heritage and of our future. We will
seek clarity in our thinking about what it means to be
free.
"Democracy and Tyranny" is a program which will
integrate study in literature, philosophy, social and
political theory, history, performance and expository
writing. Classical Greece is a starting point for our investigations and contemporary America will be the
fmal focus, but our journey will take us to those times
and places which best bear the weight of our questions. ,Wewill certainly take advantage of the centennial of the state of Washington to put the question of
freedom to our future in the Pacific Northwest.
We will search for our roots in the past, in an attempt to understand the present, and an analysis of
our hopes and fears for the future. We will try to find
out who we are and what kind of human beings we
should become. We will ask which of our traditions are
worth saving. The problems we will study are old, and
ever new: problems of domination and liberation, peace
and war, courage and cowardice, the individual and
society, the beautiful and the ugly, good and evil.
This program will examine how people think, analyze,
and perceive the world and come to know it. We will
treat scientific knowledge as one aspect of human
knowledge and treat basic logic and mathematics as
major analytical tools that humans use to understand
their world. This work will provide a solid introduction to basic mathematics and natural science.
We will emphasize the development of critical reading
and clear writing because learning to read and write
well is learning to think clearly. We will link this work
to the study of logic-to the analysis of argumentswhich will be a foundation for elementary mathematics.
At first we will stress logic and mathematics as game
playing and puzzle solving to take some anxiety out of
the study of math. We will then develop' standard
precalculus math at a few levels for students with different degrees of preparation. Students will then be
able to apply their developing analytical abilities in
basic sciences, especially chemistry, stressing ways of
thinking and solving problems. Science will be con:
sidered in an historical context, emphasizing perception and the process of discovery.
We will examine cultural differences, as well as commonalities, and philosophical and psychological issues
surrounding perception and knowledge. By the end of
the program students should have good analytical skills,
including facility with mathematics; they will understand fundamental concepts and problems of science
and philosophy and will have a general understanding
of humans as knowers and perceivers of the world.
Many of the issues that concern us today and many of
the philosophies and- ideologies that we use for guidance originated in Europe in the century after
1775. Industrialization was the major event, but it was
accompanied by fascinating developments in intellectual and everyday life. It was an age of revolution that
saw the end of many monarchies and the beginning of
socialisms, pluralist democracies and Jacobinisms, to
mention a few. In direct response to the issues of the
times, economics and sociology were developed.
Urbanism became the way of life for an increasing
number of people. This program will examine developments in philosophy, politics, mathematics and science,
and the social sciences during the century after 1775.
It will also study parallel developments in literature
and the arts, such as the shift from religious to secular
subjects in fme arts, the role of science in novels like
Goethe's Elective Affinities and the abandonment of
rural living as a theme in Victorian poetry.
Planned equivalencies in quarter hours:
'lb be distributed in the humanities, social sciences,
arts and expository writing.
Thtal: 48 credits
Planned equivalencies in quarter hours:
12-natural science; 9-mathematics and logic;
15<-philosophy, psychology and cognitive science;
12-expository writing
Thtal: 48 credits
Program is prepamtory for careers and/or future
study in most fields.
Program is prepamtory for careers and/or future
study in natural and social sciences and humanities,.
Core Programs
Planned equivalencies in quarter hours:
12-history
4-philosophy
8-introduction to social science
8-introduction to physical science
12-literature and writing
4-Third World studies
Thtal: 48 credits
Program is prepamtory for careers and/or future
study in humanities, social sciences and physical
sciences.
35
Image and Idea: The Past Hundred Years
Fall, Winter, Spring / Coordinated Study
Coordinator: Susan Aurand
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: $15-20/qtr. model fee for drawing
and art supplies; $25/qtr. photo lab fee and materials
cost
Part-time Options: By permission of the faculty
Internship Possibilities: No
Additional Course Allowed: By permission of the
faculty or for work in the Learning Resource Center
In "Image and Idea" we will examine American life
and the important ideas of the past hundred years
through art and literature. Each quarter we will focus
on a particular time period in the past century and
study the images and novels of the time. Our aim will
be to understand the social, psychological, religious
and political ideas and events which informed these
works. Our study will reflect the fact that America is a
society of diverse cultural perspectives. From our work
we will gain a better understanding of our culture and
lives, and of how culture and experience shape the
work of artists and writers. Each quarter, students will
have the opportunity to do personal research and
image-making projects on topics related to the program theme. From these projects, students will learn
how to use images as a means of expressing their own
ideas and experiences and their understanding of
American culture.
36
Thinking Straight
Students and faculty will meet regularly for image
workshops (drawing/design or painting or photography), book and image seminars, lectures, writing
workshops, films and project discussions. We will also
take field trips to galleries and museums. The aim of
the program is to help students improve their skills in
expository writing, critical analysis, oral communication, research techniques, visual literacy and a twodimensional medium. No prior art experience is
needed.
Planned equivalencies in quarter hours:
9-distributed among history, sociology and psychology
9-expository writing and research techniques
9-art history
9-literature
12-to be specified by the faculty upon evaluation of
the student's studio project work
Total: 48 credits
Program is prepamwry 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.
Spring / Group Contract
Sponsor: 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 relation 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 involves 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-informallogic
4-English composition
4-philosophical issues in contemporary culture
4-contemporary social problems
Total: 16 credits
Program is prepamwry for careers and/or future
study in law, management, journalism, social sciences
and the humanities.
"I'm becoming much more aware of
my ethnicity. I'm proud of being a
Filipina. It's true-Evergreen
can
be difficult for a person of color.
01 ympia and the college are pretty much culturally and racially
homogenous. But the First
Peoples' Coalition here on campus
really helps. I have a family,
understanding friends and
respect. .. respect. "
The Applied Social Theory specialty area offers yearlong integrated work in preparation for careers in
education and mass communications, as well as occasional programs about contemporary social and
political life. Coursework centers on the application of
theories in social science and works in the humanities
to the realities of life and work in the contemporary
world. The area's programs combine training in
necessary skills, the opportunity for practical experience in internships and a thorough education in
ways to think about modern life. For long-term
satisfaction in the rapidly changing fields with which
we deal, there is nothing so practical as a good theory.
Convener: Thad Curtz
Affiliated Faculty: Nancy Allen, Thad Curtz, Helen
Darrow, Betsy Diffendal, Don Finkel, Lovern Root
King, Rita Pougiales and Sy Schwartz
"Think about the kind of world you want to live and
work in. What do you need to know to help build that
world? Demand that your teachers teach you that."
-Prince Kropotkin
REGINA BONNE VIE, 20
Sophomore
Hometown: Seattle, Washington
Current program: "Matter and Motion"
Campus activities: Co-coordinator of
Asian/Pacific Isle Coalition, Peer Advisor.
Career goals: Physician
Applied Social Theory
39
Mass Media and Popular Culture
Intercultural Communication:
Fall, Winter, Spring / Group Contract
Sponsor: Thomas H. Foote
Enrollment: 48 Faculty: 2
Prerequisites: Successful completion of Core Program
or equivalent
Special Expenses: $10 lab fee
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
The schedule will accommodate the following topics
and activities: Fall Quarter: General overview, interviewing, methodology (skills workshops), how to conduct an ethnography, interpretation workshop and
book seminar. Winter Quarter: Site identification,
project selection, developing the ethnography, media
projects, book seminar and interpretation workshop.
Spring Quarter: Presentations, all campus festival,
book seminar and interpretation workshop.
This program will explore the connections between
mass media and popular culture concentrating on the
Pacific Northwest, including expressions of ethnic, occupational and other special interest communities.
Fall Quarter will focus on the nature of popular
cultures and their relationship to folk cultures. There
will be workshops on the methodology for accomplishing successful field research. Students will learn
to conduct an ethnography. And they will gain an
understanding of how folk and popular cultures function in the larger society, for groups and the individual.
In audio and video workshops students will learn to
use those media as tools to document their fieldwork. .
In interpretation workshops, students and faculty will
engage in dialogue concerning relevant pieces of
materials such as films, ethnographic documentaries
and interviews.
Planned equivalencies in quarter hours:
4-introduction to folklore
4-introduction to popular culture
8-field study
2-oral history and tradition
4-folklore methodology
8-conducting the ethnography
2- interviewing
2...,.audioproduction: documentation
2-video production: documentation
4-writing in cultural perspective
4-projects in popular culture
4-applied folklore studies
1btal: 48 credits
Program is preparatory for careers and/or future
study in folklore, communications and anthropology.
The Global Village
Fall, Winter, Spring / Group Contract
Sponsor: Lovern Root King
Enrollment: 24
Prerequisites: Core Program or equivalent, junior
standing, faculty signature required, foreign language
proficiency preferred
Special Expenses: Field trips, retreats, $15 lab fee,
travel abroad costs
Part-time Options: Yes
Internship Possibilities: No
Adduional Course Allowed: Yes
This program is for students planning to study, live or
work outside the United States. It will also develop
awareness of the significant differences among diverse
cultures within the United States. Emphasized are
skills in cross-cultural observations in communication
and awareness of the culture one is considering entering, as well as the culture one is emerging from. This
program will also look at the ways ideologies and value
systems are reflected in different societies, including
comparative religious and political systems. Work will
include reading, writing, seminars, cross-cultural
simulations, field trips and guest speakers. Students
should take a foreign language at the same time, and
an intensive study of beginning Spanish is planned.
Fall Quarter will emphasize the analysis and evaluation of personal and national identity and values, and
begin to apply them in the international context in a
negotiation workshop.
Winter Quarter will explore comparative political
systems and religious beliefs and their impact/influence
on different cultures. A cultural notebook on a specific
country/culture will be due at the end of this quarter.
Spring Quarterwill be a group contract in which
students will actually travel to their selected country/culture and do pre-determined assignments.
Planned equivalencies in quarter hours:
12-intercultural communication; 8-anthropology;
5-comparative political systems; 5-comparative
religions; 4-sociology; 4-social geography;
,
1O-introduction to specific research of country chosen.
1btal: 48 credits
Program is preparatory for careers and/or future
study in foreign service, international business and
intercultural communications.
40
Advanced Seminar on Gender and Class
Problem Youth
Spring / Group Contract
Sponsor:.Stephanie Coontz
Enrollment: 48 Faculty: 2
Prerequisites: "Political Economy and Social Change:'
"Family, Community and Personal Life:' or advanced
work in American history or political economy; faculty
signature required
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program is designed for students seeking
academic training and practical experience in the field
of juvenile justice in the state of Washington. For a
complete description, turn to page 71 in the Native
American Studies specialty area.
This one-quarter program will explore the connections
between gender and class. We will analyze the explanatory value of both concepts and discuss how they
can be integrated into a coherent theoretical perspective. We will focus our readings on one or two books,
such as Nancy Hartsock's Money, Sex, and Power, and
assign collateral reading with each chapter. Students
will be expected to participate actively in seminar, conduct independent research and make presentations
when necessary. Faculty members will discuss their
own attempts to integrate class and gender into the
study of history and political science.
Planned equivalencies in quarter hours:
Will be distributed in political science, sociology, social
science theory and women's studies.
Total: 16 credits
Progmm is prepamtory for careers and/or future
study in history, political science, feminist studies,
sociology and law.
Applied Social Theory
41
Teacher Education at Evergreen
Director: John Parker
42
Director: John Parker
Major and Minor Fields
In collaboration with Western Washington University,
Evergreen offers a professional Thacher Education program. It is designed as a full-time Coordinated Study,
integrating work in philosophy of education, human
development, group dynamics and social interaction,
the historical and cultural context of education and the
implications of these for the actual practice of day-today teaching. In addition to its ongoing concern with
classroom applications, this program strives to interrelate theory and practice by including two full
quarters of student teaching, some field experience in
every quarter and work on the dynamics of classrooms
as a participant/observer in alaboratory group inside
the program. The curriculum is also distinguished by
its central commitment to a developmental viewpoint,
as exemplified in thinkers like Piaget, Erikson and
Dewey, although it will provide students with literacy
in competing theoretical perspectives.
Since our reading will generally be done in primary
texts in psychology, philosophy and the other social
sciences rather than in textbooks, and there will be frequent writing, the program's work will be demanding.
We will place considerable emphasis on making our
way through it cooperatively, supporting and assisting
each other in our efforts to deepen our understanding
of it and its implications for the practice of democracy
and education in the contemporary world.
The Thacher Education program is two years long.
Students who successfully complete the program will
be issued either an Elementary or Secondary Initial
Certificate.
Students who pursue a Secondary Certificate complete
a major in a particular field. The following majors are
available at Evergreen: art, biology, English, physics,
science, mathematics and social science. Some secondary students may opt to do an additional minor.
Students pursuing an Elementary Certificate complete
two 30-credit minors. Minors are available in a variety
of fields for both secondary and elementary education
and include art, biology, chemistry, economics, English,
foreign languages, history, mathematics, natural
science, physics and social science. See the Teacher
Education at Evergreen brochure available from the
Admissions Office, Academic Advising Office and
Thacher Education Office for complete descriptions of
the requirements for specific majors and minors.
Admissions Requirements
Students should begin planning their curriculum well
before entering the program. Students are urged to
talk to the academic advisors for the education program as early as possible in order to be guided in the
admissions process and to be informed about requirements. The advisors for the program are listed on
the next page. Before entering the program, students
should complete two graduation requirements: 8
quarter hours of college-level natural science (biology,
chemistry, physics and geology) and 12 credits of
writing. Only those students with strong writing skills
will be admitted to the program. In addition to the
general graduation requirements for the program,
students must also complete the academic work for
their majors and minors prior to their entrance into
the Thacher Education Program. Strength of work in
proposed major and minor fields, along with letters of
recommendation addressing academic ability as well as
interest in and experience working with children, play
a 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
2.75, with graded transcripts or comparable work on
ungraded transcripts. Transcripts of all previous college work must be submitted.
As part of the admission process, applicants must
also take, and pass at prescribed levels, standard aptitude tests in reading, English, and mathematics such
as ACT, SAT, WPCT, and TETEP. 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). For further information on
the tests and when they are given contact the 'Thacher
Education Office.
Students wishing to apply for admission to this program should complete all admission requirements, including letters of recommendation and the special application form from the Admissions Office, prior to
March 11. Students who are selected for admission at
this time will be notified in writing prior to the
Academic Fair in early May. The late application
deadline is May 2, when late applicants will be considered on a space available basis. Applications cornpleted after May 2 will be considered if space remains
after the first two filing periods. Students interested in
enrolling at Evergreen for the first time, Evergreen
graduates seeking a second bachelor's degree, or
students returning to Evergreen after an absence of
over one year must meet the regular admission and
deadline criteria for entrance. to undergraduate studies
as well as meet the regular admission and deadline
criteria for admission to the 'Thacher Education program. Full infoi:mation may be obtained through the
Admissions, Advising and 'Thacher Education offices.
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 Certificate
(elementary, K-8; secondary, 4-12). The requirements
for a 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.
Your Advisor
All students admitted to the 'Thacher Education program will be assigned an academic advisor from the
Evergreen subject area advisors. Your advisor is
familiar with the Evergreen curriculum and the
'Thacher Education program. Usually the advisor will
also be the sign-off authority for your major and/or
minors.
See your advisor frequently for assistance in planning your curriculum. If you haven't been assigned an
advisor yet, see Evergreen's Academic Advising Office
for assistance.
Applied Social Theory
Academic Advisors for the Teacher Education
Program
Art:
Jean Mandeberg, Paul Sparks
Biology:
Burt Guttman, Larry Eickstaedt
Chemistry:
Fred 'Iabbutt, Byron Youtz
English:
contact John Parker
Foreign Languages:
Andrew Hanfman
Mathematics:
Hazel Jo Reed
Natural Science:
Byron Youtz
Physics:
Byron Youtz
Social Sciences (history, political science and
economics):
Barbara Smith, Greg Weeks
43
"Evergreen is rich in hidden
gems, one of which is the
Organic Farm. I feel a .
personal relationship with
the place. I've done a lot of
gardening all over the
country-New
York, Pennsylvania, New Jersey and
Hawaii and I feel very
fortunate to be able to study
ecological sustainability in
the field, right here on com.pus. /t's enriched me and
I've been able to give
something back."
The philosophy of Environmental Studies is that the
interaction of human societies and natural systems
must be managed in a manner that insures 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:
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.
Environmental Studies requires students and faculty
Who are willing to study material from many
disciplines in the natural and social sciences, in the arts
and in the humanities;" and who are willing to break
down boundaries to realize the integration necessary
to achieve the goals above.
TOM NICHOLSON, 29
Senior
Hometown: Philadelphia, Pennsylvania
Current program: Individual Contract on
''Advanced Soils and Organic Chemistry"
Campus activities: Student and Activities
liaison to the Organic Farm, Community
Garden Coordinator
Career goals: Farmer, ecologist
Environmental Studies
Convener: Kaye V. Ladd
Affiliated Faculty: Michael Beug, Paul Butler, Jovanna
Brown, William Brown, Richard Cellarius, James
Ebersole, Larry Eickstaedt, Russ Fox, Steven G. Herman, Jaime Kooser, Pat Labine, Kaye V. Ladd, David
Milne, 'Ibm Rainey, John Perkins, Robert Sluss, Oscar
Soule, Jim Stroh, Pete Taylor and Al Wiedemann
Associated Faculty: Rob Cole, Rainer Hasenstab and
Matt Smith
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 relation.ships 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 Evergreen's Graduate Program in
Environmental Studies (MES). Advanced
45
Habitats: Marine, Terrestrial and Human
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
necessary prerequisites-
Ecological Agriculture:
Food, Nutrition and Agriculture
Fall, Winter, Spring / Coordinated Study
Coordinator: Jaime Kooser
Enrollment: 96 Faculty: 4
Prerequisites: Core Program or equivalent
Special Expenses: About $100 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
First Year_'
Any Core Program; students interested in Environmental Studies may want to consider the following Core Programs: "Reflections on Nature:' "Science
and Perception"
Second or Third Years:
Within Environmental Studies one of:
"Habitats"
"Ecological Agriculture"
"Culture and Design-Pacific Northwest Traditions"
Fall, Winter, Spring / Group Contract
Sponsor: Pat Labine
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent; introductory college work in biology, ecology and chemistry;
Chemistry I & II.may be taken concurrently
Special Expenses: $75 field trip fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Only if student has
already completed Chemistry I & II
This program enables students to begin study of
marine and terrestrial natural history and sciences at
an intermediate leveL Studies of these subjects will be
integrated with analyses of human interactions with
natural environments,
This year-long, interdisciplinary program will examine
During Fall Quarter we will begin with ecological,
. food in terms of production, processing, consumption
geographical principles, map reading, national issues,
and nutrition from an ecological perspective. Students
and quantitative environmental techniques (chemistry,
can expect intensive work in nutrition, human ecology,
statistics). During winter and spring, we will focus
agriculture, chemistry and scientific methodology.
more closely upon marine biology and environments,
Seminar readings and workshops in fall and winter
terrestrial organisms and ecosystems, hydrology and
will explore such topics as the development of
geology. The marine sector of the program will survey
agricultural societies, the determinants and consethe organisms and plants of the sea, and study water
quences of personal and cultural food choices, the
quality, nutrient cycles and physical phenomena. The
political economy of agriculture and food, and the
terrestrial sector will address identification of Northfuture impact of biotechnology on food production.
west plant and animal species, habitats and biomesSpring term will emphasize agriculture, food, nutrition
Water, a connecting link between terrestrial and
and development issues in the Third World.
marine systems, will be studied in the context of
Food production skills will be emphasized in Farm
streamflow and its effects on landforms, human struc- , Practicum, one day a week. Students will help maintures and organismstain the demonstration and market gardens of EverEnvironmental chemistry and statistical work will
green's Organic Farm, and will obtain training in intencontinue into the winter. Students will also participate,
sive vegetable and fruit production, plant propagation,
at that time, in seminars focusing'upon global enmarketing and general farm maintenance. There will
vironmental issues, including selected endangered
be extensive field trips to farming and food processing
species and the efficacy of parks, zoos and other
operations throughout the Pacific Northwest.
wildlife and biome preserves- The class will apply the
techniques learned during the first two quarters to a
Planned equivalencies in quarter hours:
fieldllibrary research project to be conducted during
8-food, culture, and agriculture (seminar, fall and
the spring.
winter); 4-food, agriculture and development in the
Third World (seminar, spring); 8-nutrition; 4-human
Planned equivalencies in quarter hours:
ecology; 4-research methods; 8-chemistry I, II;
Will be distributed in chemistry, statistics, geography,
12-farm practicum
marine biology, geology, natural history, zoology,
'Iotal: 48 credits
botany ecology, field methods in ecology and environmental issuesProgram is prepamtory for careers and/or future
'Ibtal: 48 credits
studies in the Peace Corps, agroecology, nutrition, or
a mnge of internships in urban agriculture, farm
Program is prepamtory for careers and/or future
management, community service and small-scale
agriculture.
studies in environmental areas.
Within Science, Technology and Health one of:
"Matter and Motion"
"Molecule to Organism"
Within Political Economy and Social Change:
"Political Economy and Social Change"
Third or Fourth Years:
"Global Environmental Destruction"
"Evolutionary Ecology"
"The Nature of Natural History"
"Field Natural History"
"Topics in Marine Biology"
46
l
-
----
--
-.~
1M
Principles of Biology: Cells and Organisms
Global Environmental
Fall /Half-time Group Contract
Sponsor: Richard Cellarius
Enrollment: 48
Prerequisites: None, but high school chemistry and advanced algebra or one quarter of college chemistry and
algebra strongly recommended
Winter /Group Contract
Sponsor: Richard Cellarius
Enrollment: 24
Prerequisites: Third-year standing; "Habitats:' with
additional work in political economy recommended, or
"Political Economy and Social Change:' with additional
work in environmental studies recommended.
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
This contract will study the major principles of cellular
and organismal biology, focusing on structure, function,
and interrelationships. 'lbpics will include biological
organization, bioenergetics, cell structure and
metabolism, genetics, evolution, plant and animal
structure and physiology, and development. Ecological
concepts will not be covered except in the context of
evolution and cellular and organismal physiology. Basic
introduction to the major groups of organisms will occur throughout the quarter. Laboratory exercises will
illustrate principles and important biological techniques. Classes will consist of six hours of lecture/discussion and six hours of laboratory each week.
Planned equivalencies in quarter hours:
8-principles of biology 1 and 2 (cells and organisms)
Total: 8 credits
Progmm is prepamtory for careers and/or future
study in biology, medicine, environmental studies and
other natuml sciences.
Destruction: Myth or Reality?
Culture and Design: Pacific Northwest Traditions
This year-long program will examine important traditional and contemporary cultural, social and physical
aspects of environmental design which are specific to
the Pacific Northwest. For a 'complete description, turn
to page 70 in the Native American Studies specialty
area.
This group contract will undertake a detailed analysis
of the claims that the capacity of the global environment to sustain life is being seriously damaged by
human activity. Among the factors to be investigated
are overpopulation, desertification, removal of tropical
forests and global climate change. For each factor,
technical, social and economic aspects will be analyzed,
as well as the interactions between development and
developing countries, In addition to reading historical
and contemporary general analyses such as The Global
2000 Report and The Resourceful Earth, students will
investigate the technical literature underlying the
claims in these analyses and present written and oral
reports of their findings to the group. An important
aspect will be the study of current efforts worldwide to
respond to these issues.
Planned equivalencies in quarter hours:
8-seminar in global environmental issues
4-TBA, dependent on student work (potential for up
to 4 upper division natural science credits depending
on individual project work)
Total: 12 credits
Progmm is prepamtory for careers and/or future
study in environmental studies, political economy and
international affairs-including
law, business and
technological assistance.
Environmental Studies
47
EvolutioriaryEcology
The Nature of Natural History
Field Natural History
Fall / Group Contract
Sponsor: Steven G. Herman
Enrollment: 24
Prerequisites: Basic biology
Special Expenses: $35 for field trips
Part- time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Winter / Group Contract.
Sponsors: Alfred M. Wiedemann and Steven G.
Herman
Enrollment- 48; Faculty: 2
Prerequisites: None
Special Expenses: $75 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring / Group Contract
Sponsors: Steven G. Herman and Alfred M.
Wiedemann
Enrollment: 25; Faculty: 2
Prerequisites: "The Nature of Natural History" or
equivalent; approval of instructors
Special Expenses: $400 for field trips
Part-time Options: No
internship Possibilities: No
Additional Course Allowed: No
This group contract will examine modern approaches
to evolutionary ecology through lectures, texts, field
trips and museum exercises. Descriptive ecology will
be covered, as well as such subjects as population
dynamics, natural selection, predation, coevolution, the
ecological niche, community structure, punctuated
equilibria, energetics and biogeography. The text will
be Evolutionary Ecology by Pianka.
Planned equivalencies in quarter hours:
8-evolutionary ecology
Total: 8 credits
Program is preparatory for careers and/or future
study in environmental sciences.
The objective of this program is to provide the student
with the basic skills and understanding necessary to
competently observe, record, and interpret natural
phenomena (plants, animals and the landscapes in
which they live). The program thence will be the
nature and history of natural history, developed
through lectures, seminars, laboratory work, reading
and short field trips. Instruction will emphasize the
proper use of the field journal and species accounts,
plant and animal morphology and identification of
plants and animals in winter. There will be a three-day
field trip the first week of the quarter, four one-day
field trips during the quarter and an overnight field
trip at the end of the quarter.
Planned equivalencies in, quarter hours:
3-history and scope of natural history
5-field records in natural history
4-winter field biology
4-identification morphology of plants and animals
Total: 16 credits
Program is preparatory for careers and/or future
study in environmental sciences.
.48
The program is designed to follow "The Nature of
Natural History" and to involve students from that
program at a more advanced level. Intensive field work
will involve the identification of landscape components,
animal behavior and plant phenology. A rigorous
record-keeping system (naturalist field journal and
species accounts) will be the nucleus of student work.
Instruction will emphasize advanced techniques of
vascular plant and vertebrate animal identification.
Herbarium and museum techniques (collection, preservation and cataloging) will also be covered.
Field Trips: Most of the last half of the quarter will
be spent in the field.
Planned equivalencies in quarter hours:
3-natural history of the Pacific Northwest
4-field records in natural history
3-field zoology
3-field botany
3-community ecology
Total: 16 credits
Program is preparatory for careers and/or future
study in environmental sciences .
Topics in Marine Biology
Other Opportunities at Evergreen
The Organic Farm
Spring / Group Contract
Sponsor: Pete Taylor
Enrollment· 24
Prerequisites: Third or fourth year standing, introductory marine biology ("Habitats" 1987-88),or introductory biology and introductory chemistry (college-level)
Special Expenses: Field trip costs (transportation, food
and camp fees) for two day-trips and possibly one overnight trip
Part-time Options: Yes, offered for 8 or 12 units
Internship Possibilities: Yes, to supplement 8 or 12
units
Additional Course Allowed: Yes
Malheur Field Station
The Organic Farm, started by students during the college's first year, is intended to be an inspiration for involvement in agriculture. Each year new projects are
undertaken to explore an expanding range of options in
sustainable agriculture. The widest possible array of
crops adapted to the Northwest are grown to
demonstrate which vegetables, fruits, berries and nuts
do well in the region-without the use of pesticides,
herbicides or commercial fertilizers. Information on
organic agriculture is available to callers and visitors
to the Farm. For more information. contact Faculty
Member Pat Labine, The Evergreen State College.
This program will include a seminar on readings in
marine ecology, a seminar on marine paleohisfory and
biogeography, and individual literature-research on
'selected marine biology topics. The marine ecology
seminar will be based on reading scientific articles
about various aspects of coastal marine ecology, including the intertidal, estuarine, subtidal and coral-reef
environments. The marine paleohistory and biogeography seminar will require library-research efforts by
student teams to present selected topics about marine
environments, organisms and their distributions
through earth history. Two or three field trips will be
conducted to exemplify topics featured in the seminars.
Planned equivalencies in quarter hours:
2-seminar on marine ecology
6-seminar on marine paleohistory and biogeography
4-topic in marine biology: literature-research review
'lbtal: 12 credits
Progmm is prepamtory for careers and/or future
study in marine biology, environmental science,
marine resource management, marine environmental
policy and related fields.
Since 1973, Evergreen has been part of a consortium of
some 25 colleges and universities that operate Malheur
Field Station, 32 miles south of Burns, Oregon. Set in
an area of unusual biological diversity on Malheur
National Wildlife Refuge, this facility offers visiting
naturalists dormitories, trailers, dining hall,
laboratories, and a library and museum.
In addition to a full program of college-level courses,
the Station offers opportunities for students to be involved in research projects and operating the Station
itself. Internships are also available.
Evergreen faculty and students have used Malheur
Field Station extensively over the years, both as a site
for Evergreen classes and as a place to take summer
courses. Administratively, a Field Station course is
treated as a course on campus in Olympia.
Information on Malheur Field Station courses may
be obtained by writing the Director, Malheur Field
Station, Box 260-E, Princeton, OR 97721, or by contacting Dr. Steven G. Herman at Evergreen.
Malheur Bird Observatory
Malheur Bird Observatory, (MaBO) is 80 acres of land
adjoining Malheur National Wildlife Refuge and about
five miles from Malheur Field Station. The Observatory offers accommodations for up to 18 people (a
large dining tent, wall tents with cots for sleeping, and
hot and cold running water) in a primitive setting. It
has been used traditionally for the field component of
Evergreen's spring ornithology program (in evennumbered years).
Evergreen summer bird courses are also headquartered at MaBO. The Observatory works closely
with the Field Station and the Refuge in an active program of research, focusing on rare, threatened or endangered species and shrubsteppe birds.
Dr. Steven G. Herman, scientific director of the
Observatory, is a faculty member in ornithology at
Evergreen.
Environmental Studies
Garfield Garden Project
In the spring of 1981, a garden was set up on the
grounds of the Garfield Elementary School in Olympia.
Since then a greenhouse has, been build, and a solid
curriculum has been established to directly involve
first and fourth grade classes with the garden. During
Spring Quarter each year, Evergreen students have
the opportunity to do an internship at the Garfield
Garden, working with children and coordinating
lessons in the classroom and the garden. The Organic
Farm supports this project by loaning equipment and
offering plant starts, ideas and advice. For more information, contact Faculty Member Pat Labine, The
Evergreen State College.
The Seawulff
Commissioned in 1978, the Seawulff is a 38-foot
sailboat, a portable piece of campus that serves 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 is used in
academic programs to explore Puget Sound as far .
north as the San Juan Islands.
49
\
"Evergreen feels like a national
park. Take a walk down the
parkway and you see huge,
beautiful trees and sometimes
even a deer. I love to walk outside, smelling the freshness,
listening to the birds sing. This
is a college that renews your
spirit:'
SHEILA FOX, 29
Junior
Hometown: Ukiah, California
Current Program: Internship with
Evergreen Media Services
Campus Activities: Evergreen Expressions, productions and stage management,
Media Services aide, Tides of Change
(Evergreen women's production company).
Career Goal: Stage management and
production
The Expressive Arts specialty area is primarily concerned with helping students gain competence and confidence in inter-arts collaboration. In many programs,
students have the opportunity to do creative work in
one or more arts, including visual art, music, dance,
theater, video, film, photography and creative writing.
Program themes are drawn from the faculty's own professional interests; as filmmakers, directors,
choreographers, composers, performers, visual artists
and writers. With the exception of the introductory
programs in the visual and performing arts ("InterArts Foundations"), offerings vary each year. This
allows the curriculum to remain vital by infusing it
with new insights of the faculty. Students should note,
however, that traditional sequential development of
skills is not available in all arts.
The Expressive Arts faculty are committed to the
importance of creative work as a central element in a
liberal arts education. The skills learned in Expressive
Arts programs will aid a student in any other academic
work she or he may pursue. At the same time, it is important for a student entering Expressive Arts to have
had a broad range of other academic experiences. A
student should not expect to focus his or her .
undergraduate work only in Expressive Arts, but
rather to move into and out of the area, taking advantage of opportunities to work in other specialty areas.
While studying within Expressive Arts, a student·
should work in more than one art area and consider
undertaking multi-media collaborative projects with
other students. The faculty believe that a broad range
of experiences, in the arts and other disciplines, is
necessary to developing students' creativity. As a
future goal, the Expressive Arts faculty are working
toward creating a learning environment that supports
a strong multicultural perspective in the work of
students. Each year, the offerings in Expressive Arts
include:
A sophomore-level Coordinated Study progrom
("Inter-Arts Foundations");
Junior-and senior-level, work-based group contracts
(for example, "The Moving Image'');
Opportunities for individual contracts (advanced
students only) and Internships in arts management:
and
Convener: Sally Cloninger
Affiliated Faculty: Susan Aurand, Andrew Buchman,
Sally Cloninger, Doranne Crable, Llyn DeDanaan,
Marilyn Frasca, Bob Haft, Barbara Hammer, Meg
Hunt, Bud Johansen, Jean Mandeberg, Pat MathenyWhite, Terry Setter, Paul Sparks, Charles Teske,
Ainara Wilder and Bill Winden.
Career Pathways in Expressive Arts
Study in the Expressive Arts area is preparatory for
careers in the visual and performing arts, art history,
arts management and the humanities.
Skill-development courses to supplement your work in
your program or group contract.
Expressive Arts
51
•
THE
•
EVERGREEN
STATE
COLLEGE
OLYMPIA, WASHINGTON
ACADEMIC
PROGRAMS
•
1988-1989
•
Contents
Academic Offerings
Enrollment Services
Financial Aid
Tuition and Fees
Academic Regulations
1
1
3
Core Programs
Specialty Areas
and Areas of Advanced Study
Applied Social Theory
~Te~a-c~h-e-r-E-d~u-c-at-i-on~----------------------9
Environmental Studies
Expressive Arts
Humanities
Language and Culture Center
Management
and the Public Interest
Native American Studies
--_._----------Political Economy
and Social Change
Center for the Study of
Science and Human Values
Science, Thchnology and Health
Campus Life
5
8
11
14
18
20
23
24
26
27
28
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
Governance
Campus Profile
Academic Calendar
Contacting Evergreen
32
35
Financial Aid
Tuition and Fees
Financial Aid
Residency Status for Tuition and Fees
Evergreen participates in most federal and state financial aid programs. You must apply for these programs
every year. Financial application packets are generally
available by mid-January. Because funds are limited, it
is recommended you submit your 1988-89 Financial Aid
form to the College Scholarship Service by March 1,
1988, to receive full consideration for all available
campus-based fmancial aid. For more information, pick
up a brochure on Student Financial Aid \}'hich outlines
the application process, deadlines and other details.
Evergreen's goal is to provide financial guidance to
all students, and financial aid to those who could not
otherwise attend Evergreen. Grants, loans, employment or a combination of these are based on financial
need and can only supplement the contribution of the
student and his or her family. Priority is given to fulltime students seeking a first bachelor's or master's
degree.
Financial aid is distributed quarterly by the Financial Aid Office to coincide with tuition and fee
payments. All charges are deducted from the quarterly
award, with the balance paid to you during the first
week of instruction. Exceptions are Guaranteed Student Loans, which have rolling disbursement dates
based on remittance by the student's lender, and oncampus work-study earnings, which are distributed
through monthly payroll checks.
The Financial Aid Office also offers financial counseling and maintains a listing of part-time employment
opportunities both on- and off-campus.
To be considered a resident for tuition and fee purposes, a nonresident must first establish a domicile in
the state of Washington in compliance with state laws.
You must also establish that you intend to remain in
Washington for other than educational purposes. Once
established, the domicile must exist for one year prior
to the first day of the quarter you plan to enroll as a
resident student.
If you are a dependent student (not responsible for
your own expenses), you do not qualify for residency
unless one or both of your parents or legal guardian
has had a domicile in this state for at least one year
prior to the first day of the quarter for which you plan
to enroll.
Applications to change residency status must be
made no later than the 30th calendar day of the
quarter in which you become eligible. Applications are
available at the Office of Registration and Records.
Apply early, and allow at least ten days for processing
your application.
Emergency Loan Program
Emergency loan funds are donated by businesses, service and professional organizations, individuals in the
community, and by the Short Term Loan Fund of Services and Activities. This program aids continuing
students who have temporary need by providing short
term loans of up to $200. Application is made by personal interview with a Financial Aid counselor.
Institutional scholarships are coordinated by the Office
of the Dean of Enrollment Services. Eligibility criteria
vary.
Washington/Oregon, WashingtonlBritish
Columbia
Reciprocity
In accordance with a reciprocity agreement between
the states of Washington and Oregon, Evergreen is
allocated a number of tuition waivers for Oregon
residents. Graduate students and undergraduate
students of junior standing or above both may apply.
Legislation in process could affect the Washington!
Oregon reciprocity agreement. Washington and the
Province of British Columbia have a similar reciprocity
agreement. For information, contact the Office of
Registration and Records.
Billing and Payment Procedures
The Student Accounts system assembles all student
financial information, both charges and credits, and
prepares a periodic statement of account. This allows
registered students to submit a single check for tuition, fees, housing and other charges by mail or night
depository. The Cashier's Office is open 10 a.m.-3 p.m.,
Monday-Friday.
Tuition and fees are billed quarterly by mail if you
are "preregistered:' Payments must be in the Cashier's
Office by 3:45 p.m. of the second class day if you are
"preregistered?' Failure to pay tuition and fees by this
deadline will result in disenrollment. Payments must
be received by the deadline; i.e., postmarks are not
considered.
If you register during the "regular registration"
period, you must pay tuition and fees at that time. You
have an option to pay at least half of your tuition and
fees by the assigned due date and the balance in full by
the 30th calendar day of the quarter (counting from
the first day of class):
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
$50 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.
1
Estimated Expenses
These estimates are for a single student who lives on
or off campus during the nine-month academic year.
They are projections for the 1988-89 year and subject
to change.
ResidentsNonresidents
Tuition and Fees
(Full-time
undergraduate)
$1317
$4581
480
480
Tuition and Fees
These are projected tuition and fees* for the 1988-89 academic year** and may be subject to change.
Enrollment
Status ._----Full-time
undergraduate
students
------
Part-time
undergraduate
3261
3261
H ousing and Meals
students
-------------1050
1050
Personal Needs
Southeast Asian
Veteran under690
690
In-State Travel
~-----------------------------graduate students
$10,062
$6798
Total
Full-time graduate
students
Refunds/Appeals
Refunds of tuition and fees are allowed if you
Part-time
withdraw from college or are called into military sergraduate
vice. In addition, if you change your credit load, the
students
schedule below will determine what refund, if any, you Southeast Asian
will receive. If you follow proper procedures at the Of- . Veteran graduate
fice of Registration and Records, you will be refunded
students
as follows:
Books and Supplies
Quarter
Credit Hours
10-16
9 credits
or less
9-12
8 credits
or less
Washington Resident Tuition
Nonresident
$439 per quarter
$1527 per quarter
$43.90 per credit;
2 credits minimum
$152.70 per credit;
2 credits minimum
$153 for 4 credits or more;
$43.90 per credit for 2 or
3 credits; 2 credits minimum
Does not apply
$620 per quarter
$1850 per quarter
$62 per credit;
2 credits minimum
$185 per credit
2 credits minimum
$153 for 3 credits or more;
$124 for 2 credits minimum
Does not apply
*A $73.50 fee for student Services and Activities is included in tuition. For other fees, see the "Miscellaneous Fees" chart on this page.
Fee/Charge
Category
**Thition and fees may vary Summer Quarter, which is not part of the regular academic year.
Applicable Refunds
Tuition and Fees
100 percent to fifth class day of
quarter, 50 percent to 30th
calendar day; after that, no
refund.
Housing Deposit
Please contact the Housing
Office for a copy of the Housing Contract which contains
complete details on deposits
and refund schedules.
Appeals on any financial policy or charge must be '.
made to the Office of Registration and Records within
ten days after the first billing
2
Thition
Academic Regulations
M iscellaneous
Fees
Registration
Mandatory health fee (quarterly)
WashPIRG (quarterly;
refundable)
Housing deposit/administrative fee
Rental contract
Unit, lease
Transcript
Extra transcripts ordered
at same time
ID card replacement
Returned check
Application fee (non-refundable)
Admission deposit (non-refundable)
Late registration fee
ReinstatemenUlate registration fee
Graduation fee
Lab fee (varies)
Leisure Education (varies)
_______
Parking
Autmrwbiles
Motorcycles
.f!!! DaL_
~
.~
$ 20*
2.50**
60
100
10
5
5
6
25
50
15
50
25
10-25
5-100
.
Qua~
11
~ear
~
27
·Students also may purchase health insurance for themselves and
dependents. Options include either a major medical plan or full
health care coverage. Students registered for ten credits or more
are automatically enrolled in the major medical plan unless they
submit a waiver card or full health care request to Student Ac·
counts by the fIfth class day of each quarter. Dependents are not
automatically covered. Students must fonnally enroll at Student Accounts for additional coverage. Students registered for eight or nine
credits must request coverage. Students registered for less than
eight credits or as special students are not eligible for coverage.
Contact Student Accounts for more infonnation.
··WashPIRG, or the Washington Public Interest Research Group, is a
consumer and environmental organization directed by students.
Students who do not pay the $2.50 special fee are not blocked from
enrollment. If you do not wish to support WashPIRG, you may
waive the fee.
New and Continuing Student Enrollment Process
If you are a continuing student, you should consult
registration information that is mailed out each
quarter. You should select your academic programs for
the following year during advance registration in midMay.
If you are a new student, you will come to campus
for a check-in appointment at a time provided by Admissions. At this meeting, you will discuss your personal interests and concerns, evaluate your study skills,
and receive advising and registration forms.
All programs are filled on a first-come, first-served
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.
As a full-time Evergreen student, you will be enrolled in only one full-time learning activity. 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 re-enroll each quarter during
this designated period if you continue in the same program or contract. Changes in the dates or amount of
credit need to be made as far in advance as possible to
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
Office of Registration and Records no later than the
fIfth day of any quarter.
Special registration periods are held for those desiring to enroll as non-degree seeking Special Students or
Auditors. These special registration periods usually
coincide with the opening dates announced in both onand off-campus publications.
Throughout the year, important information will be
mailed to you, therefore you are required to keep a
current address-even those of short duration-on file
with the Office of Registration and Records throughout
your stay at the college. (See also Billing and Payment
Procedures, page 1.)
To Drop Or Change A Program
If you want to reduce credit, or drop or change a program, you must do so by the 30th calendar day of the
quarter. Use a Change of Registration Form from the
Office of Registration and Records, and also check to
see if faculty signatures are required for the particular
programs involved. It if?essential to complete these in
advance. See Refunds/Appeals on page 2.
Withdrawal
You may withdraw any time up to the 30th calendar
day of the quarter, but please inform the Office of
Registration and Records. See the tuition and fee refund schedule on page 2.
Enrollment Status
Leave of Absence
If you have been regularly admitted and need to "step
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
undergraduate and one quarter for graduate students).
Enrollment
Status
------.
Full-time
Part-time
Status*
Status
12-16
11 credits
Undergraduate
credits
or
less
Students
---_.
9-12
8 credits
Graduate
credits
or less
Students
--_.
Important:
VA
standards
for fullVeteran
time training are different than
Students
Evergreen's. The "seat-time" rule
requires a specific amount of time in
classroom situations. To be sure you
meet these standards, check with
Evergreen's Office of Veteran Affairs.
* Full-time enrollment must include any credit earned concurrently at
another college for transfer to Evergreen. Maximum enrollment may
not exceed the credit totalsliu~icated above.
3
----------
Academic Credit
General Policies
You accumulate academic credit for work well done and
levels of performance reached and surpassed. Only if
you fulfill academic obligations will full credit, expressed in quarter hours, be entered on the permanent academic record. Evergreen will not accept credit
twice for the same coursework.
Partial Credit Options
.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 their policy at the outset of the quarter.
Exceptions are made only with their approval.
Evaluation
Evergreen's credit system distinguishes between quantity and quality. The quantity of your academic work is
recognized by an award of credit based on satisfactory
completion of program, contract or course requirements. The quality of your work is expressed in a written evaluation.
To evaluate your work, you meet individually with
the faculty member who leads your seminar. At the
end of each quarter, two evaluations are written about
your academic accomplishments-one
by your faculty
member and one by yourself.
Record Keeping
Transcript and Portfolio
The transcript and portfolio are the main records of
your academic achievement at Evergreen. Maintained
by the Office of Registration and Records, your
transcript will include all work done for credit, the official description of the program or contract, faculty
evaluations and, when required, your own evaluations.
4
Unless you go on a leave of absence, withdraw or
change programs, credit and evaluations are reported
only at the end of a program or contract. Once the
evaluation is accepted in the Office of Registration and
Records, a copy is sent to you. If you need your faculty
to further revise your evaluation, you have 60 days or
until you request your transcript to be sent out,
whichever comes first.
The entire body of 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. Please
allow two weeks for processing between your request
(and $10 fee) and mailing of the transcript. Evergreen
reserves the right to withhold transcripts from
students who are in debt to the 'institution. If you need
more information on this issue, contact the Office of
Registration and Records.
You maintain your own portfolio, which should include official descriptions of all your programs and contracts, copies of faculty evaluations, and your own selfevaluations, particularly those not in 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.
Retention of 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.
You must request transcripts of work done at other
schools directly from those schools, not from copies in
Evergreen's files.
Confidentiality of 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. Copies of Evergreen's policies may be obtained from the Office of
Registration and Records or the Office of the Dean of
Enrollment Services.
Academic Standing Policy
The academic standing of each Evergreen student is
carefully monitored to ensure the full development of
his or her academic potential. Any student not making
satisfactory academic progress, as defined below, is informed of her or his standing in the college and is advised accordingly.
Faculty evaluation of student achievement formally
occurs at the conclusion of programs, contracts, courses
and internships. In addition, any student in danger of
receiving less than full credit is so notified in writing
at mid-quarter by his or her sponsor.
A student making unsatisfactory academic progress
will receive an Academic Warning and may be required
to take a Leave of Absence.
1. Academic Warning. A student who earns fewer
than three-fourths the number of registered credits in
two successive quarters will receive an Academic
Warning, issued by the Dean of Enrollment Services. A
student registered for six (6) quarter credit hours or
more who receives no credit in any quarter will receive
an Academic Warning. Such warning will urge the student to seek academic advice or personal counseling
from a member of the faculty or through appropriate
offices in Student Affairs. A student will be removed
from Academic Warning status upon receiving at least
three-fourths of the credit for which he or she is
registered in two successive quarters.
2. Required Leave of Absence. A student who has
received an Academic Warning and who, at the next
evaluation period, receives either an incomplete or
,
Core Programs
fewer than three-fourths of the credit for which she or
he is registered will be required to take a Leave of
Absence, normally for one full year. A waiver of
Required Leave can be granted only by the academic
dean responsible for academic standing upon the
student's presentation of evidence of extenuating circumstances. A student returning from Required Leave
will re-enter on Academic Warning and be expected to
make satisfactory progress toward a bachelor's degree.
Failure to earn at least three-fourths credit at the first
evaluation period will result in dismissal from
Evergreen.
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 by an academic dean.
If you transfer credit from another college, you must
earn at least 45 of the last 90 quarter credit hours
while enrolled at Evergreen to be eligible for an
Evergreen degree. Prior Learning credit or CLEP
tests do not satisfy the 45 credit requirement.
If you have a baccalaureate degree from a regionallyaccredited 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.
The B.8. 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 at least
225 quarter hours, including 90 at Evergreen, and application at least one year in advance.
An application, exit interview and payment of a $25
fee are necessary for graduation. Contact the Office of
Registration and Records at least one quarter in advance of the anticipated graduation date.
Reflections
on Nature
Fall, Winter, Spring / Coordinated Study
Coordinator: Jean Mandeberg
Enrollment: 110 F, W; 88 S
Faculty: 5 F, W; 4 S
Prerequisites: None
Special Expenses: Drawing and natural history supplies; field trip expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, Spring Quarter
Being out in the natural world is a pleasure. It is also
one of the primary inspirations for biology, physics,
visual art, literature, music and mathematics. This program will present an integrated introduction to the
college-level study of these six subjects based on their
connections to natural patterns and processes. Science
and art will receive equal weight, and the connections
between the two will be special objects of study. Both
beginners and more knowledgeable students will find
challenges appropriate to their level.
Fall Quarter will focus on the art and science or
observing and describing nature, especially outdoor
nature. Students will learn how to write a natural
history field journal, draw and use basic statistics, and
will do background studies in the six program subjects.
Observing and background studies will continue in .
Winter Quarter, and we will start work on "stories and
theories." We'll study major creations of art and science
such as Impressionist painting, the theory of evolution,
Moby Dick, geometry and other works whose authors
have been strongly moved by the natural world.
All these studies lWjJI continue in Spring Quarter,
together with a new issue: the moral and ethical question of the proper role of human beings in the natural
world. In what ways should people make use of living
things, minerals, or other natural resources, or intervene to change nature's course? Are there times or
places when nature should be left undisturbed? How
have different cultures handled these questions?
The program will give students a substantial introduction to what the six program subjects have to
say about the natural world, and to the ideas and
techniques they employ.
Planned equivalencies in quarter hours:
Will be distributed in expository writing, natural
history (biological and physical), artistic composition
and design (drawing and music), introductory
mathematics and logic, introductory cultural anthropology, literature.
Total: 48 credits
Program is preparatory for careers and/or future
study in a wide variety of natural sciences,
humanities and arts.
5
Classical and Modern:
An Integrated Approach to Education
Fall, Winter, Spring / Coordinated Study
Coordinator: Bill Arney or Kirk Thompson
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
For years, Americans knew what an "educated" person
should study: the "classics" from Homer and Plato to
Marx and Freud. But since the 1960s, the conception of
the educated person has become problematic and controversial, with students and teachers questioning the
kind of knowledge that will suit the individual of the
modern world, Recently, educational tradition has been
challenged by such writers as Allan Bloom, who
argues (in The Closing of the American Mind) that we
no longer know what kind of education suits our
students or our society.
In this program we shall explore and experience the
classical approach to higher education, whose ideal is
to produce a citizen capable of participating in the
public and political life of the community. But we will
not receive this tradition uncritically. We will confront
it with alternatives which represent internal
challenges, minority and feminist views, and crosscultural comparisons. We will examine its relevance to
our modern technological, scientific and nuclear age.
We will also examine and experience the contrast
between classical and modern modes of education-for
example, oral versus written communication; human
versus computer memory; live versus filmed drama;
logical versus statistical inference.
The goal of our studies is for each individual to
arrive at an integrated set of educational values that
draw upon the past but are responsive to the present-values that are viable in the modern world.
Planned equivalencies in quarter hours:
To be distributed in literature, social sciences,
philosophy, psychology, history, expository writing,
statistics.
Total: 48 credits
Program is preparatory for careers and/or future
6 study in social sciences and humanities.
Democracy and Tyranny
Science and Perception
Fall, Winter, Spring / Coordinated Study
Coordinator: Guy Adams
Enrollment: 92 Faculty: 4
Prerequisites: None
Special Expenses: Field trips (only a few)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Burton S. Guttman
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: None
Part-time Options: Possibly
Internship Possibilities: No
Additional Course Allowed: Possibly
The freedoms of one become the chains of another.
Such paradoxes emerge when the meaning of freedom
is critically examined. The tension between tyranny
and democracy in social, political and cultural life
makes for a particularly rich examination of the multiple and ambiguous paradoxes of freedom. Is freedom
individual or social? IS the modern state fundamentally
tyrannical, or can it be made democratic? What are the
obligations of citizenship? We will ask these, and other
questions of our heritage and of our future. We will
seek clarity in our thinking about what it means to be
free. .
"Democracy and Tyranny" is a program which will
integrate study in literature, philosophy, social and
political theory, history, performance and expository
writing. Classical Greece is a starting point for our investigations and contemporary America will be the
final focus, but our journey will take us to those times
and places which best bear the weight of our questions. We will certainly take advantage of the centennial of the state of Washington to put the question of
freedom to our future in the Pacific Northwest.
We will search for our roots in the past, in an attempt to understand the present, and an analysis of
our hopes and fears for the future. We will try to find
out who we are and what kind of human beings we
should become. We will ask which of our traditions are
worth saving. The problems we will study are old, and
ever new: problems of domination and liberation, peace
and war, courage and cowardice, the individual and
society, the beautiful and the ugly, good and evil.
Planned equivalencies in quarter hours:
To be distributed in the humanities, social sciences,
arts and expository writing.
Total: 48 credits
Program is preparatory for careers and/or future
study in most fields.
This program will examine how people think, analyze,
and perceive the world and come to know it. We will
treat scientific knowledge as one aspect of human
knowledge and treat basic logic and mathematics as
major analytical tools that humans use to understand
their world. This work we will provide a solid introduction to basic mathematics and natural science.
We will emphasize the development of critical reading
and clear writing because learning to read and write
well is learning to think clearly. We will link this work
to the study of logic-to the analysis of argumentswhich will be a foundation for elementary mathematics.
At first we will stress logic and mathematics as game
playing and puzzle solving to take some anxiety out of
the study of math. We will then develop standard
precalculus math at a few levels for students with different degrees of preparation. Students will then be
able to apply their developing analytical abilities in
basic sciences, especially chemistry, stressing ways of
thinking and solving problems. Science will be considered in an historical context, emphasizing perception and the process of discovery.
We will examine cultural differences, as well as commonalities, and philosophical and psychological issues
surrounding perception and knowledge. By the end of
the program students should have good analytical skills,
including facility with mathematics; they will understand fundamental concepts and problems of science
and philosophy and will have a general understanding
of humans as knowers and perceivers of the world.
Planned equivalencies in quarter hours:
12-natural science; 9-mathematics and logic;
15-philosophy, psychology and cognitive science;
12-expository writing
Total: 48 credits
Program is preparatory for careers and/or future
study in natural and social sciences and humanities.
The Age of Revolution: 1nS-187S
Image and Idea: The Past Hundred Years
Fall, Winter, Spring / Coordinated Study
Coordinator: Paul E. Mott
Enrollment: 60-70 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Susan Aurand
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: $15-20/qtr. model fee for drawing
and art supplies; $25/qtr. photo lab fee and materials
cost
Part-time Options: By permission of the faculty
Internship Possibilities: No
Additional Course Allowed: By permission of the
faculty or for work in the Learning Resource Center
Many of the issues that concern us today and many of
the philosophies and ideologies that we use for
guidance originated in Europe in the century after
1775. Industrialization was the major event, but it was
accompanied by fascinating developments in intellectual and everyday life. It was an age of revolution that
saw the end of many monarchies and the beginning of
socialisms, pluralist democracies and Jacobinisms, to
mention a few. In direct response to the issues of the
times, economics and sociology were developed.
Urbanism became the way of life for an increasing
number of people. This program will examine developments in philosophy, politics, mathematics and science,
and the social sciences during the century after 1775.
I t will also study parallel developments in literature
and the arts, such as the shift from religious to secular
subjects in fine arts, the role of science in novels like
Goethe's Elective Affinities and the abandonment of
rural living as a theme in Victorian poetry.
Planned equivalencies in quarter hours:
12-history
4-philosophy
8-introduction to social science
8-introduction to physical science
12-literature and writing
4- Third World studies
Total: 48 credits
In "Image and Idea" we will examine American life
and the important ideas of the past hundred years
through art and literature. Each quarter we will focus
on a particular time period in the past century and
study the images and novels of the time. Our aim will
be to understand the social, psychological, religious
and political ideas and events which informed these
works. Our study will reflect the fact that America is a
society of diverse cultural perspectives. From our work
we will gain a better understanding of our culture and
lives, and of how culture and experience shape the
work of artists and writers. Each quarter, students will
have the opportunity to do personal research and
image-making projects on topics related to the program theme. From these projects, students will learn
how to use images as a means of expressing their own
ideas and experiences and their understanding of
American culture.
Students and faculty will meet regularly for image
workshops (drawing/design or painting or photography), book and image seminars, lectures, writing
workshops, films and project discussions. We will also
take field trips to galleries and museums. The aim of
the program is to help students improve their skills in
expository writing, critical analysis, oral communication, research techniques, visual literacy and a twodimensional medium. No prior art experience is
needed.
Planned equivalencies in quarter hours:
9-distributed
among history, sociology and psychology
9-expository writing and research techniques
9-art history
9-literature
12-to be specified by the faculty upon evaluation of
the student's studio project work
Total: 48 credits
Progrom is preparotory for cm-eers 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.
Progrom is preparotory for careers and/or future
study in humanities, social sciences and physical
sciences.
7
Thinking Straight
Spring /Group Contract
Sponsor: Chuck Pailthorp
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allawed: 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 relation 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 involves 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 hOU1'8:
4-informallogic
4-English composition
4-philosophical issues in contemporary culture
4-contemporary social problems
Total: 16 credits
Program is preparatory for careers and/or future
study in law, management, journalism, social sciences
and the humanities.
8
Applied Social
Theory
Mass Media and Popular Culture
Fall, Winter, Spring / Group Contract
Sponsor: Thomas H. Foote
Enrollment: 48 Faculty: 2
Prerequisites: Successful completion of Core Program
or equivalent
Special Expenses: $10 lab fee
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
This program will explore the connections between
mass media and popular culture concentrating on the
Pacific Northwest, including expressions of ethnic, occupational and other special interest communities.
Fall Quarter will focus on the nature of popular
cultures and their relationship to folk cultures. There
will be workshops on the methodology for accomplishing successful field research. Students will learn
to conduct an ethnography. And they will gain an
understanding of how folk and popular cultures function in the larger society, for groups and the individual.
In audio and video workshops students will learn to
use those media as tools to document their fieldwork.
In interpretation workshops, studente and faculty will
engage in dialogue concerning relevant pieces of
materials such as films, ethnographic documentaries
and interviews.
The schedule will accommodate the following topics
and activities: Fall Quarter: General overview, interviewing, methodology (skills workshops), how to conduct an ethnography, interpretation workshop and
book seminar. Winter Quarter: Site identification,
project selection, developing the ethnography, media
projects, book seminar and interpretation workshop.
Spring Quarter: Presentations, all campus festival,
book seminar and interpretation workshop.
Planned equivalencies in quarter hours:
4-introduction to folklore
4-introduction to popular culture
8-field study
2-oral history and tradition
4-folklore methodology
. 8-conducting the ethnography
2- interviewing
2-audio production: documentation
2-video production: documentation
4-writing in cultural perspective
4-projects in popular culture
4-applied folklore studies
Thtal: 48 credits
Program is preparatory for careers andJor future
study in folklore, communications and anthropology.
Advanced Seminar on Gender and Class
Problem Youth
Fall, Winter, Spring / Group Contract
Sponsor: Lovern Root King
Enrollment: 24
Prerequisites: Core Program or equivalent, junior
standing, faculty signature required, foreign language
proficiency preferred
Special Expenses: Field trips, retreats, $15 lab fee,
travel abroad costs
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Spring /Group Contract
Sponsor: Stephanie Coontz
Enrollment: 48 Faculty: 2
Prerequisites: "Political Economy and Social Change;'
"Family, Community and Personal Life;' or advanced
work in American history or political economy; faculty
signature required
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
AdditiOnal Course Allowed: No
This program is designed for students seeking
academic training and practical experience in the field
of juvenile justice in the state of Washington. For a
complete description, turn to page 25 in the Native
A merican Studies specialty area.
This program is for students planning to study, live or
work outside the United States. It will also develop
awareness of the significant differences among diverse
cultures within the United States. Emphasized are
skills in cross-cultural observations in communication
and awareness of the culture one is considering entering, as well as the culture one is emerging from. This
program will also look at the ways ideologies and value
systems are reflected in different societies, including
comparative religious and political systems. Work will
include reading, writing, seminars, cross-cultural
simulations, field trips and guest speakers. Students
should take a foreign language at the same time, and
an intensive study of beginning Spanish is planned.
Fall Quarter will emphasize the analysis and evaluation of personal and national identity and values, and
begin to apply them in the international context in a
negotiation workshop.
Winter Quarter will explore comparative political
systems and religious beliefs and their impact/influence
on different cultures. A cultural notebook on a specific
country/culture will be due at the end of this quarter.
Spring Quarter will be a group contract in which
students will actually travel to their selected country/culture and do pre-determined assignments.
This one-quarter program will explore the connections
between gender and class. We will analyze the explanatory value of both concepts and discuss how they
can be integrated into a coherent theoretical perspective. We will focus our readings on one or two books,
such as Nancy Hartsock's Money, Sex, and Power, and
assign collateral reading with each chapter. Students
will be expected to participate actively in seminar, conduct independent research and make presentations
w hen necessary. Faculty members will discuss their
own attempts to integrate class and gender into the
study of history and political science.
I ntercultural Communication:
The Global Village
P tanned equivalencies in quarter hours:
12-intercultural communication; 8-anthropology;
5-comparative political systems; 5-comparative
religions; 4-sociology; 4-social geography;
lO-introduction to specific research of country chosen.
Total: 48 credits
Program is preparatory for careers and/or future
study in foreign service, international business and
intercultural communications.
Planned equivalencies in quarter hours:
Will be distributed in political science, sociology, social
science theory and women's studies.
Total: 16 credits
Program is preparatory for careers and/or future
study in history, political science, feminist studies,
sociology and law.
Teacher Education at Evergreen
Director: John Parker
In collaboration with Western Washington University,
Evergreen offers a professional 'Thacher Education program. It is designed as a full-time Coordinated Study,
integrating work in philosophy of education, human
development, group dynamics and social interaction,
the historical and cultural context of education and the
implications of these for the actual practice of day-today teaching. In addition to its ongoing concern with
classroom applications, this program strives to interrelate theory and practice by including two full
quarters of student teaching, some field experience in
every quarter and work on the dynamics of classrooms
as a participant/observer in a laboratory group inside
the program. The curriculum is also distinguished by
its central commitment to a developmental viewpoint,
as exemplified in thinkers like Piaget, Erikson and
Dewey, although it will provide students with literacy
in competing theoretical perspectives.
Since our reading will generally be done in primary
texts in psychology, philosophy and the other social
sciences rather than in textbooks, and there will be frequent writing, the program's work will be demanding.
We will place considerable emphasis on making our
way through it cooperatively, supporting and assisting
each other in our efforts to deepen our understanding
of it and its implications for the practice of democracy
and education in the contemporary world.
The 'Thacher Education program is two years long.
Students who successfully complete the program will
be issued either an Elementary or Secondary Initial
Certificate.
9
Ml\ior and Minor Fields
Students who pursue a Secondary Certificate complete
a major in a particular field. The following majors are
available at Evergreen: art, biology, English, physics,
science, mathematics and social science. Some secondary students may opt to do an additional minor.
Students pursuing an Elementary Certificate complete
two 30-credit minors. Minors are available in a variety
of fields for both secondary and elementary education
and include art, biology, chemistry, economics, English,
foreign languages, history, mathematics, natural
science, physics and social science. See the Teacher
Education at Evergreen brochure available from the
Admissions Office, Academic Advising Office and
Teacher Education Office for complete descriptions of
the requirements for specific majors and minors.
Admissions Requirements
Students should begin planning their curriculum well
before entering the program. Students are urged to
talk to the academic advisors for the education program as early as possible in order to be guided in the
admissions process and to be informed about requirements. The advisors for the program are listed on
the next page. Before entering the program, students
should complete two graduation requirements: 8
quarter hours of college-level natural science (biology,
chemistry, physics and geology) and 12 credits of
writing. Only those students with strong writing skills
will be admitted to the program. In addition to the
general graduation requirements for the program,
students must also complete the academic work for
their majors and minors prior to their entrance into
the Teacher Education Program. Strength of work in
proposed major and minor fields, along with letters of
recommendation addressing academic ability as well as
interest in and experience working with children, play
a major role in admissions decisions.
10
Minimum admission requirements include admission
to the college, junior class standing at the time of
entering the program, and a grade-point average of
2.75, with graded transcripts or comparable work on
ungraded transcripts Transcripts of all previous college work must be submitted.
As part of the admission process, applicants must
also take, and pass at prescribed levels, standard aptitude tests in reading, English, and mathematics such
as ACT, SAT, WPCT, and TETEP. 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). For further information on
the tests and when they are given contact the Teacher
Education Office.
Students wishing to apply for admission to this program should complete all admission requirements, including letters of recommendation and the special application form from the Admissions Office, prior to
March 11. Students who are selected for admission at
this time will be notified in writing prior to the
Academic Fair in early May. The late application
deadline is May 2, when late applicants will be considered on a spac-e available basis. Applications completed after May 2 will be considered if space remains
after the first two filing periods. Students interested in
enrolling at Evergreen for the first time, Evergreen
graduates seeking a second bachelor's degree, or
students returning to Evergreen after an absence of
over one year must meet the regular admission and
deadline criteria for entrance to undergraduate studies
as well as meet the regular admission and deadline
criteria for admission to the Teacher Education program. Full information may be obtained through the
Admissions, Advising and Teacher Education offices.
Types of Certification
The state of Washington currently issues Initial Certificates and Continuing Certificates to qualified applicants. Students who successfully complete this pro- .
gram will be eligible to hold the Initial Certificate
(elementary, K-8; secondary, 4-12). The requirements
for a 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.
Your Advisor
All students admitted to the Thacher Education program will be assigned an academic advisor from the
Evergreen subject area advisors. Your advisor is
familiar with the Evergreen curriculum and the
Teacher Education program. Usually the advisor will
also be the sign-off authority for your major and/or
minors.
See your advisor frequently for assistance in planning your curriculum. If you haven't been assigned an
advisor yet, see Evergreen's Academic Advising Office
for assistance.
Academic Advisors for the Thacher Education
Program
Art:
Jean Mandeberg, Paul Sparks
Biology:
Burt Guttman, Larry Eickstaedt
Chemistry:
Fred Tabbutt, Byron Youtz
English:
contact John Parker
Foreign Languages:
Andrew Hanfman
Mathematics:
Hazel Jo Reed
Natural Science:
Byron Youtz
Physics:
Byron Youtz
Social Sciences (history, political science and
economics):
Barbara Smith, Greg Weeks
Environmental
Studies
Principles of Biology: Cells and Organisms
Fall /Half-time Group Contract
Sponsor: Richard Cellarius
Enrollment: 48
Prerequisites: None, but high school chemistry and advanced algebra or one quarter of college chemistry and
algebra strongly recommended
This contract will study the major principles of cellular
and organismal biology, focusing on structure, function,
and interrelationships. Thpics will include biological
organization, bioenergetics, cell structure and
metabolism, genetics, evolution, plant and animal
structure and physiology, and development. Ecological
concepts will not be covered except in the context of
evolution and cellular and organismal physiology. Basic
introduction to the major groups of organisms will occur throughout the quarter. Laboratory exercises will
illustrate principles and important biological techniques. Classes will consist of six hours of lecture/discussion and six hours of laboratory each week.
Planned equivalencies in quarter hours:
8-principles of biology 1 and 2 (cells and organisms)
Total: 8 credits
Program is preparatory for careers and/or future
study in biology, medicine, environmental studies and
other natural sciences.
Habitats: Manne, Terrestrial and Human
Fall, Winter, Spring / Coordinated Study
Coordinator: Jaime Kooser
Enrollment: 96 Faculty: 4
Prerequisites: Core Program or equivalent
Special Expenses: About $100 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program enables students to begin study of
marine and terrestrial natural history and sciences at
an intermediate level. Studies of these subjects will be
integrated with analyses of human interactions with
natural environments.
During Fall Quarter we will begin with ecological,
geographical principles, map reading, national issues, .
and quantitative environmental techniques (chemistry,
statistics). During winter and spring, we will focus
more closely upon marine biology and environments,
terrestrial organisms and ecosystems, hydrology and
geology. The marine sector of the program will survey
.the organisms and plants of the sea, and study water
quality, nutrient cycles and physical phenomena. The
terrestrial sector will address identification of Northwest plant and animal species, habitats and biomes.
Water, a connecting link between terrestrial and
marine systems, will be studied in the context of
streamflow and its effects on landforms, human structures and organisms.
Environmental chemistry and statistical work will
continue into the winter. Students will also participate,
at that time, in seminars focusing upon global environmental issues, including selected endangered
species and the efficacy of parks, zoos and other
wildlife and biome preserves. The class will apply the
techniques learned during the first two quarters to a
fieldllibrary research project to be conducted during
the spring.
Planned equivalencies in quarter hours:
Will be distributed in chemistry, statistics, geography,
marine biology, geology, natural history, zoology,
botany ecology, field methods in ecology and environmental issues.
Total: 48 credits
Program is preparatory for careers and/or future
studies in environmental areas.
Ecological Agriculture:
Food, Nutrition and Agriculture
Fall, Winter, Sprinu / Group Contract
Sponsor: Pat Labine
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent; introductory college work in biology, ecology and chemistry;
Chemistry I & IImay be taken 'concurrently
Special Expenses: $75 field trip fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Only if student has
already completed Chemistry I & II
This year-long, interdisciplinary program will examine
food in terms of production, processing, consumption
and nutrition from an ecological perspective. Students
can expect intensive work in nutrition, human ecology,
agriculture, chemistry and scientific methodology.
Seminar readings and workshops in fall and winter
will explore such topics as the development of
agricultural societies, the determinants and consequences of personal and cultural food choices, the
political economy of agriculture and food, and the
future impact of biotechnology on food production.
Spring term will emphasize agriculture, food, nutrition
and development issues in the Third World.
Food production skills will be emphasized in Farm
Practicum, one day a week. Students will help maintain the demonstration and market gardens of Evergreen's Organic Farm, and will obtain training in intensive vegetable and fruit production, plant propagation,
marketing and general farm maintenance. There will
be extensive field trips to farming and food processing
operations throughout the Pacific Northwest.
Planned equivalencies in quarter hours:
8-food, culture, and agriculture (seminar, fall and
winter); 4-food, agriculture and development in the
Third World (seminar, spring); 8-nutrition; 4-human
ecology; 4-research methods; 8-chemistry I, II;
12-farm practicum
Total: 48 credits
Program is preparatory for careers and/or future
studies in the Peace Corps, agroecology, nutrition, or
a range of internships in urban agriculture, farm
management, community service and small-scale
agriculture.
11
Global Environmental Destruction: Myth or Reality?
Culture and Design: Pacific Northwest Traditions
The Nature of Natural History
Winter /Group Contract
Sponsor: Richard Cellarius
Enrollment: 24
Prerequisites: Third-year standing; "Habitats;' with
additional work in political economy recommended, or
"Political Economy and Social Change," with additional
work in environmental studies recommended.
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
This year-long program will examine important traditional and contemporary cultural, social and physical
aspects of environmental design which are specific to
the Pacific Northwest. For a complete description, turn
to page 24 in the Native American Studies specialty
area..
Winter/Group Contract
Sponsors: Alfred M. Wiedemann and Steven G.
Herman
Enrollment: 48; Faculty: 2
Prerequisites: None
Special Expenses: $75 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This group contract will undertake a detailed analysis
of the claims that the capacity of the global environment to sustain life is being seriously damaged by
human activity. Among the factors to be investigated
are overpopulation, desertification, removal of tropical
forests and global climate change. For each factor,
technical, social and economic aspects will be analyzed,
as well as the interactions between development and
developing countries. In addition to reading historical
and contemporary general analyses such as The Global
2000 Report and The Resourceful Earth, students will
investigate the technical literature underlying the
claims in these analyses and present written and oral
reports of their findings to the group. An important
aspect will be the study of current efforts worldwide to
respond to these issues.
Planned equivalencies in quarter hours:
8-seminar in global environmental issues
4-TBA, dependent on student work (potential for up
to 4 upper division natural science credits depending
on individual project work)
Total: 12 credits
Progmm is preparatory for careers and/or future
study in environ~l
studies, political economy and
international affi;tirs"":'including law, business and
technological assistance.
12
Evolutionary Ecology
Fall / Group Contract
Sponsor: Steven G. Herman
Enrollment: 24
Prerequisites: Basic biology
Special Expenses: $35 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This group contract will examine modern approaches
to evolutionary ecology through lectures, texts, field
trips and museum exercises. Descriptive ecology will
be covered, as well as such subjects as population
dynamics, natural selection, predation, coevolution, the
ecological niche, community structure, punctuated
equilibria, energetics and biogeography. The text will
be Evolutionary Ecology by Pianka.
The objective of this program is to provide the student
with the basic skills and understanding necessary to
competently observe, record, and interpret natural
phenomena (plants, animals and the landscapes in
which they live). The program thence will be the
nature and history of natural history, developed
through lectures, seminars, laboratory work, reading
and short field trips. Instruction will emphasize the
proper use of the field journal and species accounts,
plant and animal morphology and identification of
plants and animals in winter. There will be a three-day
field trip the first week of the quarter, four one-day
field trips during the quarter and an overnight field
trip at the end of the quarter.
Planned equivalencies in quarter hours:
8-evolutionary ecology
Total: 8 credits
Planned equivalencies in quarter hours:
3-history and scope of natural history
5-field records in natural history
4-winter field biology
4-identification morphology of plants and animals
Total: 16 credits
Progmm is preparatory for careers and/or future
study in environmental sciences.
Progmm is preparatory for careers and/or future
study in environmental sciences.
Field Natural History
Topics In Marine Biology
Other Opportunities at Evergreen
Spring /Group Contract
Sponsors: Steven G. Herman and Alfred M.
Wiedemann
Enrollment: 25; Faculty: 2
Prerequisites: "The Nature of Natural History" or
equivalent; approval of instructors
Special Expenses: $400 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract'
Sponsor: Pete Taylor
Enrollment: 24
Prerequisites: Third or fourth year standing, introductory marine biology ("Habitats" 1987-88), or introductory biology and introductory chemistry (college-level)
Special Expenses: Field trip costs (transportation, food
and camp fees) for two day-trips and possibly one overnight trip
Part-time Options: Yes, offered for 8 or 12 units
Internship Possibilities: Yes, to supplement 8 or 12
units
.
Additional Course Allowed: Yes
Malheur Field Station
The program is designed to follow "The Nature of
Natural History" and to involve students from that
program at a more advanced level. Intensive field work
This program will include a seminar on readings in
will involve the identification of landscape components,
animal behavior and plant phenology. A rigorous
marine ecology, a seminar on marine paleohistory and
record-keeping system (naturalist field journal and
biogeography, and individual literature-research on
species accounts) will be the nucleus of student work.
. selected marine biology topics. The marine ecology
seminar will be based on reading scientific articles
Instruction will emphasize advanced techniques of
about various aspects of coastal marine ecology, invascular plant and vertebrate animal identification.
cluding the intertidal, estuarine, subtidal and coral-reef
Herbarium and museum techniques (collection, preservation and cataloging) will also be covered.
environments. The marine paleohistory and biogeogField Trips: Most of the last half of the quarter will
raphy seminar will require library-research efforts by
be spent in the field.
student teams to present selected topics about marine
environments, organisms and their distributions
Planned equivalencies in quarter houre:
through earth history. Two or three field trips will be
3-natural history of the Pacific Northwest
conducted to exemplify topics featured in the seminars.
4-field records in natural history
Planned equivalencies in quarter houre:
3-field zoology
2-seminar on marine ecology
3-field botany
6-seminar on marine paleohistory and biogeography
3-community ecology
Total: 16 credits
4-topic in marine biology: literature-research review
Total: 12 credits
Program is preparatory for careers and/or future
study in environmental sciences.
Program is preparatory far careers and/or future
study in marine biology, environmental science,
marine resaurce management, marine environmental
policy and related fields.
Since 1973, Evergreen has been part of a consortium of
some 25 colleges and universities that operate Malheur
Field Station, 32 miles south of Burns, Oregon. Set in
an area of unusual biological diversity on Malheur
National Wildlife Refuge, this facility offers visiting
naturalists dormitories, trailers, dining hall,
laboratories, and a library and museum.
In addition to a full program of college-level courses,
the Station offers opportunities for students to be involved in research-projects and operating the Station
itself. Internships are also available.
Evergreen faculty and students have used Malheur
Field Station extensively over the years, both as a site
for Evergreen classes and as a place to take summer
courses. Administratively, a Field Station course is
treated as a course on campus in Olympia.
Information on Malheur Field Station courses may
be obtained by writing the Director, Malheur Field
Station, Box 260-E, Princeton, OR 97721, or by contacting Dr. Steven G. Herman at Evergreen.
Malheur Bird Observatory
Malheur Bird Observatory, (MaBO) is 80 acres of land
adjoining Malheur National Wildlife Refuge and about
five miles from Malheur Field Station. The Observatory offers accommodations for up to 18 people (a
large dining tent, wall tents with cots for sleeping, and
hot and cold running water) in a primitive setting. It
has been used traditionally for the field component of
Evergreen's spring ornithology program (in evennumbered years).
Evergreen summer bird courses are also headquartered at MaBO. The Observatory works closely
with the FieldStation and the Refuge in an active program of research, focusing on rare, threatened or endangered species and shrubsteppe birds.
Dr. Steven G. Herman, scientific director of the
Observatory, is a faculty member in ornithology at
Evergreen.
13
The Organic Farm
The Organic Farm, started by students during the college's first year, is intended to be an inspiration for involvement in agriculture. Each year new projects are
undertaken to explore an expanding range of options in
sustainable agriculture. The widest possible array of
crops adapted to the Northwest are grown to demonstrate which vegetables, fruits, berries and nuts do
well in the region-without the use of pesticides,
herbicides or commercial fertilizers. Information on
organic agriculture is available to callers and visitors
to the Farm. For more information, contact Faculty
Member Pat Labine, The Evergreen State College.
Garfield Garden Project
In the spring of 1981, a garden was set up on the
grounds of the Garfield Elementary School in Olympia.
Since then a greenhouse has been built,and a solid
curriculum has been established to directly involve
first and fourth grade classes with the garden. During
Spring Quarter each year, Evergreen students have
the opportunity to do an internship at the Garfield
Garden, working with children and coordinating
lessons in the classroom and the garden. The Organic
Farm supports this project by loaning equipment and
offering plant starts, ideas and advice. For more information, contact Faculty Member Pat Labine, The
Evergreen State College,
The Seawulff
Commissioned in 1978, the Seawulff is a 38-foot
sailboat, a portable piece of campus that serves 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 is
used in academic programs to explore Puget Sound as
far north as the San Juan Islands.
14
Expressive Arts
Inter·Arts foundations
(1) Studio Project
Fall, Winter, Spring / Group Contract
Sponsor: Paul Sparks (F), Sally Cloninger (W), Phil
Harding (S)
Enrollment: 48 Faculty: '2.
Prerequisites: Core Program or equivalent; sophomore
or above
Special Expenses: $10 screening fee plus art supplies
each quarter
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Studio Project" is one of two entry-level programs in
the Expressive Arts. Paul Sparks will begin the sequence with an introduction to a wide range of drawing methods and materials. Students will be expected
to work in the studio a minimum of four hours per day.
Elements of aesthetics, basic design, topics in art
history, life drawing and working from personal
themes will form directions for Fall Quarter.
In winter Sally Cloninger will continue the group
contract with an introduction to the fundamentals of
video production. Students will explore topics and
historical themes related to the development of media
technology and complete a series of production exercises designed to familiarize them with the principles
of videography, editing and pre-production planning.
In spring Phil Harding will introduce students to the
technical, historical and aesthetic considerations of contemporary sculpture in "3-D Art:' Emphasis will be
placed on experimentation with forms and materials,
imaginative applications of ideas and development of
personal imagery.
In addition, students will be introduced to various
other aspects of visual arts (aesthetics, theory and
practice) during all three quarters.
Planned equivalencies in quarter hours:
16-drawinglvisual art
16-media arts/video
16-3-D/visual design
Total: 48 credits
Program is preparatory for careers and/or future
study in visual media and arts.
Inter·Arts Foundations
(2) Interaction in the Performing Arts
Fall, Winter, Spring / Coordinated Study
Coordinator: Bud Johansen
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Field trips and rehearsal clothes
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This is an entry-level program for students interested
in the practical and theoretical aspects of the performing arts. Students will be given a survey of the history
of the performing arts to examine the roots of contemporary arts. Through readings, analyzing and critiquing live performance, video, audio recordings and films,
the students will develop critical and analytic skills.
Workshops will be offered in acting, choreography and
music with hands-on work in the arts.
Fall Quarter, we will explore roots which influence
our contemporary trends in the arts. We will concentrate on arts which show unification of music/theatre!
dance, etc., to see the links in the performing arts.
What happens when two or more art forms connect?
Are the arts pure in form? Is there a new language to
be learned? One example might be El Teatro
Campesino (contemporary Chicano theatre) and its
links with Mayan and Aztec myths.
Winter Quarter, we will deal with 19th and 20th century Europe and the influences from other countries
upon the arts of Europe. An example would be the
African influence on music in the 20th century,
Spring .Quarter, we will focus on contemporary
American art, showing the melding of many cultures to
create new art forms from several countries. An example would be jazz and its changes from Africa to
America as the result of new instruments and cultural
changes.
Workshops will be offered in all three areas to
develop skills in acting, choreography and music performance/composition. Students will concentrate on
one area with the culmination of collaborative projects,
hopefully, involving two or more disciplines to be
presented in Spring Quarter.
Planned equivalencies in quarter hours:
12-24-theatre/dance/music
history
6-12-theatre/dance music criticism and aesthetics
12-acting
12-choreography
12-music workshop
Total: 48 credits
Program is preparatory for careers and/or future
study in the performing arts.
Children of One Sun
Fall, Winter, Spring / Coordinated Study
Coordinator: Andrew Buchman
Enrollment· 96 F & Wi 72 S Faculty: 4 F & Wi 3 S
Prerequisites: Upper-division standing and
demonstrated competence in one of these areasmusic, theatre, writing, psychology or computer
science
Special Expenses: Field trips, performance lab kit
Part-time Options: No
Internship Possibilities: Yes (spring only)
Additional Course Allowed: Yes
The drama between humanity and technology rules
our future Our studies will include cultural perspectives on the dreams, reality and nightmares that
technology has brought us. Our efforts will culminate
in the public presentation of an original musical growing out of faculty collaboration. While the program will
address the needs of upper-division students in the
Expressive Arts, it will be truly interdisciplinary,
integrating computer science and psychological topics.
One focus will be a cross-cultural examination of our
fears of technology, using the works of Carl Jung as a
starting point. Another focus will be the benefits
technology brings to the performing arts. Computer
workshops will bring together students from a variety
of disciplines to use technology in music composition,
writing, set design and research.
Fall Quarter, we will study computer skills in the
arts, nuclear issues (including the history of Hanford),
pre-Christian religious symbols, images of the sun in
various cultures and the history of musicals containing
social comment. Workshops will include: songwriting,
bookwriting, acting, and musical rehearsals. Works
studied may include: Jungk, Brighter Than a Thousand Suns; Loeb, Nuclear Culting; Jung, Man and
His Symbols; Gershwin, Of Thee I Sing and
TrudeauiSwados, Rapmaster Ronnie.
Winter Quarter, students will concentrate on the
musical (performing or production) and continue
studies in computer science and psychology.
Spring Quarter, students may work on individual or
group production, research projects or internships
(subject to Cooperative Education approval).
Theoretical studies will become a focus with a return
to nuclear issues, psychological and cultural studies,
and the history of musicals.
Planned equivalencies in quarter hours:
8-computer applications in the arts
12-courses in students' specialties (within or outside
program)
8-trans-cultural
psychology
8-cultural history
8-musical theatre, computer science, or psychology (as
assigned)
4-research project
Total: 48 credits
Program is preparatory for careers a?uuor future
study in performing arts, psychology or computer
science.
15
American
Dream?
Native Americans and immigrants to the Pacific
Northwest have long wondered about the American
Dream-whether
there is one for them and when or
where they can find it. Shifts in cultural values and
perceptions-points
of creative friction-are the intellectual concerns of this program. For a complete
description, turn to page 25 in.the Native American
Studie« specialty area.
Words and Music: Meaning and Emotion in Music
and Literature
Fall, Winter, Spring / Group Contract
Sponsor:Billvrmden
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, ability to read music and
do research
Special Expenses: Audio tape and slide film
Part-time Options: No
Internship Posswilities: No
Additional Course Allowed: Yes
Music is often cited as the art form which most immediately and intensely elicits human emotion. At the
same time, it is the art in which specific meaning
seems most elusive. The meaning of plays or stories, on
the other hand, seem immediately accessible, while the
emotions they elicit are often contradictory and
elusive. The two arts complement each other, the one
supplying what the other lacks, and this union of music
and words has been a powerful ambition of artists of
all cultures.
We will concentrate on music inspired by or designed
to accompany stories, and literary works with the most
direct associations with music. These words and music
can be created as music theatre, or as parts of films, or
as love songs or ballads. We particularly want to examine the collaboration of story and music in rituals
and ceremonial occasions.
16
We may draw on the Northern Arapaho Eagle
Dance, Eisenstein's film Alexander Nevsky, performances by Laurie Anderson, traditional Japanese
theatre, or the St. Matthew Passion of Bach. In every
case we plan to combine close formal examination of
specific works with broad exploration of their historical
and philosophic contexts.
The theme of Love and Death, for instance, might
begin with troubadour ballads, Arthurian Romances,
Elizabethan love songs and Shakespearean plays, and
continue through 19th and 20th century theatre pieces
to contemporary songs with side excursions into
similar stories from other cultures. We will devote
ourselves to the close study of these works.
Students will listen to and analyze music. Seminars
on works of literature and music will be held. We will
see films and videos and attend performances. Those
not wishing to take an outside course will complete a
research project each quarter.
Planned equivalencies in quarter hours:
18-music history
18-literature
12-research project
Total: 48 credits
Program is prepamtory for careers and/or future
study in arts and humanities.
Experiments
in Space
Fall / Group Contract
Sponsor: Phil Harding
Enrollment: 24 Faculty: 1
Prerequisites: Core Program and "Inter-arts
tions;' or equivalent and signature
Special Expenses: None
Part-time Options: No
Internship Posswilities: No
Additional Course Allowed: No
Founda-
Three- and four-dimensional spatial constructions offer
an alternative medium in which to explore situations,
themes and personal experiences. This group contract
will center on building things and considering them
and the processes involved in building them. Work will
consist of a series of individual and group exercises in
selected media, critiquing in verbal, Written and drawing media, maintenance of a drawing (non-verbal) journal, seminars, and an individual or small group project
which explores a theme of your choice using spatial
constructions. Media in this construction is limited only
by students' abilities to complete production within the
time frame of the contract.
This aims to be an experimental class, not a, design
class. It is a class where non-functional, sculptural concepts are explored in abstract 3-D form. The constructions are expected to tell you something about why you
are constructing and what you are constructing.
Planned equivalencies in quarter hours:
8-art, sculpture
4-art, drawing
4-art (to be arranged)
Total: 16 credits
Program is prepamtory for careers and/or future
study in art.
Group Images
Hand in Hand: Feminist Film, Theory and Practice
Visual Humor
Fall, Winter / Coordinated Study
Coordinator: Marilyn Frasca
Enrollment: 72 Faculty: 3
Prerequisites: Skill in one area of expressive arts
(writing, drawing, painting or performance) and
signature of faculty
Special Expenses: Cost of project materials
Part time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter/Group Contract
Sponsor: TBA
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent, sophomore
or above
Special Expenses: $10 screening fee plus film and
video supplies each quarter
Part-time Options: No
Internship Possibilities: No
Additional Course Allawed: No
Spring / Group Contract
Sponsors: Sally Cloninger and Sandra Simon
Enrollment: 48 Faculty: 2
Prerequisites: Junior/senior standing, experience with
textual analysis or skill development in one arts
discipline, signature required
Special Expenses: Screening fee of $25 plus materials
for collaborative student project (cost dependent upon
selected medium)
Part-time Options: No
Internship Possibilities: No
Additional Course Allawed: No
a
"Group Images" is program for students with skill in
writing, drawing, painting and/or performance who
want to work in a small interdisciplinary group to
make and present an image. During Fall Quarter, each
student will participate in: (1) an Intensive Journal
Workshop in which he or she will find his or her own
images; (2) a skill workshop in which he or she will improve his or her skill in writing, drawing, painting, or
performance; (3) a faculty conference with his or her
small group/image group; and (4) an all-program
critique of work in progress. During Wrnter Quarter
the workshops, conferences and all-program critiques
will continue. In addition, guest groups will be invited
to the program to present their work. At the end of
Winter Quarter each small group in the program will
present its finished image.
Planned equivalencies in quarter hours:
4-intensive journal work
8-writing or painting or performance
16-multi-media presentation
4-aesthetics
Total: 32 credits
Program is preparawry for careers and/or future
study in group work in the humanities, arts and social
sciences.
As feminism developed from a grass-roots, womensparked initiative of action and idea during the second
wave of the Seventies, so too has feminist film theory
been intimately connected with film practice. This program affords an opportunity for the student to concurrently study various genre (experimental, documentary, narrative) and cross-genre films made by
feminists situated in historical context. Philosophy,
especially aesthetics, has developed hand-in-hand with
the practice of making the moving image. Particularly
interesting will be the conjunction of French feminist
literary theorists (lrigary, Cixous, Kristera) and the
possibilities of visual interpretation that these new and
exciting theorists inspire. As students base their foundation in visual and written theory and film, production teams will begin, develop and complete film projects related to the course material.
Planned equivalencies in quarter hours:
16-media/fIlm and video production
16-history, aesthetics and philosophy of feminist film
Total: 32 credits
Program is preparatory for careers and/or future
study in advanced feminist studies and/or visual and
media arts.
The serious part of our program will be watching and
analyzing the work of Charlie Chaplin, Imogene Coca,
Harold Lloyd, Carol Burnett, the Marx Brothers, Lily
Thmlin, Billy Wilder, Martha Raye and Monty Python
among others. The fun part will be speculating on how
physical humor functions with and without a verbal
basis; how film sequence, an intrinsic part of cinematic
art, reinforces comedic progress; and how films of the
80's, with all of their graphic realism, can honor classic
comedy's balance between humor and violence. The
scary part will be a final comic project: either a skit,
script or video.
Other topics to be explored include questions about
gender and humor, cross-cultural perspectives on the
visual joke and a consideration of visual sociology.
Planned equivalencies in quarter hours:
4-sociology of humor
6-media analysis and criticism
2-American cultural studies
4-collaborative production project
Total: 16 credits
Program is preparawry for careers and/or future
study in visual and media arts, creative writing and
performance.
17
s.o.s.
(Student-Originated
Studies)
Winter, Spring / Group Contract
Sponsor: Phil Harding (W), Marilyn Frasca (S)
Enrollment: 48 Faculty: 2
Prerequisites: Two years of college work at Evergreen,
signature of faculty
Special Expenses: TBA
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
"S.O.S:' is an opportunity for students to originate
their own program plan for either Winter or Spring
Quarters. Students are encouraged to develop ideas for
studies which grow out of previous work at Evergreen
and involve others in the creation of a proposal which
should include: (1) a goals statement or program
description; (2) a description of program meeting times
and activities; and (3) a covenant describing the
responsibilities and obligations of all participants. Each
proposal submitted must have the full commitment of
at least 12 students and will be chosen for sponsorship
by faculty assigned to teach in "8.0.8:'
1b work with Phil Harding Winter Quarter, proposals must be submitted to him by October 30, 1988.
To work with Marilyn Frasca Spring Quarter, proposals must be submitted to her by February 28, 1989.
For further information regarding the selection process, please contact Phil, Marilyn or the Expressive
A rts convener.
.
Planned equivalencies in quarter hours:
Depend on design of student-originated study.
Total: 16 credits
Program is prepamtory for careers and/ar future
study in the expressive arts,
18
Shadows IV
Winter, Spring / Group Contract
Sponsor: Paul Sparks
Enrollment: 24
Prerequisites: Basic photographic skills and a
demonstrated readiness to do intermediate or
advanced level work
Special Expenses: Personal photo supplies, books,
speakers, and field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The objective of this program is the exploration of
perception and the development of personal vision
through the use of photography as a creative medium.
There will be an on-going concern with problems of
imagery and seeing, as well as the personal and speculative aspects of the medium. Students will be exposed
to work and ideas covering the whole spectrum of
creative sensibilities. Wherever possible, opportunities
will be created for first-hand confrontations with
artists and their work. This is an intensive program
aimed at the student who wants to be serious about his
or her photography. Both the expectations and
workload will be higher than normal.
Planned equivalencies in quarter hours:
8-intermediate
or advanced photography
4-history of photography
4-aesthetics and criticism
Total: 16 credits
Program is prepamtory for careers and/or future
study in photography, 2-D visual art, communications
and journalism.
Humanities
The Mythic Image
Fall, Winter, Spring / Group Contract
Sponsor: Gordon Beck
Enrollment: 24
Prerequisites: Junior/senior standing, Core Program or
equivalent and one other program in humanities, expressive arts or social sciences
Special Expenses: $20-25 for performance tickets and
field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program is a study of the dominant myths and
images of societies from the pre-historic to our own
time. It includes literature, folk tales, mythology, art,
artifacts and social customs.
We will search for answers to these questions: What
value is a myth or an image to society? What is the
connection between myth and image? How does the
mythic image change to suit the needs of society? Do
societies make myths or do myths make societies? Are
images made for societies or by societies? Do social
values control the image and myth maker; or does the
myth and image maker control social values?
Fall will be devoted to the ancient world, 3500 B.C.
to 600 A.D., including cultures from the first civilizations and the classical civilizations of Mesopotamia,
Egypt, Assyria, Nubia, China, India, Greece, Persia
and the Roman Empire.
Winter will be devoted to the world of divided
regions and the emerging West: Europe, China, India,
Middle East, Africa, pre-Columbian America and the
expansion of America to 1815.
Spring will be devoted to the age of European
dominance and the age of global civilization from 1815
to the present.
Planned equivalencies in quarter hours:
Fall
6-comparative mythology and folklore, prehistoric and
ancient societies
4-comparative literature, Indo-European civilizations,
3500 B.C.-600A.D.
6-art history, prehistoric and ancient
Winter
6-comparative mythology and folklore; pre-Columbian
America, Europe, Africa and Asia, 150 B.C.-1815A.D.
4-comparative literature, medieval, Renaissance and
modern (to 1815)
6-art history, pre-Columbian America, medieval,
Renaissance and modern (to 1815)
Spring
6-comparative mythology and folklore, machine age to
the present
4-comparative literature, 1800-present
6-art history, 1800-present
Total: 48 credits
Program is preparatory for careers and/or future
study in the humanities and the humanistic social
sciences; careers in art, writing and intercultural
affairs.
Mexico Since the Revolution
The Limits of Reason: Europe 1760s-1860s
Spring / Group Contract
Sponsor: Gil Salcedo
Enrollment: 48 Faculty: 2
Prerequisites: One year college humanities or
equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Group Contract
Sponsor: Charles Pailthorp
Enrollment: 48 Faculty: 2
Prerequisites: One year of college
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This is a full-time program focusing on politics, society
and literature since Mexico's cataclysmic entry into the
modern age. We will read such writers as Carlos
Fuentes, Octavio Paz, and Martin Luis Guzman. We
will look at the great art of Diego Rivera and Frida
Kahlo. We will analyze the Revolution's successes and
shortcomings currently: Mexican population of 82
million growing by 2.1 million annually; a staggering
economy with a foreign debt of 102 billion dollars; Mexico City with 1 million people crowding into "ciudades
perdidas," lost cities without electricity or running
water. We will speculate on the fate of a proud and
struggling Mexican people.
Planned equivalencies in quarter hours:
4-history of Mexico since the revolution
4-contemporary literature of Mexico
4-contemporary anthropology of Mexico
4-independent research topic
Total: 16 credits
Program is preparatory for careers and/or future
study in humanities and social sciences and advanced
work in Latin American studies.
Words and Music: Meaning and Emotion in Music
and Literature
The program will concentrate on music inspired by or
designed to accompany stories and literary works. We
want particularly to examine the collaboration of story
and music in rituals and ceremonial occasions. For a
complete description, turn to page 54 in the Expressive Arts specialty area.
The period of 1760-1860 in Europe witnessed major
upheavals in political and social organization: it saw
revolutionary extensions of bourgeois democratic institutions, and broad changes in class stratification
brought on by industrialization and urbanization.
These social and political revolutions were accompanied by philosophical "revolutions" directed against
the claims of reason and sense and by artistic "revolutions" aimed at the dominant classicist canons of
aesthetic value. Did this work in philosophy and art
cause these changes in society, or did it passively
reflect them? Either answer is too simple. Jointly and
individually, we will study particular cases, seeking
general conclusions when they can be discerned. We
will never be content with the idea that "Great Work"
is simply the product of genius since accounting for the
reception of a work is at least as important as explaining its production.
We will read romantic works' of poetry and fiction,
listen to music of the period (especially song and
opera) and study such philosophers as Rousseau, Kant,
Schoppenhauer and Hegel. Historical work will be
essential, although we will rely on secondary sources.
Planned equivalencies in quarter hours:
8-literature of early romanticism
8-music history: early romanticism
8-history of philosophy: Rousseau to Hegel
8-social history: 1760s-18608
8-expository writing
8-music: critical listening
Total: 48 credits
Program is preparatory for careers and/or future
study in the humanities and arts.
19
War: The Military Industrial Complex
Twentieth Century American Culture and Literature
Fall, Winter / Coordinated Study
Coordinator: Mark Papworth
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or basic courses in
reading and writing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring / Group Contract
Sponsor: Dave Hitchens
Enrollment: 48 Faculty: 2
Prerequisues: Evergreen Coordinated Study Program
or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The first "War" program was offered in 1985-86_In it,
we learned that war is too complex to be studied as a
single phenomenon. "War: The Military Industrial
Complex" will build on what we learned before.
We will study what people think war is. We will look
at emotional responses to war in art and literature.
Famous war novels will be opposed by famous anti-war
poems. Films, music and propaganda of all kinds will
be considered as well as classical academic statements
such as Clauswitz'. We shall then turn to war as a
cultural phenomenon. We will examine societies which
dealt in war and see how each had a support system
proper to its propagation. We shall study the history of
the current military industrial complex to find how it .
grew, making use of antiquated cultural elements
already in place and reinforced by elaborate traditions.
We will also study great peace movements like Ghandi's and King's which made effective use of religious
traditions. We will attempt to understand how war is
not the result of evil forces but depends upon good
people for its existence.
The final part of our study will be built around the
future of war as it will continue to plague mankind into
the next century. What new forms have come to
replace world wars of the traditional industrial type
and how will they be handled and what will the likely
results be? Studying war should result in useful ideas
which students can take away with them. It will be an
all-out effort to re-define war for the next generation in
a way that could make a difference in their lives.
The program will be an intense examination of the intellectual and creative responses to modern life on the
part of thinking Americans. We will study the life,
work and influence of the men and women who have
formed our larger culture-its history and literature.
Figures studied, for example, will be WE.B. DuBois,
Margaret Mead, William Carlos Williams, W. H.
Auden, Anne Sexton, Edward R. Murrow, Betty
Friedan and others who have made major contributions to our time. Lectures will provide the historic
framework and chronological threads as backdrop for
our consideration of each figure.
Students will be required to research and write an
18-24 page paper on a figure of their choosing. Full
credit is predicated on satisfactory participation in all
aspects of the work.
Planned equivalencies in quarter hours:
4-modern literature; 8-political economy; 8-U.s.
history; 8-world history; 4-anthropology
Total: 32 credits
Program is -preparatory for CanleTSand/or futunl
20 study in history or American studies.
Planned equivalencies in quarter hours:
4-Twentieth Century America, 1900-1970
4-American social and intellectual history, 1900-1970
4-American poetry, 1900-1970
4-American literature, 1900-1970
Total: 16 credits
Program is -preparatory for careers and/or futunl
study in the humanities and social sciences.
Language and
Culture Center
Spanish Forms in Life and Art
Fall, Winter, Spring / Group Contract
Sponsor: Nancy Allen
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: Half-time language or history/culture
Internship Possibilities: No
Additional Course Allowed: Part-time students only
Since Spain's rivalry with England in the 16th century,
when England circulated the "black legend" of Spain's
violence and superstition, outsiders have approached
Spain with awe, romance and ignorance. We will study
the originality of Spain's cultural and social forms in
relation to social contexts from the realistic epic Poem
of the Cid to the heroic evacuation of Basque children
during the Spanish Civil War; from Islamic irrigation
to Garcia Lorca's surrealist drama. We will often use
Spaniards' perspectives on their own culture.
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 Inquisition, the "Reconquest:' and the
conquest of America. Student groups will research
such topics as women in medieval Spain, monastic life
and pre-Columbian civilizations.
During the winter, we will read through Cervantes'
masterpiece Don Quixote de la Mancha. Students will
develop skills in literary analysis and an understanding
of this novel's statement about Spanish history. Midquarter, we'll spend two weeks on Saint Teresa's Life,
which demonstrates another kind of Christian heroism.
Each student will research some individually-chosen
topic from medieval Spain or the Golden Age.
Italian Culture
Spring will be devoted to the 20th century: the
cultural analyses attempted by the Generation of '98,
the Civil War, and post-Franco Spain.
Intensive classes (eight hours per week) in beginning
and intermediate Spanish are offered every quarter.
Planned equivalencies in quarter hours:
24-beginning, intermediate and advanced Spanish
12-Spanish literature in translation
12-social and cultural history of Spain
Total: 48 credits
Program is preparatory far future study in languages,
the humanities or the social sciences.
French Culture
Fall, Winter, Spring / Group Contract
Sponsor: Susan Fiksdal
Enrollment: 48 Faculty: 2
Prerequisites: 1 year college French (or equivalent),
Core Program, entrance exam
Special Expenses: $2700 for Spring Quarter homestay
in Lyon
Part-Time Options: 8 qtr. hrs-French Language; 2 qtr.
hrs- Introduction to Language
Internship Possibilities: No
Additicmal Course Allowed: Yes
We will study the language, history, literature and art
of France since the French Revolution. We will devote
half our time to the study of French with the goal of
conversing easily with native French speakers by
Spring Quarter. When we travel to Lyon, France,
students will live with French host families. The other
half of our time will be spent examining French culture
from a variety of texts in both English and French; for
example; we will read Voltaire's Candide in French and
Balzac's Pere Goriot in English. Other authors we may
read include Rousseau, Dumas, Sand and Hugo as we
examine the causes, events, and results of the French
Revolution. Delacroix, David and Corot will be some of
the artists whose work we will examine. In addition to
this work, students will have two options at the beginning of the year: to study linguistics and second
language learning or to conduct a research project.
Winter Quarter, we will focus primarily on two
movements following World War I: surrealism and existentialism. We will read Sartre, de Beauvoir, Camus,
Breton and Aragon and look at paintings by Magritte
and Dali.
Spring Quarter, students who have been successful
in the contract may wish to travel to France where
they will visit Paris and the Loire valley, then live with
host families in Lyon. Once in Lyon, the focus of the
contract will be on contemporary France-the media,
cinema, arts, fiction and music. Reading and writing
will be emphasized in weekly assignments, but field
trips, speakers and interviews will emphasize speaking
and listening skills. The major Spring Quarter project
will be an ethnography.
Planned equivalencies in quarter hours:
Will be distributed among French culture, 18th, 19th
and 20th century French literature, social history of
France, art history, social science research
(ethnography), French grammar, composition and
conversation.
Total: 48 credits
Fall, Winter, Spring / Group Contract
Sponsor: Andrew M. Hanfman
Enrollment: 24
Prerequisites: Core Program or one year of college
Special Expenses: $2500-2800 in case of study in Italy
during Spring Quarter
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Part-time students only
"Italian Culture" is subdivided into three one-quarter
units which can be taken separately. Each quarter will
deal with an important period of Italian political and
cultural history. The language component can be taken
separately in Fall and Wmter Quarters and is open as
a course to outside students.
Fall Quarter: The "Trecento" The study centers on
the great monuments of Italian literature: Dante's
"Divine Comedy" Boccaccio's "Decameron," and
Petrarca's poetry, as well as Italian medieval and preRenaissance art.
Winter Quarter: "The Renaissance:' The emphasis
will be on the history of Italian city-states, especially
Florence and the Medici family, Renaissance art,
literature and the rise of Humanism.
Spring Quarter: "Modem Italy:' If feasible, the program will transfer to Italy (possibly to a town in Umbria or the vicinity of Florence) and study modem and
contemporary Italy with emphasis on the Fascist
period and post WorldWclr II developments. Intensive
study of Italian language, some travel and visits to
museums and theatres will supplement the fonnal
study. If the program cannot be conducted in Italy, the
content of the contract will remain the same.
Planned equivalencies in quarter hours:
14-1 talian language
8-ltalian history
12-ltalian literature
4-Renaissance studies
10-1 talian art
Total: 48 credits
Program is preparatory far canler8 and/or future
study in romance languages, European history, the
Renaissance, and far canler8 in teaching and
journalism.
21
Japanese Language and Culture:
Stories of Tokyo and Kyoto
Fall, Winter, Spring/Group Contract
Sponsor: Setsuko Tsutsumi
Enrollment: 48 Faculty: 2
Prerequisites: Core Program
Special Expenses: $3500 fee for "Study 'Ibur to Japan"
Spring Quarter
Part-time Options: 'Ib be considered
Internship Possibilities: No
Additional Course Allowed: No
The purpose of the program is to explore various
aspects of Japanese language and civilization. In order
to develop a strong foundation for an understanding
and appreciation of Japan, past and present, the approach will be multi-disciplinary and closely
integrated.
Language is a reflection of a society and a tangible
measure of creativity and aesthetic sensibility. First
and second year Japanese will be offered throughout
the year with emphasis on the oral-aural approach.
Even with the constant change and a succession of
foreign influences, Japan has kept strong traces of
tradition. This change and continuity is best exemplified in the comparison of the cultures of 'lbkyo,
the present capital, and Kyoto, the ancient capital.
Fall Quarter, we will focus on the world/life of Tokyo,
its historical past and its vibrant present. Consideration will be given to major examples of the arts encompassing the 17th through the 20th century. Attention
will be given to topics such as family life, social and
economic changes, and aesthetic and philosophical
values as well as historical events.
Winter Quarter will be given to a consideration of
the culture and its history symbolized by Kyoto from
the 8th to 15th century.
22
Spring Quarter a field seminar in Japan takes place.
By residing in a small community with host families,
along with local field trips and individual projects,
Spring Quarter will provide an opportunity to examine
a special region of Japan and, therefore, present a third
, vantage point in examining the political, social and
cultural relationship among the central and regional
communities.
Planned equivalencies in quarter hours:
18-Japanese language (1st and 2nd year)
12-Japanese literature
6-Japanese theatre
12-Japanese history
Total: 48 credits
Program is preparatory for careers and/or future
study in Japanese literature, Japanese history, Asian
studies, international relations and comparative
studies.
I ntercultural Communication:
The Global Village
This program is designed for students planning to
study, live or work outside the United States. It is also
helpful for developing an awareness of the significant
differences among the diverse cultures within the
United States. For a complete description, turn to
page 9 in the Applied Social Theory specialty area.
Management and the Public Interest
Management
1
and the Public Interest
Fall, Winter, Spring / Coordinated Study
Coordinator: Duke Kuehn
Enrollment: 120 Faculty: 5
Prerequisites: Microeconomics, principles of accounting
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: No
This program teaches management concepts and skills
to upper division students. The program focuses on the
private business sector, but also gives attention to
public and not-for-profit sectors. Values, ethics and the
public interest are addressed throughout the year.
The program is designed for full-time students who
take the same academic offerings throughout the year.
Special emphasis is placed on the development of
analytical and people skills.
The core of the MPI program in the first year consists of organization psychology, managerial economics,
managerial accounting, managerial finance, case
studies and the functions of management. Additional
courses in statistics, marketing, computing for
managers and personnel management are routinely
offered.
Core book seminars each quarter allow students to
improve critical reading, writing and communication
skills. These seminars demonstrate the need for
managers to integrate many business disciplines.
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.
Program prerequisites can be met through transfer
of credit, summer courses or through offerings in these
areas during Fall Quarter.
Planned equivalencies in quarter hours:
Will be distributed in accounting, economics, business
administration, finance, management, marketing,
sociology and statistics.
Total: 48 credits
Program is prepamtory far careers and/or future
study in business and public administmtion.
Creating Organizational
Futures
Fall, Winter/Group Contract
Sponsor: Virginia Ingersoll
Enrollment: 48 Faculty: 2
Prerequisites: "Management and the Public Interest"
(1 year), principles of microeconomics, managerial
economics, managerial accounting, principles of
marketing, business policy and statistics
Special Expenses: Travel costs to research sites
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
To anticipate their needs and resources, to set new
directions and to formulate strategies, organizations
must regularly formulate some images of the future. In
doing so, they not only respond to an idea of where the
world is going, they also play a role in creating the
future for themselves and others. The purposes of this
program are: to examine how selected regional
organizations imagine and create their futures; to acquire some of the skills needed to make those images;
and to critically assess the ways those skills illuminate
and distort the realities they attempt to capture. During Fall Quarter the program will include learning
about regional forecasting and futures research practices, as well as developing skills at economic
forecasting and research methodology. In the winter,
students will conduct forecasts and market research to
benefit local organizations.
1hlnsltlon: 8tudyplace
to Workplace
Spring / Group Contract
Sponsor: Chuck Nisbet
Enrollment: 48 Faculty: 2
Prerequisites: First year MPI, "Creating Organizational Futures"
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
The aim of this spring Group Contract is to plan and
implement the transition from college study to career
organization. Course work, individualized study and
Internships will be designed to match each student's
desire to round out his/her undergraduate studies and
meet career goals. A common seminar on readings on
contemporary business and career planning workshops
will be offered to all students.
Planned equivalencies in quarter hours:
4-business literature
12- individual study/Internship/practicu m
Total: 16 credits
Program is prepamtory for careers and/or future
study in business and public administration.
Planned equivalencies in quarter hours:
4-business forecasting
4-future studies
5-organizational change
5-market research
5-research methods
4-strategic planning
5-field research
Total: 32 credits
Program is prepamtory far careers and/or future
study in business administmtion and public
administration.
23
Native
American
Studies
Culture and Design: Pacific Northwest Traditions
Fall, Winter, Spring / Group Contract
Sponsor: Rainer Hasenstab
Enrollment: 24
Prerequisites: One year of college, interview and faculty signature
Special Expenses: Field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program will examine important traditional and
contemporary cultural, social and physical aspects of
environmental design of the Pacific Northwest. Our
focus will be on the past, the present and the future of
our unique region and its people. We will learn about
the enduring traditional Native American cultural
values of the dignity of the individual, cultural
hospitality and the fundamental respect for elders,
community and nature. We will develop an understanding of individual and collective responsibilities for the
environment and for those who come after us.
We will examine four important human relationships:
(1) to the land, (2) to others, (3) to work, and (4) to the
unknown. Central to our study will be an examination
of cultural and environmental systems as they are expressed in the design of human communities and
shelter.
This program will work in close, invitational partnership with faculty and students in the concurrent
1988-89 Northwest Native American Studies program,
Change: A Self Balancing Process. Directed individual
research, group project work and internships will be
encouraged.
24
Readings will include: Cedar and Indian Artifacts of
the Northwest Coast, Stewart; God is Red, Deloria;
Mountain in the Clouds: A Search for the Wild
Salmon, Brown; Architecture Without Architects and
The Prodigious Builder, Rudofsky; House Form and
Culture, Rapoport; 'I'radition and Change on the
Northwest Coast, Kirk; Guidelines for Bias-Free
Publishing, McGraw-Hill; Treaties on Trial, Cohen;
Suquamish Tideland Rights Ignored, Lawrence;
Portrait in Time, The Makah Cultural and Research
Center.
.
Planned equivalencies in quarter hours:
Will be distributed among cultural, natural, and environmental design research projects, environmental
design theory, environmental ethics, environmental
planning and policy, community development and
cross-cultural studies.
Total: 48 credits
Program is prepamtory for careers and/or future
study in environmental policy and management,
urban studies, community development and crosscultuml studies.
Change: A Self-Balancing
Process
Fall, Winter, Spring / Coordinated Study
Coordinator: David Whitener
Enrollment: 120 Faculty: 5
Prerequisites: Signature on registration form
Special Expenses: Field trips, tapes
Part-time Options: Yes
Interns/tip Possibilities: Yes
Additional Course Allowed: Yes
"Change" is a student-centered, open, alternative
educational opportunity to promote intellectual stimuIation and integrate valuable and valid self-designed
projects into a coordinated studies theme of constant
change in a constantly changing plural society.
Hospitality is designed into the program to encourage students and faculty to provide ideas and
expertise leading toward and resulting in valuable
educational outcomes based upon mutually-shared
responsibility and authority.
The program is a Celebmtion of cultural diversity as
well as the recognition that significant difference exists
among people as we attempt to understand one
another. Celebration is a component of the continuing
educational process of lifelong learning which examines
the value of competency recognition.
The program will present the concept of change as
well as other ideas in an atmosphere of humility. It
will also attempt to inspire students to acquaint
themselves with the responsibilities of their choices.
I nspimtion will be provided for students by the
faculty as each does what they do best to provide an
example to students who will be asked to answer four
major educational questions. (1) What do I plan to do?
(2) How do I plan to do it? (3) What do I plan to learn?
(4) What difference will it make?
Planned equivalencies in quarter hours:
4-Native American historical perspectives; 4-cross
cultural studies; 4-perspectives of a plural society;
4-philosophy; 4-human resource development;
24-individual project work; 4-cross cultural
communication
Total: 48 credits
Program is prepamtory for careers and/or future
study in education, archeology, arts, anthropology,
multicultural studies, tribal government and Native
American studies.
The American Dream?
Problem 'tbuth
Fall, Winter, Spring / Coordinated Study
Coordinator: Craig Carlson
Enrollment: 60 Faculty: 21,4
Prerequisites: Core Program or demonstrated
skills, signature required
Special Expenses: Field trip
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring / Group Contract
Sponsor: Mary F. Nelson
Enrollment: 24
Prerequisites: Background in counseling, psychology,
minority studies or sociology; faculty signature
required
Special Expenses: Field trips
Part-time options: No; no audits
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: Yes, if it applies to
program
writing
Native Americans and immigrants to the Pacific
Northwest have long wondered about the American
Dream-whether
there is one for them and when or
where they can fmd it. Often their perspective is
ironic, humorous and a sharp contrast to the aspirations inculcated in the dominant culture; often their
response is artistic and embodies a separate and
distinct psychology, iconography and imagery. These
shifts in cultural values and perceptions-points
of
creative friction-are the concerns of this program.
Students will work on composition and research
writing, as well as creative writing, in seminar and
workshops. Projects in community service are required
each quarter. For example, one might contribute
biographical writing or stories to the Nordic Heritage
Museum. Projects in photography, video, radio, journalism or a studio art form are also required. The
faculty's American Dream is to help students polish
their expressive abilities in writing, art and media. If
you like to read great books about other cultural
values and realities and express your understanding in
a scholarly and artistic way, this program is for you.
Our reading list will be similar to the following: The
American Dream, No No Boy, My Heart is in
America, Oysterville, Music From Home, Notes From
a Scand~navian Parlor and Voices of the Rainbow.
Planned equiva.lencies in quarter hours:
8-contempOrary American literature; 4-art history;
4-advanced composition; 4-creative writing;
8-minority literature; 4-advanced composition;
4-American history; 4-research writing; 8-media or
art project.
Total: 48 credits
Program 1$preparatory for careers and/or future
study in laf4 teacher certification, human services, art
and graduate school.
This program is designed for students seeking
academic training and practical experience in the field
of juvenile justice in the state of Washington. The central theme will be directed toward juvenile justice. We
will listen to lectures and participate in demonstration/workshops from various agencies in the juvenile
justice system: courts, probation, diversion programs,
juvenile institutions, youth group homes, rehabilitation
and child protection and other agencies.
Fall Quarter, we will cover the U.S. history of
juvenile justice, as well as having emphasis on the.
minority youthful offender, since 50% of incarcerated
youth in the U.S. are minorities.
Winter Quarter, we will study family dynamics,
counseling theories and techniques. Workshops will
deal with stress management in the self, client and
fellow workers, burnout and dealing with difficult
people. During Winter Quarter, spring Internships will
be set up.
Spring Quarter students will intern in the agencies
previously mentioned or other related agencies.
The book list will include Counseling the Culturally
Different, Juvenile Delinquency; Children of Ishmael;
Controlling Stress and Tension: A Holistic Approach;
Memories of Alhambra; Weeping in the Playtime of
Others; Washington State Juvenile Justice Systems
and Codes; The Third Woman; No No Boy; Native
Son; Winter in the Blood; Ultima, and others.
Planned equivalencies in quarter hours:
Fall:
4-juvenile law/diagnostic orientation
4-cross cultural perspectives in counseling
4-literature (minority)
4-ethnocultural studies
Winter:
4-counseling youth/theory
4-psychology/youth
4-sociology
4-writing and research
Spring:
16-applied counseling
Total: 48 credits
Program is preparatory for careers and/or future
study in counseling, psychology and minority issues,
and juvenile justice.
Children of One Sun
The drama between humanity and technology rules
our future. Studies will include a variety of cultural
perspectives on the dreams, the reality, and the possible nightmares that technology has brought to us. For
a complete description, turn to page 15 in the
Expressive Arts specialty area.
Intercultural
Communication:
The Global Village
This program is designed for students planning to
study, live or work outside the United States. It is also
helpful for developing an awareness of the significant
differences among the diverse cultures within the
United States. For a complete description, turn to
page 9 in the Applied Social Theory specialty area.
~
Political
Economy and
Social Change
Political Economy and Social Change:
Race/Class/Gender
Fall, Winter / Coordinated Study
Coordinator: Ken Dolbeare
Enrollment: 96 Faculty: 4
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program explores the relationship between race,
gender and class, and the distribution of wealth, status
and power in American society. We shall trace the
evolution of this relationship from its roots in Europe
to its effects in shaping our social order today, with
particular attention to (a) the social and political
theories that have dominated our thinking, including
liberalism, conservatism and their alternatives; (b) the
rise of capitalism and its rationale, including micro and
macroeconomics; and (c) the part played by law and the
legal system in these processes. Our goal is to understand how and why race, gender, and class have shaped
the American social order as they have, and what kinds
of political economic changes would be required to
reduce their impact.
Planned equivalencies in quarter hours:
4-microeconomics
4-macroeconomics
8-political and social theory
8-American history
8-contemporary
social problems
Total: 32 credits
Program is prepamtory for careers and/or future
study in political science, economics; law and public
policy.
26
Advanced Seminar on Gender and Class
Washington Centennial
Spring I Group Contract
Sponsor: Stephanie Coontz
Enrollment: 48 Faculty: 2
Prerequisites: "Political Economy and Social Change,"
"Family, Community and Personal Life;' or advanced
work in American history or political economy; faculty
signature required
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring I Group Contract
Sponsor: Ken Dolbeare
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course allowed: Yes
This one-quarter program will explore the connections
between gender and class. We will analyze the explanatory value of both concepts and discuss how they
can be integrated into a coherent theoretical perspective. We will focus our readings on one or two books,
such as Nancy Hartsock's Money, Sex, and Power, and
assign collateral reading with each chapter. Students
will be expected to participate actively in seminar, conduct independent research and make presentations
when necessary. Faculty members will discuss their
own attempts to integrate class and gender into the
study of history and political science.
Planned equivalencies in quarter hours:
Will be distributed among political science, sociology,
social science theory and women's studies.
Total: 16 credits
Program is prepamtory for careers and/or future
study in history, political science, feminist studies,
sociology and law.
This contract is intended for students who have
previously studied some aspect of Washington state
history, present circumstances, or possible futures, and
now want to focus intensive research on a topic related
to the pending centennial. A variety of perspectives,
topics, and/or activities will be appropriate, provided
only that a quality research or action product is
accomplished.
Planned equivalencies in quarter hours:
8-Washington State history
8-Washington State political economy
Total: 16 credits
Program is prepamtory for careers and/or future
study in politics, economics and law.
Center for
the Study of
Science &
Human Values
The Human Condition: BioTech, Science, Values
Fall, Winter, Spring / Coordinated Study
Coordinator: Beryl Crowe
Enrollment: 72 Faculty: 3
Prerequisites: Upper-division standing or permission
of faculty
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, one
As societies change, institutions and activities reach a
point where they change so radically that they must be
renamed to be understood: It is the thesis of this program that science has become such a term, Using
"science" to describe pre-atomic and post-atomic
research so obscures political and social thought and
policy that traditional science and society are endangered. The program will look at science and the
concept of expertise in America in three periods:
Fall: Science as Hope, 1880-1940; the philosophy and
history of science in Europe and America to 1880; the
closing of the frontier and the search for a new frontier; nature in American thought, including the
masculinization of science; progress, utopia and
technology in American thought.
Winter: Science as Power, funding and technology
1940-1971; technology and the new frontier; the
Manhattan project; political and social history of NSF;
the AEC and science; DNA-the last frontier; science
and the academy, and the military-industrial complex;
and the scientist as expert.
Liberation Theology: Three Faces of God
Spring: Science as Business; bio-technology in the
academy, and the military-industrial complex; contemporary philosophy of science, nature and progress; and
new age holistic science.
Students will conduct a project over the year which
will produce papers and visual images. In observance
of the state centennial, the projects will be on the
history of science in Washington, 1890-1987.
Planned equivalencies in quarter hours:
8-American history; 8-biology; 8-philosophy of
science; 8-social science; 8-directed research;
8-expository writing.
Total: 48 credits
Program is preparatory for careers and/or future
study in humanities, social sciences, history of science
and pre-law.
Spring / Group Contract
Sponsor: York Wong
Enrollment: 48 Faculty: 2
Prerequisites: Advanced standing, faculty permission
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with permission from
faculty
As with all religions, Christianity informs social and
political decisions. However, these secular programs
often point to conflicting directions. Thday's currents
are, perhaps, symbolized by Catholic priests calling for
revolution in Latin America in contrast to television
preachers supporting the status quo in the U.S., while
others become political candidates for reform. Each
claims his/her commitment to a theology of liberation.
What precisely is "liberated"? How does each
religious interpreter justify his/her role as liberator?
Are these merely outdated remedies for (post) modern
problems? Is there a new Reformation in the air?
Students will use these organizing questions to direct
the study on the history, spirit and actions of liberation
theology.
Planned equivalencies in quarter hours:
4-social science research
4-humanities
4-social science
4-international studies
Thtal: 16 credits
Program is preparatory for careers and/or future
study in humanities and social science.
Visual Humor
This program will watch and analyze the work of
various entertainers and speculate on how physical
humor functions with and without a verbal basis. Questions about gender and humor, cross-cultural perspectives on the visual joke and a consideration of visual
sociology will be explored. For a complete description,
turn to page 17 in the Expressive Arts specialty area.
27
Science,
Technology
and Health
Physical Systems
Fall, Winter, Spring / Group Contract
Sponsor: G. S. Kutter
Enrollment: 24
Prerequisites: One year of calculus and of quantitative
physics or engineering ("Matter and Motion:' "Energy
Systems," or equivalent)
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This contract is designed to meet the needs of students
in the physical sciences, applied mathematics and
engineering. It will meet the requirements of students
in the "3/2 Engineering" program with the University
of Washington.
Fall Quarter: Structure-statics,
linear algebra and
multivariable calculus; topical discussions of natural
and man-made structures.
Winter Quarter: 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 modern physics.
Chemical Systems and Environmental Analysis
Components are as follows: "Statics-a full introduction to engineering statics; Linear Algebra and
Multivariable Calculus-introduction
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 Vector Calculus-introduction
to first-and 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 Equationsintroduction to second-order differential equations of
physics; separation of variables; boundary conditions;
Fourier series, Legendre and Bessel functions; SturmLiouville theory and Topical Discussions-qualitative/semi-quantitative analyses of topics chosen to
illustrate applications of physical theories.
Planned equivalencies in quarter hours:
4-engineering statics
4-classical dynamics
4-linear algebra
4-ordinary differential equations
4-partial differential equations and vector calculus
.4-optics and waves
.
4-electromagnetism
4-quantum and modern physics
8-special topics in physics
8-seminar on science, culture and society
Total: 48 credits
Program is preparatory for careers and/or future
study in physics, engineering, energy-related fields
and applied mathematics. Fall and Winter Quarters
provide part of Evergreen's third-year requirements for
students in the "3/2 Engineering" program.
28
Fall, Winter, Spring / Group Contract
Sponsor: Clyde Barlow
Enrollment: 12 Faculty: 112
Prerequisites: "Matter and Motion:' or equivalent,
especially college chemistry and calculus
Special Expenses: Lab fee up to $40 per quarter
Part-time Options: 4 quarter hours, 8 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes
Fall Quarter: We will cover the theory of chemical
equilibrium using the modern log C approach, and
chemical thermodynamics with emphasis on state functions, gases and solutions, Students will apply the concepts of free energy and chemical potential to reactions
of biological, environmental, geological and chemical
systems. An optional lab component will introduce instruments used in environmental analysis and apply
them to an environmental or chemical project.
Winter Quarter: The basis of chemical changes will
be studied not only from a molecular perspective but in
the broader context of dynamic systems. Students will
be introduced to mathematical and computer modeling
techniques applicable to both chemical systems, e.g.,
modeling of the ozone shield, and more general
systems, e.g., World IIIModel of Limits to Growth. An
optional lab will introduce the use of the computer in
the laboratory and sophisticated chemical kinetic
experiments.
Spring Quarter: Understanding the theoretical and
experimental basis for our knowledge of molecular
structure will be the central goal. Quantum chemistry
and X-ray crystallography will be covered to achieve
this. The concept of symmetry and computer use will
be developed. An optional, project-oriented lab, will
introduce spectroscopic techniques as well as methods
for analyzing X-ray reflection data.
Planned equivalencies in quarter hours:
4-chemical equilibrium and thermodynamics;
4-chemical kinetics and dynamic systems;
4-structure and quantum chemistry; 6-laboratory
and research project; 6-physical chemistry laboratory.
'Thtal: 24 credits
Program is preparatory for careers and/or future
study in chemistry, physics, environmental analysis
and biomedical research.
.
Molecule to Organism
Matter and Motion
Data to Information
Fall, Winter, Sprtng / Group Contract
Sponsor: Betty Kutter
Enrollment: 48 Faculty: 2
Prerequisites: General chemistry, college mathematics
and general biology strongly recommended
Special Expenses: Lab fees of $40 per quarter
Part-time Options: Yes, 12 or 16 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes, by arrangement with
faculty
Fall, Winter, Spring / Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 60 Faculty: 2 ~
Prerequisites: Proficiency in precalculus math, high
school chemistry or equivalent, entrance exam in
mathematics
Special Expenses: Up to $40 per quarter lab fees
Part-time Options: With permission of faculty
Internship Possibilities: No
Additional Course Allowed: Only with permission of
faculty
Fall, Winter, Spring / Group Contract
Sponsor: George Dimitroff
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent, intermediate algebra
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Possibly, if math
background is extensive
This year-long coordinated study will develop an integrated view of modern biological systems. From the
molecular basis of life, through organic and biochemistry to organism-level biology, this program
includes much of the topics traditionally taken by
junior/senior-level college biology and pre-med
students.
Major emphasis will be placed on biochemistry and
molecular biology on the one hand and on an integrated coverage of anatomy, physiology and developmental biology on the other. Thus students will learn
to make connections between the chemical and
organism levels of biology.
Laboratories will playa central and substantial role
in the program and will include explorations of both
biochemical and biological topics. A seminar will address matters of significant social and philosophical
implications that arise from the impact on society of
scientific advances.
An optional year-long coverage of organic chemistry
will provide a basis for the consideration of the role of
chemicals in biological organisms and will be available
in the program. This portion of the program will also
include laboratory work during each quarter.
This program is designed for students with a keen
desire to develop a firm physical science and mathematics background for pursuing advanced work in the
physical and biological sciences. In addition to teaching
the central concepts and methods of these disciplines,
"Matter and Motion" investigates how discovery
happens-both inside and outside the sciences.
This program combines material from first-year
physics, chemistry and calculus with history, philosophy and literature in an exciting exploration of the
nature of inquiry and the basis of scientific discovery.
Differential and integral calculus provide a foundation
for the study of general chemistry and physics, including mechanics, chemical equilibrium, bonding, modern
physics, chemical kinetics and thermodynamics.
There will be special emphasis on laboratory and
seminar work. In the laboratory, students will use
microcomputers for simulating concepts, running experiments, collecting and processing data, and interfacing with experimental measuring devices. In seminar,
students will study issues in ethics, literature and
history to see what the sciences can-and cannotcontribute to human affairs.
Planned equivalencies in quarter hours:
Will be distributed among anatomy, biochemistry,
developmental biology, molecular biology, organic
chemistry and physiology.
Total: 48 credits
Planned equivalencies in quarter how's:
12-calculus; 12-chemistry; 12-physics; 6-computer
programming and science laboratory; 6-the nature
and methods of discovery.
Total: 48 credits
Program is preparatory for careers and/or future
study in biological, chemical and health sciences.
Program is preparatory for careers and/or future
study in physical sciences, health and biological
sciences, chemistry, physics, mathematics or "3/2
Engineering."
"Data to Information" is for students planning to go on
to advanced work in computer science. An integrative
seminar and lecture series accompany the core studies
of the program every quarter, The seminar deals with
such topics as the organization and management of
technology, the nature of science and scientific
research and ethical issues in computing and technology. Students will work every quarter in mathematics related to computers, assembly language programming and programming in a high-level language.
Fall Quarter: Organization of computers, assembly
language programming, programming in a high-level
language (probably Pascal), introduction to systems
and information theory. Math will include exponentials
and logs, order of magnitude calculation, matrices and
propositional logic.
Winter Quarter: Data structures and computer architecture. Math will include predicate logic, statistical'
measures, trees and algorithms.
Spring Quarter: Operating systems will be included,
as well as intermediate-level data structures. Math will
include such topics as SPSSx statistical methods, computability and recursive function theory.
Planned equivalencies in quarter hours:
8-data structures; 8-machine organization and computer architecture; 4-operating systems;
4-programming language; 4-quantitative methods;
4-logic and discrete mathematics; 4-introductory
statistics and data analysis; 4-management of
technology; 4-philosophy of science; 4-science and
ethics.
Total: 48 credits
Program is preparatory for careers and/or future
study in computer science and information systems.
29
Computability
and Cognition
Fall, Winter, Spring / Group Contract
Sponsor: David Paulsen
Enrollment: 48 Faculty: 2
Prerequisites: One year of college; successful completion of entrance exam; permission of faculty
Special Expenses: None
Pari-time Options: Yes
Internship Poseioiiitiee: No
Additional Course Allowed: Yes, with permission of
faculty
This program will explore the nature and limitations of
computational models of cognition. It will examine the
mathematics of formal systems, topics in cognitive
psychology and philosophy of mind, as well as current
work in artificial intelligence. The program will examine the emerging effort called cognitive science that
brings together elements of mathematics, philosophy,
computer science, cognitive psychology and linguistics
to understand and even simulate human mental
capacities.
The mathematics and logic of formal, computational
systems constitute the foundation of this program.
Topics and assignments will be selected not only
because they are interesting in their own right, but
also because they have important applications in computer and cognitive science. Seminars will examine the
implication of the results in the theory of computation
to our understanding of how the mind might work, particularly in how it might process natural language.
Students will engage in programming designed to investigate and implement their understanding of logic
and cognitive science in computer software. Students
will be taught Prolog and LISP computer languages
and may undertake a programming project in artificial
intelligence, computational linguistics or expert
systems.
Human Health and Behavior
Beyond intermediate algebra, there are no prerequisites in math for this program. The experience of
advanced math is desirable, not so much for its content
as for the exposure to the mathematical way of thinking. It will be assumed that students have sufficient
aptitude and motivation to think logically and to deal
with symbolic languages and abstract concepts.
Planned equivalencies in quarter hours:
4-discrete mathematics
4-abstract algebra
4-mathematicallogic
4-automata theory
4-computability theory
4-logic programming in prolog
4-LISP programming and AI techniques
4-philosophy of mind
4-cognitive science
4-linguistics and philosophy of language
4-formallanguage
theory
4-project
Total: 48 credits
Program is preparatory for careers and/or future
study in teaching, mathematics, computer science,
philosophy and cognitive science.
Children of One Sun
Students who have completed "Data to Information:'
or who have equivalent background in computer
science, should also consider "Children of One Sun:'
listed in Expressive Arts on page 15, which will provide an opportunity to explore applications of computers in the arts.
Fall, Winter, Spring / Coordinated Study
Coordinator: Janet F. Ott
Enrollment: 96 Faculty: 4
Prerequisites: One year of college
Special Expenses: Retreat and field trip costs approximately $50
Part-time Options: Yes
Internship Possibilities: None
Additional Course Allowed: Yes
This program provides students with an opportunity to
participate in a personal and collective inquiry into the
nature of health. It is our underlying assumption that
health involves integration between self and the larger
community; a connectedness and dynamic balance
between one and, the other. We will explore the relationships among our scientific and cultural knowledge,
our attitudes and our behaviors.
The threads we will follow in our explorations include gender issues; biological, psychological and
spiritual identity; and motivation for change. We will'
draw from the disciplines of mythology, biology, psychology, environmental studies, anthropology, nutrition
and methods of scientific inquiry.
Program activities will include seminars, field trips,
lectures, and workshops in writing, experimental
.
design and scientific methodology. These activities
shape a common core of 12 quarter hours. Students
may select an additional course.
Planned equivalencies in quarter hours:
9-biology
12-psychology
6-anthropology
3-philosophy
6-nutrition
'IOta1: 36 credits
Program is preparatory for careers and/or future
study in health, human services, biology or
psychology.
30
Social Science in Perspective
Psychological Counseling
The Helping Professional
Fall, Winter/Coordinated Study
Coordinator: Greg Stuewe-Portnoff
Enrollment: 72 Faculty: 3
Prerequisites: Junior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Group Contract
Sponsor: TBA
Enrollment.· 24
Prerequisites: Background in psychology, senior standing, career plans in counseling and mental health
Special Expenses: Travel to 'Internship
Part-time Options: No
Internship Possibilities: Yes, half-time Internship
required
Additional Course Allowed: Consult faculty
Fall, Winter, Spring / Group Contract
Sponsor: Diana Cushing
Enrollment: 24
Prerequisites: Senior standing, background in
psychology, permission of faculty
Special Expenses: $30 for retreat and laboratory/workshop fee, approximately $40 per quarter
Part-time Options: No
Internship Possibilities: Yes, half-time Spring Quarter
Additional Course Allowed: No, except in spring as
alternate to statistics
Psychosocial life is a continuous process of taking in
information, making sense of it in accord with what we
already know, and 'expressing the outcome to others.
The sciences and arts are specialized ways of doing the
same thing. This program will explore the science and
art of understanding what it is to be human. Its intent
is to provide grounding in social science essential for
further' study and effective performance in service
professions.
Our orientation toward social science will be
threefold: (1) We will study its subject matter, human
beings and the diverse patterns of relationship among
them, through a survey of contemporary theory and
research (particularly sociology and psychology), (2) We
will learn the methods employed by social scientists.
This will entail an introduction to research methods
and statistics. (3) We will test the limits of scientific
vision by familiarizing ourselves with critiques and
alternative perspectives drawn from other disciplines
and cultures. A major focus will be the use of nonrational, right-brain methods (particularly body
language and movement) for exploring and expressing
the human condition.
Planned equivalencies in quarter hours:
4-social science research methods
4-contemporary social problems
4-systems and theories of psychology
4-nonverbal expression
4-independent project
4-statistics
4-arts and culture
4-social psychology
Total: 32 credits
Program is preparatory for careers and/or future
study in social science and social service.
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
of courses in: (1) introduction to clinical procedures,
(2) introduction to family therapy and systems analysis,
and (3) structure dynamics and development of personality, and (4) abnormal psychology. Students Who have
taken comparable courses will be expected to teach
one or more classes in order to be engaged at a more
advanced level.
Internship component. Internships will be supervised by a counseling or mental health professional. Internships must involve a six-month, half-time commitment to 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.
Planned equivalencies in quarter hours:
8-psychology: introduction to clinical practice
8-introduction to family therapy and systems analysis
8-structure, dynamics and development of personality
8-abnormal psychology
16-clinical practicum
Total: 48 credits
Program is preparatory for careers and/or future
study in psychological services, counseling, clinical
and educational psychology and psychiatric social
work.
This advanced group contract is designed for those
who plan to work in a helping profession and who may
eventually attend graduate school in psychology, social
work or a related area. It has three major components:
the study of much of the material usually prerequisite
to graduate work; development of interpersonal skills
in one-to-one, small group, and large group contexts;
and intensive personal growth work, since being an
effective helper requires that one be relatively unhindered by one's own stuff.
During three full days per week (1 112in spring), we
will explore theories and models of human growth and
change, primarily through interactive modes, including
lecture-discussions and seminars. Experiential workshops led by faculty and others will provide the
primary means of skill development and learning.
Students will be expected to be co-creators of the
learning experience, and will have many opportunities
to do so. We will study Re-evaluation Counseling and
participate in a co-counseling relationship throughout
the year. The opportunity to practice and hone skills is
provided by a class project: working to end child abuse
in the U.S. Through it, students will be challenged to
exercise their knowledge and skills in the real world.
Internship Component. In Spring Quarter, students
will assume a helping role in a human service agency
(16-20 hours per week).
31
Through the retreat, social activities, 'and frequent
opportunities for feedback in all directions, we will
create a warmly supportive, nurturing, stimulating and
exciting learning community.
Governance
Planned equivalencies in quarter hours:
4-structure
and dynamics of personality
4-adolescent and adult development
8-psychology: theories and methods of counseling
4-abnormal psychology
8-communication skills
4-sexuality and relationships
4-statistics
4-issues and ethics in helping
8-clinical practicum
Total: 48 credits
Governance
Program is preparatory far graduate study in
psychology, social work, and behavioral sciences and
careers in human services and helping professions.
The Human Condition
This program will examine science and the concept of
scientific expertise in America from 1880 to the present with emphases in the philosophy of science and
social science perspective. For a complete description,
turn to page 27 in the Center for the Study of Science
and Human Values.
Problem Youth
This program is designed for students seeking
academic training and practical experience in the field
of juvenile justice in the state of Washington. For a
complete description, turn to page 25 in the Native
A merican Studies specialty area.
Ecological Agriculture: Food, Nutrition and
Agriculture
This year-long, interdisciplinary program will examine
food-its production, processing and consumptionfrom an ecological perspective. For a complete description, turn to page 11 in the Environmental Studies
32 specialty area.
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. Weekly times set aside for
governance activities are Monday and Wednesday at
3-5 p.m., and Friday at 12:30-2 p.m. Decisions, and
methods used for their implementation, 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 WAC 174-107, copies of which are available in the
Information Center, Student Communications Center
and Vice President for Student Affairs 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.
The Campus Adjudicator, who is presently Faculty
Member Phil Harding, oversees the enforcement of the
Social Contract. A committee of students, faculty, staff
and administrators regularly review and update the
Social Contract, which is printed below and in the
Evergreen Administrative Code (WAC 174-107-010).
Students are encouraged to participate in campus
decision-making by signing the volunteer service list at
the Student Communications Center and Information
Center in the CAB. If you are interested in a specific
area, please express your interest.
The Social Contract: Students'
Rights and Responsibilities
Evergreen is an institution and a community that continues to organize itself so that it can clear away
obstacles to learning. In order that both creative and
routine work can be focused on education, and so that
the mutual and reciprocal roles of the campus community members can best reflect the goals and purposes of the college, a system of governance and
decision-making consonant with these goals and purposes is required.
1. The Evergreen State College requires a social contract rather than a list of prohibitions and negative
rules. Evergreen can thrive only if members respect
the rights of others while enjoying their own rights.
Students, faculty, administrators and staff members
may differ widely in their specific interests, in the
degree and kinds of experiences they bring to Evergreen, and in the functions which they have agreed to
perform. All must share alike in prizing academic and
interpersonal honesty, in responsibly obtaining and in
providing full and accurate information, and in resolving their differences through due process and with a
strong will to collaboration.
2. The Evergreen community should support experimentation with new and better ways to achieve
E vergreen's goals, Specifically, it must attempt to
emphasize the sense of community and require
members of the campus community to play multiple,
reciprocal and reinforcing roles in both the teaching/
learning process and in the governance process.
3. The individual members of the Evergreen community are responsible for protecting each other and
visitors on campus from physical harm, from personal
threats and from uncivil abuse. Civility is not just a
word; it must be present in all our interactions.
Similarly the institution is obligated, both by principle and by the general law, to protect its property from
damage and unauthorized use and its operating processes from interruption. Members of the community
must exercise the right accorded them to voice their
opinions with respect to basic matters of policy and
other issues. The Evergreen community will support
the right of its members, individually or in groups, to
express ideas, judgments and opinions in speech or
writing. The members of the community, however, are
obligated to make statements in their own names and
not as expressions on behalf of the college. The Board
of Trustees or the President speak on behalf of the college and may at times share or delegate the responsibility to others within the college. Among the basic
rights of individuals are freedom of speech, freedom of
peaceful assembly and association, freedom of belief,
and freedom from intimidation, violence and abuse.
•
4. Each member of the community must protect:
(1) The fundamental rights of others in the community
as citizens; (2) the right of each member in the community to pursue different learning objectives within
the limits defined by Evergreen's curriculum or
resources of people, materials, equipment and money;
. (3) the rights and obligations of Evergreen as an institution established by the state of Washington; and
(4) individual rights to fair and equitable procedures
when the institution acts to protect the safety of its
members.
5. Members of the Evergreen community recognize
that the college is part of the larger society as represented by the state of Washington, which funds it, and
by the community of greater Olympia, in which it is
located. Because the Evergreen community is part of
the larger society, the campus is not a sanctuary from
the general law or invulnerable to general public
opinion.
6. All members of the Evergreen community should
strive to prevent the fmancial, political or other exploitation of the campus by any individual or group.
7. Evergreen has the right to prohibit individuals and
groups from using its name, its financial or other
resources and its facilities for commercial or political
activities.
8. There may be no discrimination at Evergreen with
respect to race, sex, age, handicap, sexual orientation,
religious or political belief, or national origin in considering individuals' admission, employment or promotion. 1b this end the college has adopted an affirmative
action policy (See Evergreen Administrative Code
WAC 174-109, Equal Opportunity Policies and
Procedures-Affirmative Action Program). Affirmative
Action charges shall not be handled through the governance document because of the legal implications of
such matters.
9. All members of the college community have the
right to organize their personal lives and conduct according to their own values and preferences, with an
appropriate respect for the rights of others to organize
their lives differently.
10. All members of the Evergreen community are entitled to privacy in the college's offices, facilities
devoted to educational programs, and housing. The
same right of privacy extends to personal papers, confidential records, and personal effects, whether maintained by the individual or by the institution.
11. Evergreen does not stand in loco parentis for its
members.
12. Evergreen's members live under a special set of
rights and responsibilities, foremost among which is
that of enjoying the freedom to explore ideas and to
discuss their explorations in both speech and print.
Both institutional and individual censorship are at
variance with this basic freedom. Research or other intellectual efforts, the results of which must be kept
secret or may be used only for the benefit of a special
interest group, violate the principle of free inquiry.
13.' An essential condition for learning is the freedom
and right on the part of an individual or group to express minority, unpopular, or controversial points of
view. Only if minority and unpopular points of view are
listened to, and are given opportunity for expression
will Evergreen provide bona fide opportunities for
significant learning.
14. Honesty is an essential condition of learning,
teaching or working. It includes the presentation of
one's own work in one's own name, the necessity to
claim only those honors earned, and the recognition of
one's own biases and prejudices.
15. All members of the Evergreen community enjoy
the right to hold and to participate in public meetings,
to post notices on the campus, and to engage in peaceful demonstrations. Reasonable and impartially applied
, rules may be set with respect to time, place and use of
Evergreen facilities in these activities. Meetings of
public significance cannot be held in secret.
16. As an institution, Evergreen has the obligation to
provide an open forum for the members of its community to present and to debate public issues, to consider the problems of the college, and to serve as a
mechanism of widespread involvement in the life of the
larger community.
17. The governance system must rest-on open and
ready access to information by all members of the community as well as on the effective keeping of necessary
records.
18. In the Evergreen community, individuals should
not feel intimidated or be subject to reprisal for voicing
their concerns or for participating in governance or
policy making
19. Decision-making processes must provide equal opportunity to initiate and participate in policy making,
and Evergreen policies apply equally regardless of job
description, status or role in the community.
20. The college is obligated not to take a position, as an
institution, in electoral politics or on public issues except for those matters which directly affect its integrity, the freedom of the members of its community, its
financial support, and its educational programs. At the
same time, Evergreen has the obligation to recognize
and support its community's members' rights to
engage, as citizens of the larger society, in political affairs, in any way that they may elect within the provision of the general law.
Facilities/Use
Regulations
Because Evergreen is state-owned, there are responsibilities to the state and county that must be met.
Alcoholic Beverages
No liquor is allowed on campus, or in campus facilities,
unless a banquet permit has been issued by the State
Liquor Control Board in accordance with state regulations. Rooms in the residence halls and modular units
are homes, and drinking is legally permissible for
students 21 or older.
33
~ I
U sing College Premises
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 Conference
Services, CAB 214.
Evergreen students, faculty and staff who want to
schedule a special event or outside speaker must contact the Production Clearance Coordinator, CAB 305.
Reservations for space and/or facilities are made
through the Space and Scheduling Office, Seminar
Building, room 4109.
Allocations of space are made first for Evergreen's
regular instructional and research programs, next for
major all-college events, then for events related to
special interests of groups of students, faculty or staff,
and then for alumni-sponsored events. Last priority
goes to events sponsored by individuals and organizations outside the college.
No admission fee may be charged or contributions
solicited at on-campus events or meetings without
written permission from the Production Clearance
Coordinator or Conference Services.
Firearms
The college discourages anyone from bringing any
firearm or weapon on to campus, however, firearms
that must be brought on campus property will be
checked in and retained by Campus Security. A special
explanation must be filed with the Security Chief accompanying the retention request for handguns. Persons in possession of an unchecked firearm on campus
will be 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
34 Humane Society.
Bicycles
Bicycles should be locked in parking blocks provided at
various locations around campus. They should not be
placed in, or alongside, buildings, and should not be
locked to railings. Bicycle registrationllicenses that aid
in recovery of lost or stolen bicycles are available at
the Campus Security office for a small fee.
Smoking
Smoking is only allowed in "Smoking Permitted
Areas:' which are limited to the following:
Enclosed office space, as long as door is closed,
designated lounges in the Communications Building
and LAB II Building, CAB 104, alcove adjacent to
CAB 110, CAB third floor east end balcony, Library
basement, custodial locker room, designated lounges
on first and second floors of Library, Library third
floor north balcony, and Emergency Communication
Center wing in the Seminar Building.
The intent of the Smoking Policy, established in 1986,
is to protect the health and welfare of the non-smoker
in public facilities where she or he must be present or
pass through in order to perform work or carry on personal activities. Therefore, designated smoking permitted areas are primarily restricted to spaces where nonsmokers are not required to be present or pass
through. This means that smoking is not permitted in
college vans; elevators; hallways; corridors; stairways;
classrooms; teaching labs; lecture halls; studios; production rooms; computer centers; Library service
areas; all social, business, food and service areas of the
college; shared open work areas; meeting rooms; open
and closed reception areas; undesignated lobbies and
waiting areas; all storage, mechanical, construction and
repair spaces; and all other spaces not identified as
smoking permitted areas. Members of the campus community are expected to respect this policy by their
actions and accept shared responsibility for its
enforcement.
Parking Regulations
Motor vehicles must display valid
parking permits, available at the prices below:
(Put in parking fees chart here)
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.
Affirmative
Action
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, sexual preference, 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.
1b implement this commitment, Evergreen has
developed an Affirmative Action Policy, which is
published in the Washington Administrative Code
under WAC 174-109, (available in the Library and
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, ext. 6368, or
V/TDD, (206) 866-6834.
~ Campus Profile (1986·87)
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
F~culty of color-total
Olympia Campus
Tacoma Campus
Vancouver Campus
Average student/faculty ratio
Staff
Enrollment
Graduate
5%
U ndergraduate
95%
Olympia Campus
Tacoma Campus
Vancouver Campus
Female
Male
Full-time
Part-time
~
I
~ Contacting
138
74%
33%
67%
12%
9%
67%
33%
20/1
368
2965
134
2831
2585
114
132
1565
1400
85%
15%
18-24 age group
25-29 age group
30-39 age group
40+ age group
Students living on campus
Students of color-total
Asian
Black
Mexican/Latino
Native American
Olympia Campus
Tacoma Enrollment
----~
Male
Female
Students of color
Vancouver Enrollment
Male
Female
Students of color
51%
15%
22%
12%
1000
10%
3%
3%
2%
2%
8%
114
60%
40%
61%
132
30%
70%
7%
E ntering Class
1273
Applicants, degree-seeking
2458
Admitted
66%
1611
Enrolled
75%
1212
N ondegree-seeking enrollment
61
Washington
1057
Region (OR,!D, MT, AK, HI)
88
California
30
Other states
81
Other countries
17
Financial
aid
-------~-~-~-----~Full-time students
50%
receiving aid
Average award
$5200
Placement
1984-85 classes
94%
----------------~mploye~
2~
Graduate school
11%
------------------_._'!'!~~eh~()lTI~making, ~t~_~_l~
Graduating class (1987)
840
--------------------
~ Academic Calendar
The Evergreen State College is studying the possibility of converting to a semester system. If we do change, it will go into effect during the 1989-90
academic year.
1988·89
Fall
If~gins~~~--SepC26--~~~Jan.
Ends
Evaluations
Dec. 17
Dec. 12-17
y'aJ~~!!~!~
~_~a!!:
Thanksgiving
Nov. 20-27
W·Int er Brea k
Dec. 18-Jan.2
Winter
3
_~~
March 18
. March 13-18
"!Yinte!..
Martin
Luther King
Day, Jan. 16
Spring __ ~~
March 27
June 10
June 5-10
Summer
June 24
Sept. 2
Spri~
Memorial
Day, May 29
!iu!!L~~
Independence
Day, July 4
First Session
June 24
July 29
July 26-29
Second Session
--July 31
Sept. 2
Aug. 30-Sept. 2
_._._--------_._----
----
!,j!I!.!.§.~sio.'f! __§~c()J1!l§f!.ss.ion
Independence
Day, July 4
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 admission 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 Information Services, ext. 6128.
Direct all correspondence to the appropriate office at
The Evergreen State College, Olympia, Washington
98505.
Important offices and their extension numbers
include:
Dial 866-6000, then ask for
Academic Advising
ext. 6312
Academic Deans
ext. 6870
Vice Presidents:
Academic Affairs
ext. 6400
Development & Admin. Services
ext. 6500
Student Affairs
ext. 6296
Admissions
ext. 6170
Community and Alumni Relations
ext. 6192
Controller/Business Office
ext. 6450
Development
ext. 6565
Financial Aid
ext. 6205
Housing
_
ext. 6132
Information Services
ext. 6128
President's Office
ext. 6100
Recreation Center
ext. 6530
Registration and Records
ext. 6180
Student Accounts
ext. 6447
Tacoma Campus
(206) 593-5915
Vancouver Campus
(206) 699-0269
President's Day
Feb. 20
Spring Break
March 19-26
35
Admissions Office
The Evergreen State College
Olympia, Washington 98505
(206)8~,
ext. 6170
Inter-Arts- Foundations
(1) Studio Project
Inter-Arts Foundations
(2) Interaction in the Performing Arts
Fall, Winter, Spring / Group Contract
Sponsor: Paul Sparks (F), Sally Cloninger (W), Phil
Harding (S)
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent; sophomore
or above
Special Expenses: $10 screening fee plus art supplies
each quarter
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Bud Johansen
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Field trips and rehearsal clothes
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
"Studio Project" is one of two entry-level programs in
the Expressive Arts. Paul Sparks will begin the sequence with an introduction to a wide range of drawing methods and materials. Students will be expected
to work in the studio a minimum of four hours per day.
Elements of aesthetics, basic design, topics in art
history, life drawing and working from personal
themes will form directions for Fall Quarter.
In winter Sally Cloninger will continue the group
contract with an introduction to the fundamentals of
video production. Students will explore topics and
historical themes related to the development of media
technology and complete a series of production exercises designed to familiarize them with the principles
of videography, editing and pre-production planning.
In spring Phil Harding will introduce students to the
technical, historical and aesthetic considerations of contemporary sculpture in "3-D Art?' Emphasis will be
placed on experimentation with forms and materials,
imaginative applications of ideas and development of
personal imagery.
In addition, students will be introduced to various
other aspects of visual arts (aesthetics, theory and
practice) during all three quarters.
Planned equivalencies in quarter hours:
16-drawing/visual art
16-media arts/video
16-3-D/visual design
Total: 48 credits
Program is preparatory for careers and/or future
study in visual media and arts.
52
This is an entry-level program for students interested
in the practical and theoretical aspects of the performing arts. Students will be given a survey of the history
of the performing arts to examine the roots of contemporary arts. Through readings, analyzing and critiquing live performance, video, audio recordings and films,
the students will develop critical and analytic skills.
Workshops will be offered in acting, choreography and
music with hands-on work in the arts,
Fall Quarter, we will explore roots which influence
our contemporary trends in the arts. We will concentrate on arts which show unification of music/theatre/
dance, etc., to see the links in the performing arts.
What happens when two or more art forms connect?
Are the arts pure in form? Is there a new language to
be learned? One example might be EI Teatro
_
Campesino (contemporary Chicano theatre) and its
links with Mayan and Aztec rriyths.
Winter Quarter, we will deal with 19th and 20th century Europe and the influences from other countries
upon the arts of Europe. An example would be the
African influence on music in the 20th century.
Spring Quarter, we will focus on contemporary
American art, showing the melding of many cultures to
create new art forms from several countries. An example would be jazz and its changes from Africa to
America as the result of new instruments and cultural
changes.
Workshops will be offered in all three areas to
develop skills in acting, choreography and music performance/composition. Students will concentrate on
one area with the culmination of collaborative projects,
hopefully, involving two or more disciplines to be
presented in Spring Quarter.
Planned equivalencies in quarter hours:
12-24-theatre/dance/music history
6-12-theatre/dance music criticism and aesthetics
12-acting
12-choreography
12-music workshop
Total: 48 credits
Program is preparatory for careers and/or future
study in the performing arts.
American Dream?
Children of One Sun
Fall, Winter, Spring / Coordinated Study
Coordinator: Andrew Buchman
Enrollment: 96 F & W; 72 S Faculty: 4 F & W; 3 S
Prerequisites: Upper-division standing and
demonstrated competence in one of these areasmusic, theatre, writing, psychology or computer
science
Special Expenses: Field trips, performance lab kit
Part-time Options: No
Internship Possibilities: Yes (spring only)
Additional Course Allowed: Yes
The drama between humanity and technology rules
our future. Our studies will include cultural perspectives on the dreams, reality and nightmares that
technology has brought us. Our efforts will culminate
in the public presentation of an original musical growing out of faculty collaboration. While the program will
address the needs of upper-division students in the
Expressive Arts, it will be truly interdisciplinary,
integrating computer science and psychological topics.
One focus will be a cross-cultural examination of our
fears of technology, using the works of Carl Jung as a
starting point. Another focus will be the benefits
technology brings to the performing arts. Computer
workshops will bring together students from a variety
of disciplines to use technology in music composition,
writing, set design and research.
Fall Quarter, we will study computer skills in the
arts, nuclear issues (including the history of Hanford),
pre-Christian religious symbols, images of the sun in
various cultures and the history of musicals containing
social comment. Workshops will include: songwriting,
bookwriting, acting, and musical rehearsals. Works
studied may include: Jungk, Brighter Than a Thousand Suns; Loeb, Nuclear Culting; Jung, Man and
His Symbols; Gershwin, Of Thee I Sing and
Trudeau/Swados, Rapmaster Ronnie.
Winter Quarter, students will concentrate on the
musical (performing or production) and continue
studies in computer science and psychology.
Spring Quarter, students may work on individual or
group production, research projects or internships
(subject to Cooperative Education approval).
Theoretical studies will become a focus with a return
to nuclear issues, psychological and cultural studies,
and the history of musicals.
Native Americans and immigrants to the Pacific
Northwest have long wondered about the American
. Dream-whether there is one for them and when or
where they can find it. Shifts in cultural values and
perceptions-points of creative friction-are the intellectual concerns of this program. For a complete
description, turn to page 71 in the Native American
Studies specialty area.
Planned equivalencies in quarter hours:
8-computer applications in the arts
12-courses in students' specialties (within or outside
program)
8-trans-cultural psychology
8-cultural history
8-musical theatre, computer science, or psychology (as
assigned)
4-research project
'lbtal: 48 credits
Program is preparatoru for careers and/or future
study in performing arts, psychology or computer
science.
Expressive Arts
53
Words and Music: Meaning and Emotion in Music
and Literature
Fall, Win'ter, Spring / Group Contract
Sponsor: Bill Winden
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, ability to read music and
do research
Special Expenses: Audio tape and slide film
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Music is often cited as the art form which most immediately and intensely elicits human emotion. At the
same time, it is the art in which specific meaning
seems most elusive. The meaning of plays or stories, on
the other hand, seem immediately accessible, while the
emotions they elicit are often contradictory and
elusive. The two arts complement each other, the one
supplying what the other lacks, and this union of music
and words has been a powerful ambition of artists of
all cultures.
We will concentrate on music inspired by or designed
to accompany stories, and literary works with the most
direct associations with music. These words and music
can be created as music theatre, or as parts of films, or
as love songs or ballads. We particularly want to examine the collaboration of story and music in rituals
and ceremonial occasions.
Experiments in Space
We may draw on the Northern Arapaho Eagle
Dance, Eisenstein's film Alexander Nevsky, performances by Laurie Anderson, traditional Japanese
theatre, or the St. Matthew Passion of Bach. In every
case we plan to combine close formal examination of
specific works with broad exploration of their historical
and philosophic contexts.
The theme of Love and Death, for instance, might
begin with troubadour ballads, Arthurian Romances,
Elizabethan love songs and Shakespearean plays, and
continue through 19th and 20th century theatre pieces
to contemporary songs with side excursions into
similar stories from other cultures. We will devote
ourselves to the close study of these works.
Students will listen to and analyze music. Seminars
on works of literature and music will be held. We will
see films and videos and attend performances. Those
not wishing to take an outside course will complete a
research project each quarter.
Planned equivalencies in quarter hours:
18-music history
18-literature
12-research project
Thtal: 48 credits
Program is preparatory for careers and/or future
study in arts and h,umanities.
Fall / Group Contract
Sponsor: Phil Harding
Enrollment: 24 Faculty: 1
Prerequisites: Core Program and "Inter-arts Foundations," or equivalent and signature
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Three- and four-dimensional spatial constructions offer
an alternative medium in which to explore situations,
themes and personal experiences. This group contract
will center on building things and considering them
and the processes involved in building them. Work will
consist of a series of individual and group exercises in
selected media, critiquing in verbal, written and drawing media, maintenance of a drawing (non-verbal) journal, seminars, and an individual or small group project
which explores a theme of your choice using spatial
constructions. Media in this construction is limited only
by students' abilities to complete production within the
time frame of the contract.
This aims to be an experimental class, not a design
class. It is a class where non-functional, sculptural concepts are explored in abstract 3-D form. The constructions are expected to tell you something about why you
are constructing and what you are constructing.
Planned equivalencies in quarter hours:
8-art, sculpture
4-art, drawing
4-art (to be arranged)
Total: 16 credits
Program is preparatory for careers and/or future
study in art.
Group Images
Hand in Hand: Feminist Film, Theory and Practice
Visual Humor
Fall, Winter / Coordinated Study
Coordinator: Marilyn Frasca
Enrollment: 72 Faculty: 3
Prerequisites: Skill in one area of expressive arts
(writing, drawing, painting or performance) and
signature of faculty
Special Expenses: Cost of project materials
Part time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter / Group Contract
Sponsor: TBA
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent, sophomore
or above
Special Expenses: $10 screening fee plus film and
video supplies each quarter
Pari- time Options: No .
Internship Possibilities: No
Additional Course Allowed: No
"Group Images" is a program for students with skill in
writing, drawing, painting and/or performance who
want to work in a small interdisciplinary group to
make and present an image. During Fall Quarter, each
student will participate in: (1) an Intensive Journal
Workshop in which he or she will find his or her own
images; (2) a skill workshop in which he or she will improve his or her skill in writing, drawing, painting, or
performance; (3) a faculty conference with his or her
small group/image group; and (4) an all-program
critique of work in progress. During Winter Quarter
the workshops, conferences andall-program critiques
will continue. In addition, guest groups will be invited
to the program to present their work. At the end of
Winter Quarter each small group in the program will
present its finished image.
As feminism developed from a grass-roots, womensparked initiative of action and idea during the second
wave of the Seventies, so too has feminist film theory
been intimately connected with film practice. This program affords an opportunity for the student to concurrently study various genre (experimental, documentary, narrative) and cross-genre films made by
feminists situated in historical context. Philosophy,
especially aesthetics, has developed hand-in-hand with
the practice of making the moving image. Particularly
interesting will be the conjunction of French feminist
literary theorists (Irigary, Cixous, Kristera) and the
possibilities of visual interpretation that these new and
exciting theorists inspire. As students base their foundation in visual and written theory and film, production teams will begin, develop and complete film projects related to the course material.
Spring / Group Contract
Sponsors: Sally Cloninger and Sandra Simon
Enrollment: 48 Faculty: 2
Prerequisites: Junior/senior standing, experience with
textual analysis or skill development in one arts
discipline, signature required
Special Expenses: Screening fee of $25 plus materials
for collaborative student project (cost dependent upon
selected medium)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Planned equivalencies in quarter hours:
4-intensive journal work
8-writing or painting or performance
16-multi·media presentation
4-aesthetics
Total: 32 credits
Progmm is prepamtory for careers and/or future
study in group work in the humanities, arts and social
sciences.
Planned equivalencies in quarter hours:
16-media/film and video production
16-history, aesthetics and philosophy of feminist film
Total: 32 credits
Progmm is prepamtory for careers and/or future
study in advanced feminist studies and/or visual and
media arts.
Expressive Arts
The serious part of our program will be watching and
analyzing the work of Charlie Chaplin, Imogene Coca,
Harold Lloyd, Carol Burnett, the Marx Brothers, Lily
'Ibmlin, Billy Wilder, Martha Raye and Monty Python
among others. The fun part will be speculating on how
physical humor functions with and without a verbal
basis; how film sequence, an intrinsic part of cinematic
art, reinforces comedic progress; and how films of the
80's, with all of their graphic realism, can honor classic
comedy's balance between humor and violence. The
scary part will be a final comic project: either a skit,
script or video.
Other topics to be explored include questions about
gender and humor, cross-cultural perspectives on the
visual joke and a consideration of visual sociology.
Planned equivalencies in quarter hours:
4-sociology of humor
6-media analysis and criticism
2-American cultural studies
4-collaborative production project
Total: 16 credits
Progmm is prepamtory for careers and/or future
study in visual and media arts, creative writing and
performance.
55
S.O.S. (Student-Originated
Studies)
Winter, Spring / Group Contract
Sponsor: Phil Harding (W), Marilyn Frasca (S)
Enrollment: 48 Faculty: 2
Prerequisites: Two years of college work at Evergreen,
signature of faculty
Special Expenses: TBA
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
"S.o.S:' is an opportunity for students to originate
their own program plan for either Winter or Spring
Quarters. Students are encouraged to develop ideas for
studies which grow out of previous work at Evergreen
and involve others in the creation of a proposal which
should include: (1) a goals statement or program
description; (2) a description of program meeting times
and activities; and (3) a covenant describing the
responsibilities and obligations of all participants. Each
proposal submitted must have the full commitment of
at least 12 students and will be chosen for sponsorship
by faculty assigned to teach in "S.O.S:'
To work with Phil Harding Winter Quarter, proposals must be submitted to him by October 30, 1988.
To work with Marilyn Frasca Spring Quarter, proposals must be submitted to her by February 28, 1989.
For further information regarding the selection process, please contact Phil, Marilyn or the Expressive
Arts convener.
Planned equivalencies in quarter hours:
Depend on design of student-originated study.
Total: 16 credits
Program is preparatory for careers and/or future
study in the expressive arts.
56
Shadows IV
Winter, Spring / Group Contract
Sponsor: Paul Sparks.
Enrollment: 24
Prerequisites: Basic photographic skills and a
demonstrated readiness to do intermediate or
advanced level work
Special Expenses: Personal photo supplies, books,
speakers, and field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The objective of this program is the exploration of
perception and the development of personal vision
through the use of photography as a creative medium.
There will be an on-going concern with problems of imagery and seeing, as well as the personal and speculative aspects of the medium. Students will be exposed
to work and ideas covering the whole spectrum of '
creative sensibilities. Wherever possible, opportunities
wiII be created for first-hand confrontations with
artists and their work. This is an intensive program
aimed at the student who wants to be serious about his
or her photography. Both the expectations and
workload will be higher than normal.
Planned equivalencies in quarter hours:
8-intermediate or advanced photography
4-history of photography
4-aesthetics and criticism
Total: 16 credits
Program is preparatory for careers and/or future
study in photography, 2-D visual art, communications
and journalism.
"Thefeeling here between
faculty and students is different than any other
academic situation I've
experienced. I knew from
friends and from what I
had read about Evergreen
that students and faculty
work closely together, but I
was totally surprised at our
first class when Faculty
- Members Kaye V.Ladd and
Pat Labine cooked lunch
for us at the Organic Farmhouse. Therejust doesn't
appear to be any real
distance between students
and faculty."
ERIGKUHNER,22
Sophomore
Hometown: Bainbridge Island, Washington
Current program: "Dreams"
Campus activities: Co-coordinator of Peace
and Conflict Resolution Center; member of
the Student Governance DTF (Disappearing Task Force); conga drummer.
Career goals: "Never to have one;"
environmental design.
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 of written, visual, musical and
oral texts;
Connections between language, thought, value,
behavior and society;
Conceptions of the nature of a person or people;
Evaluations of 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:
Career Pathways in Humanities
Convener: Pete Sinclair
Our curriculum of Coordinated Studies, Group Con- .
tracts 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 guided by developing personal
interests who progresses carefully among these offerings and who devotes her or his senior year to advanced work will emerge with a strong concentration in the
Humanities. Humanities area faculty will also 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, reflective adult life.
Affiliated Faculty: Richard Alexander, Gordon Beck,
Stephanie Coontz, Virginia Darney, David Hitchens,
Richard Jones, Hiro Kawasaki, Eric Larson, Mark
Levensky, Charles McCann, David Marr, Rudy Martin,
Chuck Pailthorp, Mark Papworth, David Powell, Gil
Salcedo, Pete Sinclair, Nancy Taylor and Kirk
Thompson.
Emphasize great texts and/or artifacts and their relation to our specialty area themes;
Require wide reading and the sister skills of critical
thinking and independent formulation of ideas;
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 of students allows.
Humanities
59
Mexico Since the Revolution
The Mythic Image
Fall, Winter, Spring / Group Contract
Sponsor: Gordon Beck
Enrollment: 24
Prerequisites: Junior/senior standing, Core Program or
equivalent and one other program in humanities, expressive arts or social sciences
Special Expenses: $20-25 for performance tickets and
field trips
Part-time Options: No
Internship Possibilities: No
. Additional Course Allowed: No
This program is a study of the dominant myths and images of societies from the pre-historic to our own time.
It includes literature, folk tales, mythology, art, artifacts and social customs.
We will search for answers to these questions: What
value is a myth or an image to society? What is the
connection between myth and image? How does the
mythic image change to suit the needs of society? Do
societies make myths or do myths make societies? Are
images made for societies or by societies? Do social
values control the image and myth maker; or does the
myth and image maker control social values?
Fall will be devoted to the ancient world, 3500 B.C.
to 600 A.D., including cultures from the first civilizations and the classical civilizations of Mesopotamia,
Egypt, Assyria, Nubia, China, India, Greece, Persia
and the Roman Empire.
Winter will be devoted to the world of divided
regions and the emerging West: Europe, China, India,
Middle East, Africa, pre-Columbian America and the
expansion of America to 1815.
Spring will be devoted to the age of European
dominance and the age of global civilization from 1815
to the present.
Planned equivalencies in quarter hours:
Fall
6-comparative mythology and folklore, prehistoric and
ancient societies
4-comparative literature, Indo-European civilizations,
3500 B.C.-600A.D. .
6-art history, prehistoric and ancient
Winter .
6-comparative mythology and folklore; pre- Columbian
America, Europe, Africa and Asia, 150 B.C.-1815A.D.
4-comparative literature, medieval, Renaissance and .
modern (to 1815)
6-art.history, pre-Columbian America, medieval,
Renaissance and modern (to 1815)
Spring
6-comparative mythology and folklore, machine age to
the present
4-comparative literature, 1800-present
6-art history, 1800-present
Thtal: 48 credits
Program is preparatory for careers and/or future
study in the humanities and the humanistic social
sciences; careers in art, writing and intercultural
affairs.
Spring / Group Contract
Sponsor: Gil Salcedo
Enrollment: 48 Faculty: 2
Prerequisites: One year college humanities or
equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This is a full-time program focusing on politics, society
and literature since Mexico's cataclysmic entry into the
modern age. We will read such writers as Carlos
Fuentes, Octavio Paz, and Martin Luis Guzman. We
will look at the great art of Diego Rivera and Frida
Kahlo. We will analyze the Revolution's successes and
shortcomings currently: Mexican population of 82
million growing by 2.1 million annually; a staggering
economy with a foreign debt of 102 billion dollars; Mexico City with 1 million people crowding into "ciudades
perdidas," lost cities without electricity or running
water. We will speculate on the fate of a proud and
struggling Mexican people.
Planned equivalencies in quarter hours:
4-history of Mexico since the revolution
4-contemporary literature of Mexico
4-contemporary anthropology of Mexico
4-independent research topic
Thtal: 16 credits
Program is preparatory for careers and/or future
study in humanities and social sciences and advanced
work in Latin American studies.
Words and Music: Meaning and Emotion in Music
and Literature
The program will concentrate on music inspired by or
designed to accompany stories and literary works. We
want particularly to examine the collaboration of story
and music in rituals and ceremonial occasions. For a
complete description, turn to page 54 in the Expressive Arts specialty area.
60
The Limits of Reason: Europe 1760501860s .
War: The Military Industrial Complex
Twentieth Century American Culture and Literature
Fall, Winter, Spring / Group Contract
Sponsor: Charles Pailthorp
Enrollment: 48 Faculty: 2
Prerequisites: One year of college
Part-time Options: No
Internship possibilities: No
Additional Course Allowed: No
Fall, Winter / Coordinated Study
Coordinator: Mark Papworth
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or basic courses in
reading and writing .
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring / Group Contract
Sponsor: Dave Hitchens
Enrollment: 48 Faculty: 2
Prerequisites: Evergreen Coordinated Study Program
or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The first "War" program was offered in 1985-86. In it,
we learned that war is too complex to be studied as a
single phenomenon. ''War: The Military Industrial
Complex" will build on what we learned before.
We will study what people think war is. We will look
at emotional responses to war in art and literature.
Famous war novels will be opposed by famous anti-war
poems. Films, music and propaganda of all kinds will
be considered as well as classical academic statements
such as Clauswitz'. We shall then turn to war as a
cultural phenorrienon. We will examine societies which
dealt in.war and see how each had a support system
proper to its propagation. We shall study the history of
the current military industrial complex to find how it
grew, making use of antiquated cultural elements
already in place and reinforced by elaborate traditions.
We will also study great peace movements like Ghandi's and King's which made effective use of religious
traditions. We will attempt to understand how war is
not the result of evil forces but depends upon good
people for its existence.
The final part of our study will be built around the
future of war as it will continue to plague mankind into
the next century. What new forms have come to
replace world wars of the traditional industrial type
and how will they be handled and what will the likely
results be? Studying war should result in useful ideas
which students can take away with them. It will be an
all-out effort to re-define war for the next generation in
a way that could make a difference in their lives.
The program will be an intense examination of the intellectual and creative responses to modern life on the
part of thinking Americans. We will study the life,
work and influence of the men and women who have
formed our larger culture-its history and literature.
Figures studied, for example, will be W.E.B. DuBois,
Margaret Mead, William Carlos Williams, W. H.
Auden, Anne Sexton, Edward R. Murrow, Betty
Friedan and others who have made major contributions to our time. Lectures will provide the historic
framework and chronological threads as backdrop for
our consideration of each figure.
Students will be required to research and write an
18-24page paper on a figure of their choosing. Full
credit is predicated on satisfactory participation in all
aspects of the work.
The period of 1760-1860in Europe witnessed major
-, upheavals in political and social organization: it saw
revolutionary extensions of bourgeois democratic institutions, and broad changes in class stratification
brought on by industrialization and urbanization.
These social and political revolutions were accompanied by philosophical "revolutions" directed against
the claims of reason and sense and by artistic "revolutions" aimed at the dominant classicist canons of
aesthetic value. Did this work in philosophy and art
cause these changes in society, or did it passively
reflect them? Either answer is too simple. Jointly and
individually, we will study particular cases, seeking
general conclusions when they can be discerned. We
will never be content with the idea that "Great Work"
is simply the product of genius since accounting for the
reception of a work is at least as important as explaining its production.
We will read romantic works of poetry and fiction,
listen to music of the period (especially song and
opera) and study such philosophers as Rousseau, Kant,
Schoppenhauer and Hegel. Historical work will be
essential, although we will rely on secondary sources.
Planned equivalencies in quarter hours:
8-literature of early romanticism
8-music history: early romanticism
8-history of philosophy: Rousseau to Hegel
8-social history: 176Os-1860s
8-expository writing
8-music: critical listening
Total: 48 credits
Program is preparatory for careers and/or future
study in the humanities and arts.
Planned equivalencies in quarter hours:
4-Twentieth Century America, 1900-1970
4-American social and intellectual history, 1900-1970
4-American poetry, 1900-1970
4-American literature, 1900-1970
Total: 16 credits
Program is preparatory for careers and/or future
study in the humanities and social sciences.
Planned equivalencies in quarter hours:
4-modern literature; 8-polit'ical economy; 8-U.S.
history; 8-world history; 4-anthropology
Total: 32 credits
Program is preparatory for careers and/or future
study in history or American studies.
Humanities
61
"My first paper came back
covered with red ink. But on the
last page my faculty member
wrote, 'In spite of all my red
marks, this is a very good paper.'
That was a dream-to receive all
those good suggestions and
solid criticism and then, at the
end, a positive statement. It kept
. "
me gomg.
BRADY SMITH, 21
Junior
Hometown: Seattle, Washington
Current Program: "Romanticism"
Campus Activities: Evergreen softball
team, Peer Advisor, KAOS radio station,
Boomerang-throwing, Narrow Focus,
writing
Career Goals: Writing, English teacher
The Language and Culture Center plans and coordinates year-long programs and courses in the area of
foreign languages and international studies on a twoto three-year cycle. It also serves as source of academic
advice for students who have interest in foreign
languages and area studies. The Center's director, Dr.
Andrew Hanfman, is a full-time Evergreen faculty
member in literary and language studies who
specializes in Russian-Soviet affairs.
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
and culture studies in foreign countries. For a related
opportunity to study abroad, see "Special Features of
the Curriculum;' page 30.
In the 1988-89 academic year, four year-long
language and culture programs are being offered under
the auspices of the Center: "French Culture;' '''Spanish
Forms," "Japanese Language and Culture" and "Italian
Culture."
For students interested only in language studies,
Evergreen offers a predictable series of part-time
courses. Most of these courses are offered during evening hours. Language components of area programs
may also be taken as separate courses, but they are
mostly conducted during the day. Students interested
in careers in business, journalism, education, anthropology and human services may 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 1988-89 academic year, courses in first-year college
Spanish, French, German, Russian and, possibly,
Japanese will be offered as well as second-year French
and Russian.
The following list includes the academic programs in
this area planned through 1991:
1988-89
"French Culture;' study abroad
"Italian Culture;' study abroad to be announced
"Spanish Forms"
"Japanese Language and Culture;' study abroad
1989-1990
"Classical World;' Fall, Winter, Spring
"Japanese Studies," Fall, Winter, Spring; study abroad
to be announced
Possibly, "German Culture;' Fall, Winter, Spring; study
abroad to be announced
1990-1991
"Russia/uSSR;' Fall, Winter, Spring. Summer '91 trip
to the Soviet Union
"French Culture;' Fall, Winter, Spring; study abroad
to be announced
"Spanish Forms;' Fall, Winter, Spring
Director: Andrew Hanfman
The Jackson School of International Studies:
A Partnership Program with the University of
Washington
Evergreen students of junior and senior standing 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 School 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.
.
Major areas available through this program include:
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,
Dr. 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 Dr. Hanfman as early as possible.
language and Culture Center
63
Spanish Forms in Life and Art
French Culture
Fall, Winter, Spring / Group Contract
Sponsor: Nancy Allen
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expensee: None
Part-time Options: Half-time language or history/culture
Internship Possibilities: No
Additional Course Allowed: Part-time students only
Fall, Winter, Spring / Group Contract
Sponsor: Susan Fiksdal
Enrollment: 48 Faculty: 2
Prerequisites: 1 year college French (or equivalent),
Core Program, entrance exam
Special Expenses: $2700 for Spring Quarter homestay
in Lyon
Part-Time Options: 8 qtr. hrs-French Language; 2 qtr.
hrs-Introduction
to Language
Internship Possibilities: No
Additional Course Allowed: Yes
Since Spain's rivalry with England in the 16th century,
when England circulated the "black legend" of Spain's
violence and superstition, outsiders have approached
Spain with awe, romance and ignorance. We will study
the originality of Spain's cultural and social forms in
relation to social contexts from the realistic epic Poem
of the Cid to the heroic evacuation of Basque children
during the Spanish Civil War; from Islamic irrigation
to Garcia Lorca's surrealist drama. We will often use
Spaniards' perspectives on their own culture.
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 Inquisition, the "Reconquest;' and the
conquest of America. Student groups will research
such topics as women in medieval Spain, monastic life
and pre-Columbian civilizations.
During the winter, we will read through Cervantes'
masterpiece Don Quixote de la Mancha. Students will
develop skills in literary analysis and an understanding
of this novel's statement about Spanish history. Midquarter, we'll spend two weeks on Saint Teresa's Life,
which demonstrates another kind of Christian heroism.
Each student will research some individually-chosen
topic from medieval Spain or the Golden Age.
Spring will be devoted to the 20th century: the
cultural analyses attempted by the Generation of '98,
the Civil War, and post-Franco Spain.
Intensive classes (eight hours per week) in beginning
and intermediate Spanish are offered every quarter.
Planned equivalencies in quarter hours:
24-beginning, intermediate and advanced Spanish
12-Spanish literature in translation
12-social and cultural history of Spain
Total: 48 credits
Program is preparatory for future study in languages,
the humanities or the social sciences.
64
We will study the language, history, literature and art
of France since the French Revolution. We will devote
half our time to the study of French with the goal of
conversing easily with native French speakers by
Spring Quarter. When we travel to Lyon, France,
students will live with French host families. The other
half of our time will be spent examining French culture
from-a variety of texts in both English and French; for
example, we will read Voltaire's Candide in French and
Balzac's Pere Goriot in English. Other authors we may
read include Rousseau, Dumas, Sand and Hugo as we
examine the causes, events, and results of the French
Revolution. Delacroix, David and Corot will be some of
the artists whose work we will examine. In addition to
this work, students will have two options at the beginning of the year: to study linguistics and second
language learning or to conduct a research project.
Winter Quarter, we will focus primarily on two
movements following World War I: surrealism and existentialism. We will read Sartre, de Beauvoir, Camus,
Breton and Aragon and look at paintings by Magritte
and Dali.
Spring Quarter, students who have been successful
in the contract may wish to travel to France where
they will visit Paris and the Loire valley, then live with
host families in Lyon. Once in Lyon, the focus of the
contract will be on contemporary France-the media,
cinema, arts, fiction and music. Reading and writing
will be emphasized in weekly assignments, but field
trips, speakers and interviews will emphasize speaking
and listening skills. The major Spring Quarter project
will be an ethnography.
Planned equivalencies in quarter hours:
Will be distributed among French culture, 18th, 19th
and 20th century French literature, social history of
France, art history, social science research
(ethnography), French grammar, composition and
conversation.
Total: 48 credits
Italian Culture
Fall, Winter, Spring / Group Contract
Sponsor: Andrew M. Hanfman
Enrollment: 24
.
Prerequisites: Core Program or one year of college
Special Expenses: $2500-2800 in case of study in Italy
during Spring Quarter
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Part-time students only
"I talian Culture" is subdivided into three one-quarter
units which can be taken separately. Each quarter will
deal with an important period of Italian political and
cultural history. The language component can be taken
separately in Fall and Winter Quarters and is open as
a course to outside students.
Fall Quarter: The "Trecento," The study centers on
the great monuments of Italian literature: Dante's
"Divine Comedy;' Boccaccio's "Decameron," and
Petrarca's poetry, as well as Italian medieval and preRenaissance art.
Winter Quarter: "The Renaissance!' 'The emphasis
will be on the history of Italian city-states, especially
Florence and the Medici family, Renaissance art,
literature and the rise of Humanism.
Spring Quarter: "Modern Italy!' If feasible, the program will transfer to Italy (possibly to a town in Umbria or the vicinity of Florence) and study modern and
contemporary Italy with emphasis on the Fascist
period and post World-War II developments. Intensive
study of Italian language, some travel and visits to
museums and theatres will supplement the formal
study. If the program cannot be conducted in Italy, the
content of the contract will remain the same.
Planned equivalencies in quarter hours:
14-1 talian language
8- Italian history
12- Italian literature
4- Renaissance studies
10- Italian art
Total: 48 credits
Japanese Language and Culture:
Stories of Tokyo and Kyoto
Fall, Winter, Spring / Group Contract
Sponsor: Setsuko Tsutsumi
Enrollment: 48 Faculty: 2
Prerequisites: Core Program
Special Expenses: $3500 fee for "Study Tour to Japan"
Spring Quarter
Part-time Options: 'Ib be considered
Internship Possibilities: No
Additional Course Allowed: No
The purpose of the program is to explore various
aspects of Japanese language and civilization. In order
to develop a strong foundation for an understanding
and appreciation of Japan, past and present, the approach will be multi-disciplinary and closely
integrated.
Language is a reflection of a society and a tangible
measure of creativity and aesthetic sensibility. First
and second year Japanese will be offered throughout
the year with emphasis on the oral-aural approach.
Even with the constant change and.a succession of
foreign influences, Japan has kept strong traces of
tradition. This change and continuity is best exemplified in the comparison of the cultures of Tbkyo,
the present capital, and Kyoto, the ancient capital.
Fall Quarter, we will focus on the world/life of Tokyo,
its historical past and its vibrant present. Consideration will be given to major examples of the arts encompassing the 17th through the 20th century. Attention
will be given to topics such as family life, social and
economic changes, and aesthetic and philosophical
values as well as historical events.
Winter Quarter will be given to a consideration of
the culture and its history symbolized by Kyoto from
the 8th to 15th century.
Spring Quarter a field seminar in Japan takes place.
By residing in a small community with host families,
along with local field trips and individual projects,
Spring Quarter will provide an opportunity to examine
a special region of Japan and, therefore, present a third
vantage point in examining the political, social and
cultural relationship among the central and regional
communities.
.
Planned equivalencies in quarter hours:
18-Japanese language (1st and 2nd year)
12-Japanese literature
6-Japanese theatre
12-Japanese history
Total: 48 credits
Program is preparatory for careers and/or future
study in Japanese literature, Japanese history, Asian
studies, international relations and comparative
studies.
Intercultural Communication:
The Global Village
This program is designed for students planning to
study, live or work outside the United States. It is also
helpful for developing an awareness of the significant
differences among the diverse cultures within the
United States. For a complete description, turn to
page 40 in the Applied Social Theory specialty area.
Program is preparatory for careers and/or future
study in romance languages, European history, the
Renaissance, and for careers in teaching and
journalism.
Language and Culture Center
65
"1 started out at Evergreen as
a working mother several
years ago in 'Re-introduction to Education,' and other
part-time offerings in the
evenings and weekends. It
was a big change in
dynamics to go full time
during the day in the MPI
Program. The youth of the
other students was the biggest difference. There was
more exchange, more give
and take in seminars. Going
to Evergreen has made me
more tolerant and taught
me to how to work in
groups."
KATHRYN RAUDENBUSH, 38
Senior
Hometown: Rochester, Washington
Current Program: "Management in the
Public Interest"
Campus Activities: Organizing an effort to
establish a bank or credit union at
Evergreen.
Career Goal: Graduate studies or work in
labor relations
Upper-division work in this Specialty Area consists of
a Coordinated Study Program titled "Management and
the Public Interest" for the first year and a changing
series of advanced Group Contracts, Individual Contracts and Internships for the second year. During the
first year, the "MPI" program provides students with
the opportunity to acquire essential managerial skills
and concepts. The program will address broader issues
. such as the ability of the private and/or public sector to
meet the public's needs. This program is designed for
full-time students.
Convener: Chuck Nisbet
Affiliated Faculty: John Filmer, Virginia Ingersoll,
Duke Kuehn, Paul Mott, Art Mulka, Chuck Nisbet, and
Niels Skov.
Management
and the Public Interest
Fall, Winter, Spring / Coordinated Study
Coordinator: Duke Kuehn
Enrollment: 120 Faculty: 5
Prerequisites: Microeconomics, principles of accounting
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Alloioed: No
This program teaches management concepts and skills
to upper division students, The program focuses on the
private business sector, but also gives attention to
public and not-for-profit sectors, Values, ethics and the
public interest are addressed throughout the year.
The program is designed for full-time students who
take the same academic offerings throughout "the year,
Special emphasis is placed on the development of
analytical and people skills.
The core of the MPI program in the first year consists of organization psychology, managerial economics,
managerial accounting, managerial finance, case
studies and the functions of management. Additional
courses in statistics, marketing, computing for
managers and personnel management are routinely
offered.
Core book seminars each quarter allow students to
improve critical reading, writing and communication
skills. These seminars demonstrate the need for
managers to integrate many business disciplines.
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,
Program prerequisites can be met through transfer
of credit, summer courses or through offerings in these
areas during Fall Quarter.
Planned equivalencies in quarter hours:
Will be distributed in accounting, economics, business
administration, finance, management, marketing,
sociology and statistics.
Total: 48 credits
Creating Organizational
Futures
Fall, Winter / Group Contract
Sponsor: Virginia Ingersoll
Enrollment:.48 Faculty: 2
Prerequisites: "Management and the Public Interest"
(1 year), principles of microeconomics, managerial
economics, managerial accounting, principles of
marketing, business policy and statistics
Special Expenses: Travel costs to research sites
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
To anticipate their needs and resources, to set new
directions and to formulate strategies, organizations
must regularly formulate some images of the future- In
doing so, they not only respond to an idea of where the
world is going, they also playa role in creating the
future for themselves and others. The purposes of this
program are: to examine how selected regional
organizations imagine and create their futures; to acquire some of the skills needed to make those images;
and to critically assess the ways those skills illuminate
and distort the realities they attempt to capture. During Fall Quarter the program will include learning
about regional forecasting and futures research practices, as well as developing skills at economic
forecasting and research methodology. In the winter,
students will conduct forecasts and market research to
benefit local organizations,
Transition: Studyplace to Workplace
Spring / Group Contract
Sponsor: Chuck Nisbet
Enrollment: 48 Faculty: 2
Prerequisites: First year MPI, "Creating Organizational Futures"
.
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
The aim of this spring Group Contract is to plan and
implement the transition from college study to career
organization. Course work, individualized study and
Internships will be designed to match each student's
desire to round out his/her undergraduate studies and
meet career goals. A common seminar on readings on
contemporary business and career planning workshops
will be offered to all students.
Planned equivalencies in quarter hours:
4-business literature
12-individwil study/Internship/practicum
Total: 16 credits
Program is preparatory for careers and/or future
study in business and public administration.
Planned equivalencies in quarter hours:
4-business forecasting
4-future studies
5-organizational change
5-market research
5-research methods
4-strategic planning
5-field research
Total: 32 credits
Program is preparatory for careers and/or future
study in business administration and public
administration.
Program is preparatory for careers and/or future
study in business and public administration.
Management and the Public Interest
67
"Before Evergreen I had never:
heard of an Indian professor
and never read a book written
by an Indian. So it's been a very
moving experience to have an
Indian faculty member standing
I before me, giving me novels
written by Indians, Asians,
Chicanos and Blacks.
"Yvonne Peterson has been a
real inspiration. She knows
what it's like to be an Indian in
a non-Indian environment. As a
faculty member, as an Indian
woman, she has the abilitywithout letti~g IOU know it-to
empower you, to let you
believe that you have the right
answers, that you are a leader:'
BARBARA LAWRENCE, 29
Sophomore
Hometown, Suquamish, Washington
Current Program: "Indigenous Wisdom"
Campus Activities: Co-ordinator of The
Evergreen Indian Center, winner of the
Evergreen Humanitarian Award, helped
organize Indian Heritage Week and
Tribute to Salish Peoples Day, an event
that celebrated the accomplishments and
contributions of Indians of the Puget
Sound area.
Career Goals: High school history teacher
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 to design symposium components With other Specialty Areas on
topics such as health, science, environmental studies
and art. We also train people in gallery management
using a multicultural focus,
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.
Native American Studies
Convener: David Whitener
Affiliated Faculty: Rainer Hasenstab, Lovern King,
Mary Nelson, Sid White, Craig Carlson and David
Whitener
Associated Faculty: Betty Kutter, Betsy Diffendal and
Gail Tremblay
Students can use various methods to build strength
and skill. For example:
· .. they can study a year in Native American Studies
programs (in 1988-89, "Change: A Self-Balancing Process" or "Problem Youth");
· .. 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.
The Native American Studies area also advises
students wishing to do gallery and museum work in
Native American and other ethnic communities,
69
Change: A Self-Balancing
Process
Fall, Winter, Spring / Coordinated Study
Coordinator: David Whitener
Enrollment: 120 Faculty: 5
Prerequisites: Signature on registration form
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
"Change" is a student-centered, open, alternative
educational opportunity to promote intellectual stimulation and integrate valuable and valid self-designed
projects into a coordinated studies theme of constant
change in a constantly changing plural society.
Hospitality is designed into the program to encourage students and faculty to provide ideas and
expertise leading toward and resulting in valuable
educational outcomes based upon mutually-shared
responsibility and authority.
The program is a Celebration of cultural diversity as
well as the recognition that significant difference exists
among people as we attempt to understand one
another. Celebration is a component of the continuing
educational process of lifelong learning which examines
the value of competency recognition.
The program will present the concept of change as
well as other ideas in an atmosphere of humility. It
will also attempt to inspire students to acquaint
themselves with the responsibilities of their choices.
Inspiration will be provided for students by the
.faculty as each does what they do best to provide an
example to students who will be asked to answer four
major educational questions. (1) What do I plan to do?
(2) How do I plan to do it? (3) What do I plan to learn?
(4) What difference will it make?
Planned eq'uivalencies in quarter hour's:
4-Native American historical perspectives; 4-cross
cultural studies; 4-perspectives of a plural society;
4-philosophy; 4-human resource development;
24-individual project work; 4-cross cultural
communication
1btal: 48 credits
Program is preparatory for careers and/or future
study in education, archeology, arts, anthropology,
multicultural studies, tribal government and Native
American studies.
70
Culture and Design: Pacific Northwest Traditions
Fall, Winter, Spring / Group Contract
Sponsor: Rainer Hasenstab
Enrollment: 24
Prerequisites: One year of college, interview and faculty signature
Special Expenses: Field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program will examine important traditional and
contemporary cultural, social and physical aspects of
environmental design of the Pacific Northwest. Our
focus will be on the past, the present and the future of
our unique region and its people. We will learn about
the enduring traditional Native American cultural
values of the dignity of the individual, cultural
hospitality and the fundamental respect for elders,
community and nature. We will develop an understanding of individual and collective responsibilities for the
environment and for those who come after us.
. We will examine four important human relationships:
(1) to the land, (2) to others, (3) to work, and (4) to the
unknown. Central to our study will be an examination
of cultural and environmental systems as they are expressed in the design of human communities and
shelter.
This program will work inclose, invitational partnership with faculty and students in the concurrent
1988-89 Northwest Native American Studies program,
Change: A Self Balancing Process. Directed individual
research, group/project work and internships will be
encouraged.
Readings will include: Cedar and Indian Artifacts of
the Northwest Coast, Stewart; God is Red, Deloria;
. Mountain in the Clouds: A Search for the Wild
Salmon, Brown; Architecture Without Architects and
The Prodigious Builder, Rudofsky; House Form and
Culture, Rapoport; Tradition and Change on the
Northwest Coast, Kirk; Guidelines for Bias-Free
Publishing, McGraw-Hill; Treaties on Trial, Cohen;
Suquamish Tideland Rights Ignored, Lawrence;
Portrait in Time, The Makah Cultural and Research
Center.
Planned equivalencies in quarter hours:
Will be distributed among cultural, natural, and environmental design research projects, environmental
design theory, environmental ethics, environmental
planning and policy, community development and
cross-cultural studies.
1btal: 48 credits
Program is preparatory for careers and/or future
study in environmental policy and management, urban studies, community deoelopmeni and crosscultural studies.
The American Dream?
Problem Youth
Fall, Winter, Spring / Coordinated Study
Coordinator: Craig Carlson
Enrollment: 60 Faculty: 2 1,4
Prerequisites: Core Program or demonstrated writing
skills, signature required
Special Expenses: Field trip
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring / Group Contract
Sponsor: Mary F. Nelson
Enrollment: 24
Prerequisites: Background in counseling, psychology,
minority studies or sociology; faculty signature
required
Special Expenses: Field trips
Part-time options: No; no audits
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: Yes, if it applies to
program
Native Americans and immigrants to' the Pacific
Northwest have long wondered about the American
Dream-whether there is one for them and when or
where they can find it. Often their perspective is
ironic, humorous and a sharp contrast to the aspirations inculcated in the dominant culture; often their
response is artistic and-embodies a separate and
distinct psychology, iconography and imagery. These .
shifts in cultural values and perceptions-points of
creative friction-are the concerns of this program.
Students will work on composition and research
writing, as well as creative writing, in seminar and
workshops. Projects in community service are required
each quarter. For example, one might contribute
biographical writing or stories to the Nordic Heritage
Museum. Projects in photography, video, radio, journalism or a studio art form are also required. The
faculty's American Dream is to help students polish
their expressive abilities in writing, art and media. If
you like to read great books about other cultural
values and realities and express your understanding in
a scholarly and artistic way, this program is for you.
Our reading list will be similar to the following: The
American Dream, No No Boy, My Heart is in
America, Oysterville, Music From Home, Notes From
a Scandinavian Parlor and Voices of the Rainbow.
This program is designed for students seeking
academic training and practical experience in the field
of juvenile justice in the state of Washington. The central theme will be directed toward juvenile justice. We
will listen to lectures and participate in demonstration/workshops from various agencies in the juvenile
justice system: courts, probation, diversion programs,
juvenile institutions, youth group homes, rehabilitation
and child protection and other agencies.
Fall Quarter, we will cover the U.S. history of
juvenile justice, as well as having emphasis on the
minority youthful offender, since 50% of incarcerated
youth in the U.S. are minorities.
Winter Quarter, we will study family dynamics,
counseling theories and techniques. Workshops will
deal with stress management in the self, client and
fellow workers, burnout and dealing with difficult
people. During Winter Quarter, spring Internships will
be set up.
Spring Quarter students will intern in the agencies
previously mentioned or other related agencies.
Planned equivalencies in quarter hours:
8-contemporary American' literature; 4-art history;
4-advanced composition; 4-creative writing;
8-minority literature; 4-advanced composition;
4-American history; 4-research writing; 8-media or
art project.
Total: 48 credits
The book list will include Counseling the Culturally
Different, Juvenile Delinquency; Children of Ishmael;
Controlling Stress and Tension: A Holistic Approach;
Memories of Alhambra; Weeping in the Playtime of
Others; Washington State Juvenile Justice-Suetems
and Codes; The Third Woman; No No Boy; Native
Son; Winter in the Blood; Ultima, and others.
Planned equivalencies in quarter hours:
Fall:
4-juvenile law/diagnostic orientation
4-cross cultural perspectives in counseling
4-literature (minority)
4-ethnocultural studies
Winter:
4-counseling youth/theory
4-psychology/youth
4-sociology
4-writing and research
Spring:
16-applied counseling
Total: 48 credits
Program is preparatory for careers and/or future
study in counseling, psychology and minority issues,
and juvenile justice.
Children of One Sun
The drama between humanity and technology rules
our future. Studies will include a variety of cultural
perspectives on the dreams, the reality, and the possible nightmares that technology has brought to us. For
a complete description, turn to page 53 in the
Expressive A1'ts specialty area.
Intercultural Communication:
The Global Village
This program is designed for students planning to
study, live or work outside the United States. It is also
helpful for developing an awareness of the significant
differences among the diverse cultures within the
United States. For a complete description, turn to
page 40 in the Applied Social Theory specialty area.
Program is preparatory for careers and/or future
study in law, teacher certification, human services, art
and graduate school.
Native American Studies
71
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&2
"As a reporter for the Cooper Point
Journal, I've met a whole array of
fascinating and diverse people,
and witnessed and participated in
an intricate, sometimes crazy and
unique self-governing system. To
be completely honest, I think the
greatest part of my education has
come from non-credit activities.
There's the sciences, the
humanities, the arts, and then
there's Evergreen-a research
proleet unto itself:'
Political Economy and Social Change integrates an- .
thropology, 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
and democracy) and their meanings today. We look at
societies as dynamic and ever-changing systems, compare them in different countries and cultures, and
evaluate their impacts on the everyday lives of all
affected people.
Convener: Peta Henderson
Affiliated Faculty: Bill Arney, Priscilla Bowerman,
Ken Dolbeare, Betty Ruth Estes, Jeanne Hahn, Peta
Henderson, Jerry Lassen, Russell Lidman, Alan
Nasser and Matt Smith.
BEN TANSEY, 25
Senior
Hometown: Redondo Beach, California
Current program: Internship with the
Cooper Point Journal, Evergreen's student
newspaper
Campus activities: Native American
Studies Disappearing 'Iask Force
Career goals: Promote betterment of the
world, write
Political Economy and Social Change
73
Career Pathways in Political Economy and Social
Change
There' are three pathways, or areas of concentration,
students can pursue after they take the foundations
program, "Political Economy and Social Change":
Government and Public Policy
This pathway includes the structure and decisionmaking processes of governments at all levels. We also
examine what governments have done with respect to
public problems and, in general, what difference
governments have made for people.
.
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.
These pathways lead to careers in law, government,
business, education and professional 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 shall also assure that those
who specialize in the area are fully prepared for
graduate and professional education in the disciplines
represented here.
Students are encouraged to undertake senior theses
or projects, or Internships, as integral parts of their
academic work. Faculty in "Political Economy and
Social Change" make a special effort to prepare
students for Internships with the state Legislature, executive departments, or other agencies and
organizations.
74
Political Economy and Social Change:
Race/Class/Gender
Fall, Winter / Coordinated Study
Coordinator: Ken Dolbeare
Enrollment: 96 Faculty: 4
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program explores the relationship between race,
gender and class, and the distribution of wealth, status
and power in American society. We shall trace the
evolution of this relationship from its roots in Europe
to its effects in shaping our social order today, with
particular attention to (a) the social and political
theories that -have dominated our' thinking, including
liberalism, conservatism and their alternatives; (b) the
rise of capitalism and its rationale, including micro and
macroeconomics; and (c) the part played by law and the
legal system in these processes. Our goal is to understand how and why race, gender, and class have shaped
the American social order as they have, and what kinds
of political economic changes would be required to
reduce their impact.
Planned equivalencies in quarter hours:
4--microeconomics
4-- macroeconomics
8--political and social theory
8--American history
8--contemporary social problems
Total: 32 credits
Advanced Seminar on Gender and Class
Washington Centennial
Spring / Group Contract
Sponsor: Stephanie Coontz
Enrollment: 48 Faculty: 2
Prerequisites: "Political Economy and Social Change;'
"Family, Community and Personal Life;' or advanced
work in American history or political economy; faculty
signature required
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring / Group Contract
Sponsor: Ken Dolbeare
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course allowed: Yes
This one-quarter program will explore the connections
between gender and class. We will analyze the explanatory value of both concepts and discuss how they
can be integrated into a coherent theoretical perspective. We will focus our readings on one or two books, _
such as Nancy Hartsock's Money, Sex, and Power, and
assign collateral reading with each chapter. Students
will be expected to participate actively in seminar, conduct independent research and make presentations
when necessary. Faculty members will discuss their
own attempts to integrate class and gender into the
study of history and political science.
This contract is intended for students who have
previously studied some aspect of Washington state
history, present circumstances, or possible futures, and
now want to focus intensive research on a topic related
to the pending centennial. A variety of perspectives,
topics, and/or activities will be appropriate, provided
only that a quality research or action product is
accomplished.
Planned equivalencies in quarter hours:
8--Washington State history
8--Washington State political economy
Total: 16 credits
Program is preparatory for careers and/or future
study in politics, economics and law.
Planned equivalencies in quarter hours:
Will be distributed among political science, sociology,
social science theory and women's studies.
Total: 16 credits
Program is preparatory for careers and/or future
study in history, political science, feminist studies,
sociology and law.
Program is preparatory for careers and/or future
study in political science, economics, law and public
policy.
Political Economy and Social Change
75
~\Iwent to a big university in
California for three years. I did
well, but learning wasn't fun.
Classes were huge and there
was no personal contact
. between students and faculty.
Evergreen is more personal,
creative and exciting. You can
get as much (or as little)
guidance as you want. Our
faculty member has been stimulating, supportive-and
accessible. He's encouraged us to
meet him outside class if we
need to, or even to call him at
home. He's there for us:'
ANNE PHILLIPS, 48
Senior
Hometown: Olympia, Washington
Current program: "Adult Life
Explorations"
Career goals: Public Relations
The Human Condition:
Convener: Sandra Simon
Affiliated Faculty: Beryl Crowe, Leo Daugherty,
Carolyn Dobbs, Phil Harding, Hazel Jo Reed, Sandra
Simon and York Wong
The aim of the Center for 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;
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 insure 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 Center for the Study of Science and Human
Values trains students to be, both professionally and
politically, interpretive life scientists and
technologically-informed humanists.
BioTech, Science,
Values
Liberation
Theology:
Three Faces of God
Fall, Winter, Spring / Coordinated Study
Coordinator: Beryl Crowe
Enrollment: 72 Faculty: 3
Prerequisites: Upper-division standing or permission
of faculty
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, one
Spring / Group Contract
Sponsor: York Wong
Enrollment: 48 Faculty: 2
Prerequisites: Advanced standing, faculty permission
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with permission from
faculty
As societies change, institutions and activities reach a
point where they change so radically that they must be
renamed to be understood. It is the thesis of this program that science has become such a term. Using
"science" to describe pre-atomic and post-atomic
research so obscures political and social thought and
policy that traditional science and society are endangered. The program will look at science and the
concept of expertise in America in three periods:
Fall: Science as Hope, 1880-1940;the philosophy and
history of science in Europe and America to 1880; the
closing of the frontier and the search for a new frontier; nature in American thought, including the
masculinization of science; progress, utopia and
technology in American thought.
Winter: Science as Power, funding and technology
1940-1971;technology and the new frontier; the
Manhattan project; political and social history of NSF;
the AEC and science; DNA-the last frontier; science
and the academy, and the military-industrial complex;
and the scientist as expert.
Spring: Science as Business; bio-technology in the
academy, and the military-industria'! complex; contemporary philosophy of science, nature and progress; and
new age holistic science.
Students will conduct a project over the year which
will produce papers and visual images. In observance
of the state centennial, the projects will be on the
history of science in Washington, 1890-1987.
As with all religions, Christianity informs social and
political decisions. However, these secular programs
often point to conflicting directions. Thday's currents
are, perhaps, symbolized by Catholic priests calling for
revolution in Latin America in contrast to television
preachers supporting the status quo in the U.S., while
others become political candidates for refo~m. Each
claims his/her commitment to a theology of liberation.
What precisely is "liberated"? How does each
religious interpreter justify his/her role as liberator?
Are these merely outdated remedies for (post) modern
problems? Is there a new Reformation in the air?
Students will use these organizing questions to direct
the study on the history, spirit and actions of liberation
theology.
Planned equivalencies in quarter hours:
8-American history; 8-biology; 8-philosophy of
science; 8-social science; 8-directed research;
8-expository writing.
'Ibtal: 48 credits
Program is preparatory for careers and/or future
study in humanities, social sciences, history of science
and pre-law.
Center for the Study of Science & Human Values
Planned equivalencies in quarter hours:
4-social science research
4-humanities
4-social science
4-international studies
Total: 16 credits
Program is preparatory for .careers and/or future
study in humanities and sociai science.
Visual Humor
.
This program will watch and analyze the work of
various entertainers and speculate on how physical
humor functions with and without a verbal basis. Questions about gender and humor, cross-cultural perspectives on the visual joke and a consideration of visual
sociology will be explored. For a complete description,
turn to page 55 in the Expressive Arts specialty area.
77
"Bob Sluss has been great.
He's the kind of faculty that
is so interested in everything
around him that he makes
you interested too. He ge.ts
a big kick out of looking at
simple things-ants, slugs,
bugs-and showing you
how complex they really
are. I've never had a
teacher who's been so
animated, who gives you
his interest."
ERINN MARR, 19
Freshman
Hometown: Olympia, Washington
Current program: "Explorations, Discovery
and Empire"
Campus activities: Weight Room supervisor
Career goals: Biologist, human physiologist,
nutritionist
This area is a center for the study of the physical
sciences, mathematics, computing, human services and
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. Science,
Technology and Health explores this vast field within
its own programs, and in partnership with other
Specialty Areas.
The area has three main goals: to provide highquality 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: 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. Students may
take any of the programs and courses in this area at
any time, provided they meet all prerequisites. Each
pathway is composed of a number of regularly-offered
programs and courses arranged so that students can
easily gain essential prerequisites-arranged
also so
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 and skills they need to go on to productive
work or graduate study in the fields of their choice.
Science, Technology and Health
Convener: Byron Youtz
Affiliated Faculty: John Aikin, Clyde Barlow, Michael
Beug, Judy Bayard, Rob Cole, Diana Cushing, George
Dimitroff, 'Ibm Grissom, Burt Guttman, Will Humphreys, Neil Jacobsen, Linda Kahan, Jeff Kelly, Rob
Knapp, Betty Kutter, Sig Kutter, Al Leisenring, Earle
McNeil, Janet Ott, Willie Parson, David Paulsen, Fred
Tabbutt, Terry Tafoya and Byron Youtz
Associated Faculty: Hazel Jo Reed
The·current Science, Technology and Health
academic pathways are listed below. Detailed descriptions of each pathway are on the following pages.
Chemical Systems
Computer Studies
Energy Studies
Health and Human Behavior with three sub-pathwaysPsychological Counseling,
Human Services,
Health Sciences
Laboratory Biology
Mathematics
Physical Systems
3/2 Engineering
79
Career Pathways in Science, Technology and
Health
Chemical Systems
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 or 6 quarter hours of credit or about 114 to 1/3 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 full-time 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. Courses are listed quarterly in
The Evergreen Times.
This pathway will provide a strong background for professional work or study in chemistry as well as a
superior foundation for students going into medicine or
quantitative environmental studies. Each year
advanced topics in chemical thermodynamics and bonding will be offered. In addition, other topics offered in
rotation will include chemical dynamics, molecular
structure, biochemistry, environmental chemistry, inorganic chemistry and chemical instrumentation.
Laboratory work will place a heavy emphasis on
laboratory computation and computer graphics using
recently acquired Intel and AT&r computer systems.
Linear/digital electronics, microprocessors and their
applications to scientific measurements will be covered
in alternate years.
Senior project topics include studies and simulations
of chaotic chemical systems, silicon chemistry, instrument design, biophysics and biochemistry.
First Year:
Any Core Program, plus courses, if necessary, to meet
prerequisites for "Matter and Motion;' e.g., math
and/or chemistry. Well-prepared students may take
"Matter and Motion" directly in the first year.
Second Year:
"Matter and Motion"
Third Year and Fourth Year:
"Organic Chemistry I, II and III" course sequence
from "Molecule to Organism"; "Chemical Systems and
Environmental Analysis"; outside studies and senior
thesis
computer
Studies
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 will be
prepared for career opportunities in this rapidlyexpanding area.
The pathway is strongly interdisciplinary and includes partnership programs offered on a regular basis
with other Specialty Areas and the disciplines of the
arts, communication, education, management and
business, and the natural sciences- Some of the Computer Studies pathway is accessible on a part-time
basis and to students outside the pathway.
The structure of the pathway:
First Year:
Any Core Program, plus courses, if necessary, to meet
prerequisites for "Data to Information"
Second Year:
"Data to Information;' an entry-level program offered
each year covering the fundamentals of information
systems, programming and system design.
Third and Fourth Year:
.
Advanced offerings alternate, with one group of topics
offered in even years (e.g., 1988-89)and another group
in odd years (e.g., 1989-90).The programs in each are:
Even years:
"Computability, Cognition and the Modeling of Mind"
Odd years:
"The Business of Computers"
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.
Energy Studies
The Energy Studies pathway leads to careers in applied energy analysis and development, energyefficient design, and energy policy analysis and implementation. Opportunities for employment exist
throughout the industrial and commercial sector, and
in numerous local, state and federal agenciesThe 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
80
Second Year:
Electives (Introductory calculus and physics are useful
tho/ugh not required for entry into "Energy Systems")
Third Year and Fourth Year:
"Energy Systems"; any combination of senior thesis,
Internships, portions of "Physical Systems:' or
electives
Note: Energy Systems is not offered in 1988-89 but will
be offered in 1989-90
Human Health and Behavior
The Human Health and Behavior pathway has three
main, often intersecting branches: psychological
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
which affect human health and behavior.
.
Each of the three branches needs to develop its own
set of tools, but with full awareness of the impacts of
all three sets of factors and of the complementary roles
of the other health and human service professionals.
The entry-level program, "Human Health and
Behavior:' is designed to provide this shared perspective as well as a common language and skills. More
specialized programs, courses and internships develop
the special skills needed in each area.
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 is the program, "Psychological Counseling:'
or Group Contracts. Students preparing for a graduate
program are urged to include courses in developmental
psychology, personality theory, abnormal psychology,
and statistics and research methodology.
Human Services provides preparation for careers in
advocacy, case work, administration, planning or
counseling in a variety of settings and for graduate
work in many human service areas. Additional work includes statistics and research methodology, addictions,
the "Psychological Counseling" program, additional
studies in economics and public policy (particularly as
such factors affect health and human services), and
appropriate internships.
Health Sciences provides preparation for paraprofes- .
sional jobs such as counseling in nutrition and health;
for professional training in dentistry, medicine,
veterinary medicine, naturopathic medicine and midwifery; and for graduate work in nutrition, biochemistry, genetics, microbiology and pathology. Students
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 addictions; family, community
and personal life; the "Psychological Counseling" and
"Nutrition" programs; health policy planning; computers; and statistics and experimental design.
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" (or "Matter and
Motion" for the well-prepared student)
Second Year:
"Matter and Motion" or "Human Health and
Behavior" (the courses, "Principles of Chemistry" and
"Principles of Biology:' should be taken during either
the first or second year) or "Organic Chemistry I, II
and III" course sequence
Mathematics
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 who want a solid background in
mathematics for work in related fields.
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 listed below provide the full-time student with an integrated way to do this. The courses
and individual contracts enable both full-and part-time
students to do more specialized and advanced work.
A recommended pathway:
First Year:
Any Core Program, plus courses, if necessary, to meet
prerequisites for "Matter and Motion" (or "Matter and
Motion" for the well-prepared student).
Second Year:
"Matter and Motion" full-time, or calculus courseportion, part-time.
Third and Fourth Year:
"Mathematical Systems:' a full-time program in
mathematical structures and advanced calculus; or
"Computability, Cognition, and the Modeling of Mind:'
a full-time program in mathematical structures and advanced calculus; or an advanced individual contract.
Note: "Mathematical Systems" will be offered in
1989-90.
Third Year:
"Molecule to Organism" or outside studies
Fourth Year:
"Molecule to Organism" or individual study or an advanced biology Group Contract
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,
photosynthesis and behavioral physiology.
.
Science. Technology and Health
81
Physical Systems
Students interested in professional work or study in
physics 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:
First Year:
Any Core Program, plus courses if necessary, to meet
prerequisites for "Matter and Motion" (or "Matter and
Motion" for the well-prepared student).
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" (or "Matter and
Motion" for the well-prepared student).
Second Year;
"Matter and Motion"
Third Year:
"Physical Systems" (Fall, Winter, Spring) with some
options available from 'Energy Systems" or "Chemical
Systems" upon advisement.
Second Year:
"Matter and Motion"
Third or Fourth Year:
Chemistry emphasis in "Chemical Systems"
Physics emphasis
"Physical Systems"
3/2 Engineering Partnership with the University of
WaShington
Evergreen has joined with the University of
Washington to offer 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, will be
considered for direct transfer 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: AeronauticalJAstronautical, Chemical,
Civil, Electrical and Mechanical Engineering. A
limited number of places is available and only students
with excellent academic records will be recommended.
/
82
Matter and Motion
Chemical Systems and Environmental Analysis
Molecule to Organism
Fall, Winter, Spring / Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 60 Faculty: 2 1,4
Prerequisites: Proficiency in precalculus math, high
school chemistry or equivalent, entrance exam in
mathematics
Special Expenses: Up to $40 per quarter lab fees
Part-time Options: With permission of faculty
Internship Pcssibiliiies: No
Additional Course Allowed: Only with permission of
faculty
Fall, Winter, Spring / Group Contract
Sponsor: Clyde Barlow
Enrollment- 12 Faculty_' 1,4
Prerequisites: "Matter and Motion;' or equivalent,
especially college chemistry and calculus
Special Expenses: Lab fee up to $40 per quarter
Part-time Options: 4 quarter hours, 8 quarter hours
Internship Possihilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring / Group Contract
Sponsor: Betty Kutter
Enrollment: 48 Faculty: 2
Prerequisites: General chemistry, college mathematics
and general biology strongly recommended
Special Expenses: Lab fees of $40 per quarter
Part-time Options: Yes, 12 or 16 quarter hours
Internship Possihilities: No
Additional Course Allowed: Yes, by arrangement with
faculty
This program is designed for students with a keen
desire to develop a firm physical science and mathematics background for pursuing advanced work in the
physical and biological sciences- In addition to teaching
the central concepts and methods of these disciplines,
"Matter and Motion" investigates how discovery
happens-both inside and outside the sciencesThis program combines material from first-year
physics, chemistry and calculus with history,
philosophy and literature in an exciting exploration of
the nature of inquiry and the basis of scientific
discovery. Differential and integral calculus provide a
foundation for the study of general chemistry and
physics, including mechanics, chemical equilibrium,
bonding, modern physics, chemical kinetics and
thermodynamicsThere will be special emphasis on laboratory and
seminar work In the laboratory, students will use
microcomputers for simulating concepts, running experiments, collecting and processing data, and interfacing with experimental measuring devices- In seminar,
students will study issues in ethics, literature and
history to see what the sciences can-and cannotcontribute to human affairsPlanned equivalencies in quarter hours:
12-calculus; 12-chemistry; 12-physics; 6-computer
programming and science laboratory; 6-the nature
and methods of discovery,
Total: 48 credits
Program is p~eparatory for careers and/or future
study in physical sciences, health and biological
sciences, chemistry, physics, mathematics or "3/2
Enqineerinq:"
Fall Quarter: We will cover the theory of chemical
equilibrium using the modern log C approach, and
chemical thermodynamics with emphasis on state functions, gases and solutions. Students will apply the concepts of free energy and chemical potential to reactions
of hiological, environmental, geological and chemical
systems- An optional lab component will introduce instruments used in environmental analysis and apply
them to an environmental or chemical project.
Winter Quarter: The basis of chemical changes will
be studied not only from a molecular perspective but in
the broader context of dynamic systems. Students will
be introduced to mathematical and computer modeling
techniques applicable to both chemical systems, e.g.,
modeling of the ozone shield, and more general
systems, e.g., World III Model of Limits to Growth. An
optional lab will introduce the use of the computer in
the laboratory and sophisticated chemical kinetic
experimentsSpring Quarter: Understanding the theoretical and
experimental basis for our knowledge of molecular
structure will be the central goal. Quantum chemistry
and X-ray crystallography will be covered to achieve
this- The concept of symmetry and computer use will
be developed. An optional, project-oriented lab will introduce spectroscopic techniques as well as methods
for analyzing X-ray reflection data.
Planned equivalencies in quarter hours:
4-chemical equilibrium and thermodynamics;
4-chemical kinetics and dynamic systems;
4-structure and quantum chemistry; 6-laboratory
and research project; 6-physical chemistry laboratory.
Total: 24 credits
This year-long coordinated study will develop an integrated view of modern biological systems- From the
molecular basis of life, through organic and
biochemistry to organism-level biology, this program
includes much of the topics traditionally taken by
junior/senior-level college biology and pre-med
studentsMajor emphasis will be placed on biochemistry and
molecular bioiogy on the one hand and on an integrated coverage of anatomy, physiology and
developmental biology on the other. Thus students will
learn to make connections between the chemical and
organism levels of biology.
Laboratories will playa central and substantial role
in the program and will include explorations of both
biochemical and biological topics- A seminar will address matters of significant social and philosophical implications that arise from the impact on society of
scientific advances. An optional year-long coverage of organic chemistry
will provide a basis for the consideration of the role of
chemicals in biological organisms and will be available
in the program. This portion of the program will also
include laboratory work during each quarter.'
Planned equivalencies in quarter hours:
Will be distributed among anatomy, biochemistry,
developmental biology, molecular biology, organic
chemistry and physiology.
Total: 48 credits
Program is preparatory for careers and/or future
study in biological, chemical and health sciences.
Program is preparatory for careers and/or future
study in chemistry, physics, environmental analysis
and biomedical research.
Science, Technology and Health
83
Physical Systems
Fall, Winter, Spring / Group Contract
Sponsor: G. S. Kutter
Enrollment: 24
Prerequisites: One year of calculus and of quantitative
physics or engineering ("Matter and Motion;' "Energy
Systems;' or equivalent)
Special Expenses: None
Part-time Options: Yes
Internship Possihilities: Yes
Additional Course Allowed: Yes
This contract is designed to meet the needs of students
in the physical sciences, applied mathematics and
engineering. It will meet the requirements of students
in the "3/2 Engineering" program with the University
of Washington.
Fall Quarter: Structure-statics,
linear algebra and
multivariable calculus; topical discussions of natural
and man-made structures.
Winter Quarter: 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 modern physics.
Data to Information
Components are as follows: "Statics-a full introduction to engineering statics; Linear Algebra and
Multivariable Calculus-introduction to vectors,
matrices, determinants, systems of linear equations,
eigenvalues and eigensolutions, partial differentiation
and multi variable 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 Vector Calculus-introduction to first-and 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 Equationsintroduction to second-order differential equations of
physics; separation of variables; boundary conditions;
Fourier series, Legendre and Bessel functions; SturmLiouville theory and Topical Discussions-qualitative/semi-quantitative analyses of topics chosen to
illustrate applications of physical theories.
Planned equivalencies in quarter hours:
4-engineering statics
4-classical dynamics
4-linear algebra
4-ordinary differential equations
4-partial differential equations and vector calculus
4-optics and waves
4-electromagnetism
4-quantum and modern physics
8-special topics in physics
8-seminar on science, culture and society
Thtal: 48 credits
Program is preparatory for careers and/or future
study in physics, engineering, energy-related fields
and applied mathematics. Fall and Winter Quarters
provide part of Evergreen's third-year requirements for
students in the "3/2 Engineering" program.
Fall, Winter, Spring / Group Contract
Sponsor: George Dimitroff
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent, intermediate algebra
Special Expenses: None
Part-time Options: Yes
Internship Possihilities: No
Additional Course Allowed: Possibly, if math
background is extensive
"Data to Information" is for students planning to go on
to advanced work in computer science. An integrative
seminar and lecture series accompany the core studies
of the program every quarter. The seminar deals with
such topics as the organization and management of
technology, the nature of science and scientific
research and ethical issues in computing and technology. Students will work every quarter in mathematics related to computers, assembly language programming and programming in a high-level language.
Fall Quarter: Organization of computers, 1!§.sembly
language programming, programming in a high-level
language (probably Pascal), introduction to systems
and information theory. Math will include exponentials
and iogs, order of magnitude calculation, matrices and
propositional logic.
Winter Quarter: Data structures and computer arc~.
Math will include predicate logic, statIstIcal
measures, trees and algorithms.
Spring Quarter: Operating systems will be included,
as well as intermediate-level data structvres. Math will
include such topics as SPSSx statistical methods, computability and recursive function theory.
Planned equivalencies in quarter hours:
8-data structures; 8-machine organization and computer architecture; 4-operating systems;
4-programming language; 4-quantitative methods;
4-logic and discrete mathematics; 4-introductory
statistics and data analysis; 4-management of
technology; 4-philosophy of science; 4-science and
ethics.
Thtal: 48 credits
Program is preparatory for careers and/or future
study in computer science and information systems.
84
Computability
and Cognition
Fall, Winter, Spring / Group Contract
Sponsor: David Paulsen
Enrollment: 48 Faculty: 2
Prerequisites: One year of college; successful completion of entrance exam; permission of faculty
Special Expenses: None
Part-time Options: Yes
Internship Poseibilitie»: No
Additional Course Allowed: Yes, with permission of
faculty
This program will explore the nature and limitations of
computational models of cognition. It will examine the
mathematics of formal systems, topics in cognitive
psychology and philosophy of mind, as well as current
work in artificial intelligence, The program will examine the emerging effort called cognitive science that
brings together elements of mathematics, philosophy,
computer science, cognitive psychology and linguistics
to understand and even simulate human mental
capacities,
The mathematics and logic of formal, computational
systems constitute the foundation of this program.
Topics and assignments will be selected not only
because they are interesting in their own right, but
also because they have important applications in computer and cognitive science. Seminars will examine the
implication of the results in the theory of computation
to our understanding of how the mind might work, particularly in how it might process natural language.
Students will engage in programming designed to investigate and implement their understanding of logic
and cognitive science in computer software. Students will be taught Prolog and LISP computer languages
and may undertake a programming project in artificial
intelligence, computational linguistics or expert
systems.
Science, Technology and Health
Beyond intermediate algebra, there are no prerequisites in math for this program. The experience of
advanced math is desirable, not so much for its content
as for the exposure to the mathematical way of thinking. It will be assumed that students have sufficient
aptitude and motivation to think logically and to deal
with symbolic languages and abstract concepts.
Planned equivalencies in quarter hours:
4-discrete mathematics
4-abstract algebra
4-mathematicallogic
4-automata theory
4-computability theory
4-logic programming in prolog
4-LISP programming and AI techniques
4-philosophy of mind
4-cognitive science
4-linguistics and philosophy of language
4-formal language theory
4-project
Total: 48 credits
Program is preparatory for careers and/or future
study in teaching, mathematics, computer science,
philosophy and cognitive science.
Children of One Sun
Students who have completed "Data to Information;'
or who have equivalent background in computer
science, should also consider "Children of One Sun;'
listed in Expressive Arts on page 53, which will provide an opportunity to explore applications of computers in the arts.
85
Human Health and Behavior
Fall, Winter, Spring / Coordinated Study
Coordinator: Janet F. Ott
Enrollment: .96 Faculty: 4
Prerequisites: One year of college
Special Expenses: Retreat and field-trip costs approximately $50
Part-time Options: Yes
Internship Possihilities: None
. Additional Course Allowed: Yes
This program provides students with an opportunity to
participate in a personal and collective inquiry into the
nature of health. It is our underlying assumption that
health involves integration between self and the larger
community; a connectedness and dynamic balance
between one and the other. We will explore the relationships among our scientific and cultural knowledge,
our attitudes and our behaviors.
The threads we will follow in our explorations include gender issues; biological, psychological and
spiritual identity; and motivation for change. We will
draw from the disciplines of mythology, biology,
psychology, environmental studies, anthropology, nutrition and methods of scientific inquiry.
Program activities will include seminars, field trips,
lectures, and workshops in writing, experimental
design and scientific methodology. These activities
shape a common core of 12 quarter hours. Students
may select an additional course.
Planned equivalencies in quarter hours:
9-biology
12-psychology
6-anthropology
3-philosophy
6-nutrition
Thtal: 36 credits
Program is preparatory for careers and/or future
study in health, human services, biology or
psychology.
Social Science in Perspective
Psychological Counseling
Fall, Winter / Coordinated Study
Coordinator: Greg Stuewe-Portnoff
Enrollment: 72 Faculty: 3
Prerequisites: Junior standing
Special Expenses: None
Part-time Options: No
Internship Possihil ities: No
Additional Course Allowed: No
Fall, Winter, Spring / Group Contract
Sponsor: TBA
Enrollment: 24
Prerequisites: Background in psychology, senior standing, career plans in counseling and mental health
Special Expenses: Travel to Internship
Part-time Options: No
Internship Possihilities: Yes, half-time Internship
required
Additional Course Allowed: Consult faculty
Psychosocial life is a continuous process of taking in information, making sense of it in accord with what we
already know, and expressing the outcome to others.
The sciences and arts are specialized ways of doing the
same thing. This program will explore the.science and
art of understanding what it is to be human. Its intent
is to provide grounding in social science essential for
further study and effective performance in service
professions,
Our orientation toward social science will be
threefold: (1) We will study its subject matter, human
beings and the diverse patterns of relationship among
them, through a survey of contemporary theory and
research (particularly sociology and psychology). (2) We
will learn the methods employed by social scientists.
This will entail an introduction to research methods
and statistics. (3) We will test the limits of scientific vision by familiarizing oursel~es with critiques and alternative perspectives drawn from other disciplines and
cultures. A major focus will be the use of non-rational,
right-brain methods (particularly body language and
movement) for exploring and expressing the human
condition.
Planned equivalencies in quarter hours:
4-social science research methods
4-contemporary social problems
4-systems and theories of psychology
4-nonverbal expression
4-independent project
4-statistics
4-arts and culture
4-social psychology
Thtal: 32 credits
Program is preparatory for careers and/or future
study in social science and social service.
86
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
of courses in: (1) introduction to clinical procedures, (2)
introduction to family therapy and systems analysis,
and (3) structure dynamics and development of personality, and (4) abnormal psychology. Students who
have taken comparable courses will be expected to
teach one or more classes in order to be engaged at a
more advanced level.
Internship component. Internships will be supervised by a counseling or mental health professional. Internships must involve a six-month, half-time commitment to 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.
Planned equivalencies in quarter hours:
8-psychology: introduction to clinical practice
8-introduction to family therapy and systems analysis
8-structure, dynamics and development of personality
8-abnormal psychology
16-clinical practicum
Thtal: 48 credits
Program is preparatory for careers and/or future
study in psychological services, counseling, clinical
and educational psychology and psychiatric social
work.
Fall, Winter, Spring / Group Contract
Sponsor: Diana Cushing
Enrollment: 24
Prerequisites: Senior standing, background in
psychology, permission of faculty
Special Expenses: $30 for retreat and
laboratory/workshop fee, approximately $40 per
quarter
Part-time Options: No
Internship Possibilities: Yes, half-time Spring Quarter
Additional Course Allowed: No, except in spring as
alternate to statistics
This advanced group contract is designed for those
who plan to work in a helping profession and who may
eventually attend graduate school in psychology, social
work or a related area. It has three major components:
the study of much of the material usually prerequisite
to graduate work; development of interpersonal skills
in one-to-one, small group, and large group contexts;
and intensive personal growth work, since being an effective helper requires that one be relatively
unhindered by one's own stuff
During three full days per week (1~ in spring), we
will explore theories and models of human growth and
change, primarily through interactive modes, including
lecture-discussions and seminars. Experiential
workshops led by faculty and others will provide the
primary means of skill development and learning.
Students will be expected to be co-creators of the
learning experience, and will have many opportunities
to do so. We will study Re-evaluation Counseling and
participate in a co-counseling relationship throughout
the year. The opportunity to practice and hone skills is
provided by a class project: working to end child abuse
in the U.S. Through it, students will be challenged to
exercise their knowledge and skills in the real world.
Internship Component. In Spring Quarter, students
will assume a helping role in a human service agency
(16-20 hours per week).
Through the retreat, social activities, and frequent
opportunities for feedback in all directions, we will
create a warmly supportive, nurturing, stimulating and
exciting learning community.
This program will examine science and the concept of
scientific expertise in America from 1880 to the present with emphases in the philosophy of science and
social science perspective. For a complete description,
turn to page 77 in the Center for the Study of Science
and Human Values.
Planned equivalencies in quarter hours:
4-structure and dynamics of personality
4-adolescent and adult development
8-psychology: theories and methods of counseling
4-abnormal psychology
8-communication skills
4-sexuality and relationships
4-statistics
4-issues and ethics in helping
8-clinical practicum
'lbtal: 48 credits
Problem Youth
Program is preparatory for graduate study in
psychology, social work, and behavioral sciences and
careers in human services and helping professions.
Science. Technology and Health
This program is designed for students seeking
academic training and practical experience in the field
of juvenile justice in the state of Washington. For a
complete description, turn to page 71 in the Native
American Studies specialty area.
Ecological Agriculture: Food, Nutrition and
Agriculture
This year-long, interdisciplinary program will examine
food-its production, processing and consumptionfrom an ecological perspective. For a complete description, turn to page 46 in the Environmental Studies
specialty area.
87
"Evergreen helps you become who
you are. Seminars, close faculty
contact, internships and individual
contracts help you find your own
way. But at the same time, you
learn to appreciate other cultures
and other peoples. While encouraging your individuality, Evergreen
teaches you the importance of
interaction and cooperation."
TERRELL BOONE, 21
Freshman
Hometown: New York, New York
Current program: "Human Condition"
Campus activities: Basketball, soccer, and
KEY (Keep Enhancing Yourself), Housing
Student Manager
Career goals: Open
Evergreen offers two off-campus programs, one in
Vancouver, Washington; the other in downtown
'!'acoma. Both of these off-campus centers provide twoyear, upper-division programs leading to a Bachelor of
Arts degree. Classes are scheduled at times convenient
for working people. Serving a student population composed primarily of working adults, The Evergreen
State College-Vancouver offers part-time studies and
evening courses, as well as independent study and
Internships. For more information about the program,
write Virginia Darney, Director, The Evergreen State
College-Vancouver, 1812 East McLoughlin Boulevard,
Vancouver, WA 98663, or call (206) 699-0269.
The Evergreen State College-Tacoma is designed for
working adults over 25 years old. Evergreen-'!'acoma
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
'!'acoma at (206) 593-5915 or through the main campus
in Olympia, (206) 866-6000, ext. 6004.
Students wishing to enroll in an off-campus program
must have completed at least 90 quarter hours of
transferable college-level work before entering.
Detailed information on admission is also available
through the Admissions Office in Olympia.
Shaping Policy for the 21st Century
Human Environments,
Human Expressions
Fall, Winter, Spring / Coordinated Study
Coordinator: W. J. Hardiman
Enrollment: 120 Faculty: 5
Prerequisites: Signature required for entry
Special Expenses: None
Part-time: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Virginia Darney
Enrollment: 84 Faculty: 3.5
Prerequisites: Junior standing
Special Expenses: None
Part-time: Yes
Internship Possibilities: Yes
Additional Course Allowed: No
This year-long advanced interdisciplinary program will
examine selected Federal and Washington State documents and consider their implications for the establishment of local, national, and international policy in
critical areas of change. Among the primary areas of
concern to the global society in the coming century
will be: how to live in cities; how to live within our
means; how to live with one another; how to live with
technology and how to live within the environment.
Faculty with expertise in geography and environmental studies, biology and public health, cultural and
applied anthropology, and education and public policy
will form the core resources of the program.
Fall Quarter, we will begin with an examination of
the U.S. Constitution, the Bill of Rights, and other
selected national documents and treaties. National
policy issues deriving from some of these fundamental
documents will be considered in the light of present
and future problems.
Winter Quarter, we will focus on the constitution of
Washington and other state documents. Faculty and
speakers will explore current and projected state
policy issues, including Indian Fishing Rights ..
Spr.ing Quarter, '!'acoma and Pierce County will be
the focus of studies, which will include visits to
meetings in city and county governing bodies.
The primary goal of the 'program will be for students
to consider their roles as citizens in shaping policies
that affect their communities and the world community.
This interdisciplinary liberal arts program encompasses three concentrations: Management, Humanities,
and Health and Human Services. You may do most of
your upper-division work in one concentration or
design your own program from a combination of the offerings. All students participate in a year-long interdisciplinary core. All components of the program emphasize writing, speaking and analytical skills.
Planned equivalencies in quarter hours:
Will be distributed among history, literature, public
policy, management, exposition and philosophy.
'Ibtal: 48 credits
Program is preparatory for careers and/or future
study in human services, management, law and the
liberal arts.
Planned equivalencies in quarter hours:
Will be distributed among social sciences, natural
sciences and humanities.
'Iotal: 48 credits
Program is preparatory for careers and/or future
study in public policy, community development and
urban studies, public health and applied social
sciences.
Off·Campus Programs
89
HI was surprised by the lectures
here. You don't get a summary
of the texts you've read.
And--unlike my previous
college-you don't get faculty
that show-up at a lecture to
entertain you. What you get is
new information. The faculty
gives you background, theory
and new perspectives on the
central issues of what you're
studying:'
DAN BARCLAY, 26
Junior
Hometown: Kirkland, Washington
Current Program: Individual Contract,
"European History"
Campus Activities: Academic Advising Advisory Board, Peer Advisor
Career Goals: Graduate school in history,
teaching and writing
Internships
and Cooperative Education
More than half of Evergreen's students complete one
or more Internships by the time they graduate. This
compares with a nationwide figure of fewer than two
percent. Although most Interns work in businesses,
schools, government agencies, or nonprofit organizations in southwest Washington, Internships are also
available throughout the state, outside the state, and
even in other countries.
Each Internship must be approved in advance by the
Office of Cooperative Education, which is part of Evergreen's Student Advising Center (see page 93). Opportunities to conduct Internships are built into many
academic programs. They also are available for upperdivision students through Individual Learning Contracts. Unless an Internship is required as part of one's
work in a Coordinated Studies Program or GroupContract, students are eligible to conduct Internships only
after they have been enrolled at Evergreen for at least
one quarter. Priority access to Internships through Individual Learning Contracts is given to seniors.
Each Internship is sponsored by an Evergreen
faculty member (or approved staff sponsor) who works
closely with the Intern and her or his field supervisor
for the term of the Internship contract. Activities at
the Internship site are guided by a field supervisor. At
the end of the quarter, the faculty sponsor, with the
benefit of the field supervisor's evaluation, determines
the amount of credit to be awarded for Internshiprelated learning and performance.
Each quarter of an Internship is planned, arranged,
conducted and evaluated based on the student's
academic objectives for that quarter. Those objectives
and all other Internship-related matters are negotiated
and agreed to by the student, sponsor and field supervisor before the Internship begins. These agreements
are formalized in an Internship document that is
signed by all parties. Internships invariably include a
strong component of academic activities such as
related reading, a daily journal, weekly conferences
with one's sponsor and various written reports.
Special Forms of Study & Academic Resources
Listed below are some of the many fields in which
Evergreen students have recently conducted
Internships:
Agriculture
Arts management
Business administration
Community development
Computer science
Corrections Counseling (all types)
Education
Environmental sciences
Graphics
Health and medical care services
Health education and sciences
Journalism (print and electronic)
Law
Marine biology
Marketing
Nutrition education
Outdoor/environmental education
Planning
Political science and government
Psychology
Public administration
Public relations
Social service (all types)
Theater production
The Office of Cooperative Education is the central
source of current information about Internship program policies and procedures, available Internship
positions and Internship sponsors. Co-op staff are
available throughout the year to answer questions
about the program and to assist students, sponsors and
field supervisors with all activities involved in planning, arranging and conducting Internships. For more
information, call or write the Office of Cooperative
Education, The Evergreen State College, Olympia,
Washington 98505.
Part-time Studies
Part-time courses are offered throughout the year at
Evergreen. Please check with the Admissions Office,
however, if you only want to enroll part-time, as
priority goes to full-time students. Up-to-date descriptions of part-time offerings are published quarterly in
The Evergreen Times.
91
Prior Learning Programs
Learning Resource Center
Library
Credit for learning which has occurred prior to your
enrollment at Evergreen, or during a leave of absence
from the college, can be applied to your graduation
requirements if it conforms to all transfer credit
requirements or is evaluated as comparable to collegelevel academic work. Sources of credit for prior learning are described below.
The Learning Resource Center (LRC) is available to
any student who would like help with reading, study
skills, or writing. You may work on a walk-in basis or
do work for credit. Diagnostic testing and individual
conferences are available to help determine needs. You
can work on reading and writing improvement with
self-paced programs, work within small response
groups, or receive individualized help from the LRC
professional staff and student tutors. Whatever your
writing level or concerns, you can receive help at the
LRC.
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 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's resources are the "what" of information usage while the Library's staff provides the "how"
through 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.
"What" you will find in the Library includes 4,000
items of media loan equipment (including cameras, projectors, tape recorders and video/audio equipment);
over 210,000 books, 30,000 reference volumes, four
well-equipped recording studios, a complete video production system, films, recordings, maps, documents,
editing benches, drafting tables, and 1,500 periodical
subscriptions. In addition to its on-hand resources,
Evergreen's Library offers you access to books and
periodicals through the computerized database of the
Washington Library Network and through on-line
database searching. In fact, Evergreen students and
faculty borrow more Interlibrary Loan materials than
any other college in the Northwest, and the Library
circulates much more of its collections proportionately
than most colleges-over 190,000 volumes last year.
More details can be found in the Library Calendiary
publication, which can be picked up just inside the
Library's main doors. You can also call ext. 6250 for
more information, or drop in and talk to any Library
staff member,
'Prior Learning from Experience
Prior Learning from Experience is a structured program for adult students who want to examine their
pre-college experience for academic and personal
relevance, often as a prelude to setting new academic
and career objectives. PLE students plan, develop and
write an extended paper which discusses the content
and significance of their experiential learning, and
evaluates that learning in the context of their broader
educational goals.
The program offers both a supervised non-credit independent study option and a credit-generating instructional option for writing the paper. The instructional option is ''Writing from Experience;' a part-time
course usually offered in the summer, which grants
credit in writing. Qualified papers are then submitted
to the PLE Credit Evaluation Committee for assessment of credit for prior learning.
Applications for enrollment in PLE are due early in
Spring Quarter_ When space is available, applications
may also be accepted Fall Quarter. Enrollment is
limited, and decisions are made within ten days of the
application deadline. Interested students are encouraged to contact the PLE office early, and to consider
doing their PLE work prior to admission, after receiving notice of acceptance to the college. Most students
complete their papers in a two-quarter sequence; a
third quarter is required for evaluation.
For application forms and further information about
PLE, request the "Learner's Guide to Prior Learning
from Experience" from the Admissions, Academic Advising or PLE Offices. The program coordinator is
Cher Stuewe-Portnoff, ext. 6415.
Math Skills Center
The Math Skills Center provides students with help in
mathematics and other related areas. You may receive
help on a walk-in basis or take a course for credit.
Some courses are self-paced while others are taught by
instructors. Diagnostic testing to identify problems is
also available.
Self-Paced Learning
Since Evergreen opened it has been building a collection of slide-tapes, computer-assisted instruction,
video-tapes, 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 an 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 are housed
in the Computer Center.
92
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,
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computer Services
Student Advising Center
In Academic Computing, the emphasis is on the student rather than technology, Emphasis is also placed
on providing students with broad opportunities
throughout the curriculum, rather than in just a few
computer science classes. The use of facilities continues
to grow as Evergreen adds microcomputers and as
more academic programs recognize the value of computing within their instruction. There is no charge to
students for the use of computing facilities and,
through Media Loan in the Library, students may even
check out a terminal like a book and take it home, and
communicate with the college's mainframe via the
telephone.
Located in Library 2408, the Computer Center is a
place where individual attention comes first. Ask the
Computer Center's receptionist or student aides if you
have any questions.
There are a growing number of microcomputers in
the Computer Center which are used for a variety of
applications. Many students use the college's Data
General MVlOOOO"super-mini" computer, which offers
several computer languages, including Pascal, COBOL
and BASIC, as well as software like SPSSx and DBMS.
In 1986, Evergreen received a National Science Foundation grant to create a microcomputer-based computer laboratory. The Microcomputer Laboratory
contains 30 AT&r microcomputers, video projection
equipment and access to the Data General computer.
This facility enhances the college's capacity in computer science and general use applications.
Some equipment for plotting and graphics is also
available in the Computer Center, as are manuals,
specially-designed reference materials and workshops
to help you make the best use of the facilities. The
Center also contains a number of PLATO microcomputer workstations for computer-assisted instruction in
BASIC and Pascal. Microcomputers designed for
natural science applications are located in LAB II, see
page 100.
The Student Advising Center (SAC) exists to coordinate academic advising services between faculty,
students and the SAC staff. SAC includes the offices of
Academic Advising; Career Development, which provides students with career planning and placement;
Cooperative Education which is described on page 91;
KEY-Special Services, which provides personal and
academic skills development; the First Peoples' Coalition, which works to support students of color (and five
student organizations: Umoja for Afro-Americans,
MEChA for Chicano/Latinos, the Evergreen Indian
Center, the Asian-Pacific Isle Coalition and the Women
of Color Coalition); and the Dean of Student Development. Located in the 1600 wing of the Library, the
Student Advising Center provides up-to-date information on new programs and program changes, faculty
and other academic resources for students. SAC also
offers numerous workshops throughout the year on
such themes as writing evaluations, how to compile and
maintain Evergreen portfolios, developing study skills,
and how to do academic planning. See the Student Advising Center's publication, the Student Advising
Handbook, for more about SAC and advising at
Evergreen.
Special Forms of Study & Academic Resources
Student Development Programs
While each of the offices listed below provides a
specific service to students, they are all linked together
by the Office of Student Development, which promotes
an overall effort to assist students as they work toward
their educational goals. Student Development also
works with and within the Student Advising Center to
provide students coordinated advising. SAC and
Student Development share the support and administration of Career Development, the First Peoples'
Coalition and KEY-Special Services. Offices under
Student Development that are devoted to personal,
versus academic, development and services are Student Activities, the Counseling and Health Center,
Upward Bound and-the Evergreen Childcare Center.
See the Student Advising Handbook for more about
the Office of Student Development, or contact the
Dean of Student Development in the 1600 wing of the
Library, ext. 6034, or the office that is directly related
to your area of concern.
93
.Master of Environmental Studies
Director: Thomas B. Rainey
The Graduate Program in Environmental Studies
opened in September, 1984, and has reached its steady
state capacity of approximately 60 students. Our first
graduates, June, 1986, are now in public and private '
sector jobs, as well as continuing graduate studies in
related fields. The program is integrated and interdisciplinary, A primary objective for study is a deep
understanding of environmental policy development
and implementation. Study will focus on the relationship between science and policy. Students can expect
an open-minded curriculum which considers and seeks
creative solutions to contemporary environmental
issues.
The MES Program is open to part-time and full-time
students, 'Ib make attendance easier for employed
students, coursework is concentrated in the evening
and late afternoon.
The 72 quarter hour completion requirement can be
met by part-time students in nine quarters, while fulltime 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.
The MES Program consists primarily of three parts:
(1) a core taken by all students, (2) electives 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 per quarter and constitutes the full load
for part- time students. The core runs consecutively for
four quarters: Fall, Winter, Spring and Fall. All
students are required to complete an original thesis
which has policy implications. It may be the written
result of an individual or small group project. Students
will enroll in the following core sequence:
.
Societal and Environmental
(8 quarter hours)
Population,
Processes
Energy and Resources
($ quarter hours)
Quantative Analysis for the Public Sector: MES
(8 quarter hours)
Case Studies: Environmental
and Management
(8 quarter hours)
Assessment, Policy
Electives include land resources, natural resource
economics, environmental policy, ecological methods,
environmental management, ecological principles,
environmental philosophy and ethics, and American
environmental history. Electives are 4 quarter hours
each. Some variation from year to year will occur
based on student interest and faculty availability.
Questions concerning the MES Program should be
directed to Thomas B. Rainey, Director, Graduate Program in Environmental Studies, The Evergreen State
College, Olympia, WA 98505; 206/866-6000, ext 6750.
94
Master of Public Administration
Director: Priscilla Bowerman
The Graduate Program in Public Administration offers a master's degree in public administration (MPA).
The program's primary commitment is to challenge and
thoroughly prepare students to seek democratic,
equitable and practical solutions to the problems which
face state and local governments in the Pacific Northwest. The program welcomes both students intending
to pursue a public sector career and those already
working for government or organizations involved in
public issues.
The MPA program is open to both full- and part-time
students. Most students enrolled in the program are
employed full time by state or local governments and
are pursuing their graduate studies on a part-time
basis. 'Ib accommodate these working students, classes
are concentrated in the evenings.
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 sec. tor experience are expected to complete an internship
for at least one academic quarter.
'Ib satisfy the degree requirement a student must
participate in a sequence offive core programs and
complete three elective courses and an applications
project. Each core program is interdisciplinary and
team taught by two or three faculty. The core
sequence provides sustained instruction in the
analytical, administrative and communication skills
needed for effective public service. It is also designed
to imbue students with the habit of examining the
political and economic context of public administration
and policy making, of addressing the ethical dimension
of administration and policy, and of attending to the
roles and issues of race and gender in the workplace
and in public policy.
Elective courses allow a student to broaden the
study of the public sector beyond the range of the core
programs, or to concentrate intensely on a specific
public sector issue.
The applications project is an individually authored,
focused research effort. The topic, form and content of
any project will vary with the student's interests, opportunities and development. But every project
represents the culmination of all the student's work in
the program and provides the student a document
which demonstrates his/her knowledge and ability.
The MPA curriculum is:
Core Programs
The Political and Economic Context of Public
Administration
(8 quarter hours)
Financial
Admissions
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,
first-serve 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):
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. Financial Aid Forms (FAFs) should
be mailed to the College Scholarship service by March
1. Later applicants who qualify for financial aid will
compete for the remaining monies. Certain forms of
fmancial 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 and the Financial Aid Office
at Evergreen.
Academic transcripts including certification of receipt
of a bachelor's degree
Aid
Brief essay by the applicant
Managing Human Resources
(8 quarter hours)
Score on the Miller Analogies Test or GRE
Managing Fiscal Resources
(8 quarter hours)
Quantitative Analysis for the Public Sector
(8 quarter hours)
Public Policy and Its Administrative
(8 quarter hours)
Graduate Program Procedures
Implications
Electives
(12 quarter hours; typically, three 4 quarter hour
courses)
Application Project in Public Policy and
Administration
(8 quarter hours)
Letters of recommendation
For some who apply, the transcript or 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.
The Graduate Catalog
The Graduate Catalog is available upon request from
tlle Admissions Office, It contains a full description of
the curriculum, academic policies, and admissions procedures for both the MPA and MESprograms.
Inquiries about the MPA program should be addressed to Priscilla (Pris) Bowerman, Director, Graduate
Program in Public Administration, Seminar Building
3122A, The Evergreen State College, Olympia, WA
98505; (206) 866-6000, ext. 6706.
Director:
Thomas B. Rainey
~Ji
Director:
PriSCilla Bowennan
Graduate Study at Evergreen
95
"My first seminar in
'political Ecology' was a
real mix. There were
students from everywhereAlaska, California, Colorado, all over Washington.
There were 'Joe Average'
students, alternative types,
older students and wetbehind-the-ears kids like
me. It was a good blend. I
definitely benefited from the
'out-in-the-real-world'
perspective that older, more
experienced students
brought to class. And I
think they learned from us
too, what it's like to be
growing up now and how
much has changed."
SAMANTHA BARCELONA, 19
Freshman
Hometown: Vancouver, Washington
Current Program: "Urban Ecology"
Campus Activities: Intercollegiate and
coed soccer, wallyball (a hybrid of
volleyball and racquetball), "just hanging
out"
Career Goals: Open
As the state's newest college, Evergreen
is able to
offer its students access to modern equipment and
facilities. A wide array of student services and
activities are also available. What follows is an
alphabetical listing of many of these resources, with
brief descriptions where needed.
Admissions,
see page 17.
Bookstore,
The place for textbooks and supplies, the Bookstore
also offers general reading and reference books, recreation wear, film processing, and ticket sales. CAB
second floor.
Branch Bookstore,
.
located in the Community Center at Housing, provides
for late night needs such as books and magazines,
snacks and groceries, and school supplies.
Bus Service
between campus and the Olympia, Lacey, Tumwater
areas is provided Monday through Saturday by Intercity Transit (IT). Buses leave from the Library loop
and campus housing every 30 minutes on weekdays
and every hour during evenings and on Saturdays.
Evergreen's van service runs additional routes to
downtown Olympia. In addition to marked stops, you
may flag down an Evergreen van anywhere on the
route there's a safe place to pull over.
Career Development,
see Student Advising Center, page 93.
Child Care,
see Student Development, page 93.
Computer Services,
See page 93.
98
Cooperative Education,
see page 91.
The Cooper Point Journal,
or CPJ, is a student-run weekly newspaper located in
the CAB. A limited number of internships are available
and participation is welcome.
.
The Corner,
operated by a student collective in the Community
Center at Housing, offers nutritious, low-cost evening
meals often accompanied by live entertainment.
expresso, ice cream, and a full line of beverages. Payment for meals may be cash or on a scrip ticket basis.
Scrip tickets are convenient and save 10 percent on
food purchases. You may purchase your $50 books of
scrip for $45 in the Cafeteria office or the Cashiers
Office,
Gardening,
see Organic Farm, page 101.
Handicapped Access,
see Physically Challenged Access.
Counseling Services,
see Student Development, page 93.
Health ServiceslWomen's Clinic,
see Student Development, page 93.
Events,
Highlighting campus events is the Evergreen Expressions performing arts series, which presents a wide
variety of artists in dance, music, theater and performance art. Student drama, dance and art exhibits, and
a variety of films, speakers, symposia and workshops
occur throughout the year. Two major annual events
are Super Saturday, which celebrates the end of the
school year in June, and the Tribute to Japan festival
in January.
Information Center,
operated by students and volunteers in the CAB, has
information on times and places of campus events;
phone numbers, maps, bus schedules and class
schedules; and a listing of student addresses and phone
numbers. Also in the Information Center is the Student Communications Center, which keep students
abreast of campus governance and decision making.
Financial Aid,
see page 21.
The First Peoples' Coalition,
see Student Advising Center, page 93.
Food Services
,
has two locations for your convenience. The Greenery,
located on the first floor of the CAB, offers a large
salad bar, Mexican food, homemade pastries and soup,
pizzas made from scratch, an international bar and
more. The Deli on the floor above has sandwiches,
KAOS FM Radio Station
airs shows created by interns, and student and community volunteers who staff it. Tune into 89.3 FM.
KEY-Special Services,
see Student Advising Center, page 93.
Learning Resource Center,
see page 92.
Legal Aid
for students in need of legal advice is available through
the student organization, Evergreen Legal Counseling
Services.
Leisure Education
The Leisure Education program's non-credit
workshops vary in length from a two-hour, one-time
class to eight-week classes in physical wellness: sports
techniques, martial arts, dance, aquatics; outdoor pursuits: mountain and marine experiences; enrichment:
fine arts, music, business, cooking, writing and more.
Workshops vary in price from $5 to $225, with an
average price of $25. Offered for fun and fulfillment,
workshops are open to students, staff, alumni, seniors
and community members. For more information and a
brochure, call 866-6000, ext. 6530.
Library,
see page 92.
Mail Services
delivers student mail six days a week and a self-serve
postal unit is provided in the CAB. If you're a new
student moving into Housing on campus, you can send
your belongings ahead of your arrival to Mail Services,
The Evergreen State College, Olympia, Washington
98505.
Math Skills Center,
see page 92.
Off-Campus Housing
Housing is one place to start looking for information on
rental apartments and houses in the area. Although
not a part of Evergreen's housing system, Adult Student Housing (ASH) is within walking distance of campus and offers 170 units of one-, two- and threebedroom apartments.
Physically Challenged Access
is provided by the Affirmative Action Office in Library
3506. The office coordinates services for students with.
mobility and sensory impairments, and learning or
other disabilities. The Disabled Student Group in
Library 3229 promotes awareness of the disabled with
social and educational programs.
Campus areas modified for greater access include a
science lab, photo darkroom, TV studio control room,
post office, racquetball court, showers and swimming
pool lift. In addition, Interlibrary Loan in Evergreen's
Library provides blind, visually impaired and physically challenged students with books on tape and taping
services from the Washington Regional Library for the
Blind and Physically Handicapped in Seattle.
Special services for physically and sensory challenged students are determined on an individual basis
to insure access to academic programs and campus
facilities. For information on special parking, auxiliary
aids and support services, contact Affirmative Action,
ext. 6364 on campus or (206) 866-6834 for direct
VoicelTDD.
Recreation and Athletics
offers a strong health and wellness component through
its sports clubs as well as intramural activities in soccer, basketball, softball, volleyball, tennis, crosscountry, track and field, ultimate frisbee, crew, climbing, river running, sailing and skiing. Evergreen fields
intercollegiate teams in men's and women's soccer,
swimming and diving. During the winter, the popular
Ski School makes twice-weekly trips to the Cascades.
Registration and Records,
see pages 22-25.
'Security
is staffed by officers trained in law enforcement to
interact with all members of the campus community in
a positive way. While charged with enforcing campus
regulations, and state and local laws, Security works to
resolve problems by using Evergreen's Social Contract.
Security is open 24 hours a day, seven days a week.
Although the college is not responsible for the loss of
personal property from campus buildings, Security
provides cards for listing personal valuables and, for a
small fee, will register and license bicycles. Security
keeps property information on file in case of loss or
theft.
Campus Directory
Student Activities,
Student fees ($73.50 per quarter paid with tuition)
fund more than 30 student organizations that are coordinated by the Student Activities Office. Some of the
services and organizations include The Cooper Point;
Journal, student newspapertDisabled Student Group;
Evergreen Childcare Center; First Peoples' Coalition/Human Rights Support Group; KAOS FM, community radio station; Parent's Resource Center;
Recreational sports; Recycling Center; Slightly West,
student literary magazine; Wilderness Center and
Women's Health Clinic. Also see Student Development,
page 93.
Veterans Affairs,
assists veterans and other eligible persons with information and all VA-related applications to insure them
maximum use of educational entitlements. The Office
of Veterans Affairs also provides counseling, advocacy
and referral for veteran students.
The Washington State Institute for Public Policy
coordinates public policy research at Washington's
colleges and universities on important statewide
issues. The Institute undertakes research studies,
sponsors conferences, publishes newsletters and otherwise promotes the flow of information between higher
education and public officials. The Institute also provides internship opportunities for Evergreen undergraduate and graduate students.
Women's Clinic,
see Student Development, page 93.
99
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 equip,
ment 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'l
houses a lab supply store, a number of teaching and research labs, an
exercise testing 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
entrance to Lab I contains a vivarium of exotic plants.
Lab Annex
houses a ceramic studio; a large area for sculpture, shop work, casting,
welding, lapidary, spray painting and sheet metal work; and newly
remodeled and expanded painting and design studios.
Lab II
houses the Computer Applications Lab as well as large, open studio
spaces; weaving, batiking, jewelry- making, drawing and design
facilities; and general laboratory science 'space,
The Computer Applications Lab is designed to provide students in
the science laboratory curriculum with language instruction, experiment and instrument interfacing, high resolution color graphics,
simulations, complex calculations, scientific software development, local
networking, linear and digital electronics, and microprocessor applications. Acquisition of the microcomputers and graphics equipment was
made possible through donations to Evergreen by the Intel, AT&T,
Microsoft, Conrac and Polaroid Corporations, and the National Science
Foundation.
Library
See Library on page 92 and Computer Services, page 93.
100
Communications Laboratory
\
provides a comprehensive instructional, performance and production
facility for audio and video communications, film, theater, 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, dance
and band. The building is state-of-the-art throughout, including
facilities for electronic music, filmmaking and previewing.
The Lecture Hall
contains five auditoriums with capacities for 75 to 320 people. Each
hall is equipped to varying degreesfer media presentations such as
16mm feature- length movies, 35mm slide shows, video recording and
playback, and overhead or rear-screen projections. Some program leeture sessions meet in the Lecture Halls and campus events are often
scheduled in the facility.
Seminar Building
provides seminar rooms, faculty and staff offices, and headquarters for
Graphics, Security, Counseling Services, Health Services and the
Women's Clinic, and the Washington State Institute for Public Policy.
The CAB,
or College Activities Building is the hub of student activity at
Evergreen. The CAB houses the Information Center, The Bookstore,
The Greenery Food Service and Deli; the Student Activities Administrative Offices, and a postal facility. Various student organizations and
activities originate from the CAB: Environmental Resource Center;
Wilderness Center; KAOS, Evergreen's community radio station; the
COCYperPoint Journal, the student newspaper; the student-run van
service; the student art gallery and the Student Communication
Center. A variety of lounge and conference areas serve as areas to
socialize or continue important classroom discussions.
Campus Housing
is provided on-campus for about 800 students in 11 residence halls and
19 duplexes. Housing units accommodate from one to six students. All
units contain kitchens or share a community kitchen. Units are
available on a priority basis, following completion of an application and
receipt of deposit. Forms and more information can be obtained
directly from Housing, The Evergreen State College, Olympia,
Washington 98505.
The Campus Recreation Center
is one of the best-equipped facilities in the Pacific Northwest. It sports
an l l-lane swimming pool complete with a separate diving well, cornpetition 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 are five full-size playfields for field hockey,
flag football, rugby, soccer and softball. Also in place are four lighted
tennis courts, a rock-climbing wall, a quarter- mile running track, and a
covered recreation pavilion for basketball, tennis and indoor soccer.
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 Organic Farm
is 13 acres of bustling agricultural activity located on the west edge of
campus. Evergreen is one of only a few colleges nationwide that has
regular offerings in small-scale agriculture. You can raise crops
through academic programs such as "Ecological Agriculture;' or an
individual plot in the Farm's community garden. The multipurpose
organic farmhouse provides a getaway meeting place for many
academic programs and other campus groups. Take Driftwood Road
west and go south on Lewis Road to reach the Farm by car, or walk
the quarter- mile footpath from central campus.
The Seawulff
and Malheur Bird Observatory,
see page 49 for information about these facilities which complement
Evergreen's environmental studies.
Campus and Vicinity
The Evergreen State College and Olympia are an
hour's drive away from the Seattle-Tacoma 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.
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 west for two miles to The Evergreen
State College exit, and go another two miles on the
Evergreen Parkway to the campus entrance.
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The Physical campus
103
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. Weekly times set aside for
governance activities are Monday and Wednesday at
3-5 p.m., and Friday at 12:30-2 p.m. Decisions, and
methods used for their implementation, 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 WAC 174-107, copies of which are available in the
Information Center, Student Communications Center
and Vice President for Student Affairs 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.
The Campus Adjudicator, who is presently Faculty
Member Phil Harding, oversees the enforcement of the
Social Contract. A committee of students, faculty, staff
and administrators regularly review and update the
Social Contract, which is printed below and in the
Evergreen Administrative Code (WAC 174-107-010).
Students are encouraged to participate "incampus
decision-making by signing the volunteer service list at
the Student Communications Center and Information
Center in the CAB. If you are interested in a specific
area, please express your interest ',
104
The Social Contract: Students'
Rights and Responsibilities
Evergreen is an institution and a community that continues to organize itself so that it can clear away
obstacles to learning. In order that both creative and
routine work can be focused on education, and so that
the mutual and reciprocal roles of the campus community members can best reflect the goals and purposes of the college, a system of governance and
decision-making consonant with these goals and purposes is required.
1. The Evergreen State College requires a social contract rather than a list of prohibitions and negative
rules. Evergreen can thrive only if members respect
the rights of others while enjoying their own rights.
Students, faculty, administrators and staff members
may differ widely in their specific interests, in the
degree and kinds of experiences they bring to Evergreen, and in the functions which they have agreed to
perform. All must share alike in prizing academic and
interpersonal honesty, in responsibly obtaining and in
providing full and accurate information, and in resolving their differences through due process and with a
strong will to collaboration.
2. The Evergreen community should support experimentation with new and better ways to achieve
Evergreen's goals. Specifically, it must attempt to
emphasize the sense of community and require
members of the campus community to play multiple,
reciprocal and reinforcing roles in both the teaching/
learning process and in the governance process.
3. The individual members of the Evergreen community are responsible for protecting each other and
visitors on campus from physical harm, from personal
threats and from uncivil abuse. Civility is not just a
word; it must be present in all our interactions.
Similarly the institution is obligated, both by principle and by the general law, to protect its property from
damage and unauthorized use and its operating processes from interruption. Members of the community
must exercise the right accorded them to voice their
opinions with respect to basic matters of policy and
other issues. The Evergreen community will support
the right of its members, individually or in groups, to
express ideas, judgments and opinions in speech or
writing. The members of the community, however, are
obligated to make statements in their own names and
not as expressions on behalf of the college. The Board
of Trustees or the President speak on behalf of the college and may at times share or delegate the responsibility to others within the college. Among the basic
rights of individuals are freedom of speech, freedom of
peaceful assembly and association, freedom of belief,
and freedom from intimidation, violence and abuse.
4. Each member of the community must protect:
(1) The fundamental rights of others in the community
as citizens; (2) the right of each member in the community to pursue different learning objectives within
the limits defined by Evergreen's curriculum or
resources of people, materials, equipment and money;
(3) the rights and obligations of Evergreen as an institution established by the state of Washington; and
(4) individual rights to fair and equitable procedures
when the institution acts to protect the safety of its
members.
~
-
5. Members of the Evergreen community recognize
that the college is part of the larger society as
represented by the state of Washington, which funds
it, and by the community of greater Olympia, in which
it is located. Because the Evergreen community is part
of the larger society, the campus is not a sanctuary
from the general law or invulnerable to general public
opinion.
6. All members of the Evergreen
community should
strive to prevent the financial, political or other exploitation of the campus by any individual or group. '
7. Evergreen has the right to prohibit individuals and
groups from using its name, its financial or other
resources and its facilities for commercial or political
acti vities.
8. There may be no discrimination at Evergreen with
respect to race, sex, age, handicap, sexual orientation,
religious or political belief, or national origin in considering individuals' admission, employment or promotion. 'Io this end the college has adopted an affirmative
action policy (See Evergreen Administrative Code
WAC 174-109, Equal Opportunity Policies and
Procedures-Affirmative Action Program). Affirmative
Action charges shall not be handled through the governance document because of the legal implications of
such matters.
•
\'
'~
11. Evergreen does not stand in loco parentis for its
members.
12. Evergreen's members live under a special set'of
rights and responsibilities, foremost among which is
that of enjoying the freedom to explore ideas and to
discuss their explorations in both speech and print.
Both institutional and individual censorship are at
variance with this basic freedom. Research or other intellectual efforts, the results of which must be kept
secret or may be used only for the benefit of a special
interest group, violate the principle of free inquiry.
13. An essential condition for learning is the freedom
and right on the part of an individual or group to express minority, unpopular, or controversial points of
view. Only if minority and unpopular points of view are
listened to, and are given opportunity for expression
will Evergreen. provide bona fide opportunities for
significant learning.
14. Honesty is an essential condition of learning,
teaching or working. It includes the presentation of
one's own work in one's own name, the necessity to
claim only those honors earned, and the recognition of
one's own biases and prejudices.
9. All members of the college community have the
right to organize their personal lives and conduct according to their own values and preferences, with an
appropriate respect for the rights of others to organize
their lives differently.
15. All members of the Evergreen community enjoy
the right to hold and to participate in public meetings,
to post notices on the campus, and to engage in
peaceful demonstrations. Reasonable and impartially
applied rules may be set with respect to time, place
and use of Evergreen facilities in these activities.
Meetings of public significance cannot be held in
secret.
10. All members of the Evergreen community are entitled to privacy in the college's offices, facilities
devoted to educational programs, and housing. The
same right of privacy extends to personal papers, confidential records, and personal effects, whether maintained by the individual or by the institution.
16. As an institution, Evergreen has the obligation to
provide an open forum for the members of its community to present and to debate public issues, to consider the problems of the college, and to serve as a
mechanism of widespread involvement in the life of the
larger community.
Governance
17. The governance system must rest on open and
ready access to information by all members of the community as well as on the effective keeping of necessary
records.
18. In the Evergreen community, individuals should
not feel intimidated or be subject to reprisal for voicing
their concerns or for participating in governance or
policy making
19. Decision-making processes must provide equal opportunity to initiate and participate in policy making,
and Evergreen policies apply equally regardless of job
description, status' or role in the community.
The college is obligated not to take a position, as an
institution, in electoral politics or on public issues except for those matters which directly affect its integrity, the freedom of the members of its community, its
financial support, and its educational programs. At the
same time, Evergreen has the obligation to recognize
and support its community's members' rights to
engage, as citizens of the larger society, in political affairs, in any way that they may elect within the provision of the general law.
20.
Facilities/Use
Regulations
Because Evergreen is state-owned, there are responsibilities to the state and county that must be met.
Alcoholic Beverages
No liquor is allowed on campus, or in campus facilities,
unless a banquet permit has been issued by the State
Liquor Control Board in accordance with state regulations. Rooms in the residence halls and modular units
are homes, and drinking is legally permissible for
students 21 or older.
105
Using College Premises
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 Conference
Services, CAB 214.
Evergreen students, faculty and staff who want to
schedule a special event or outside speaker must contact the Production Clearance Coordinator, CAB 305.
Reservations for space and/or facilities are made
through the Space and Scheduling Office, Seminar
Building, room 4109.
Allocations of space are made first for; Evergreen's
regular instructional and research programs, next for
major all-college events, then for events related to
special interests of groups of students, faculty or staff,
and then for alumni-sponsored events. Last priority
goes to events sponsored by individuals and organizations outside the college.
No admission fee may be charged or contributions
solicited at on-campus events or meetings without
written permission from the Production Clearance
Coordinator or Conference Services.
Firearms
The college discourages anyone from bringing any
firearm or weapon on to campus, however, firearms
that must be brought on campus property will be
checked in and retained by Campus Security. A special
explanation must be filed 'with the Security Chief accompanying the retention request for handguns. Persons in possession of an unchecked firearm on campus
will be 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.
106
Bicycles
Bicycles should be locked in parking blocks provided at
various locations around campus. They should not be
placed in, or alongside, buildings, and should not be
locked to railings. Bicycle registration /licenses that aid
in recovery of lost or stolen bicycles are available at
the Campus Security office for a small fee.
Smoking
Smoking is only allowed in "Smoking Permitted
Areas," which are limited to the following:
Enclosed office space, as long as door is closed,
designated lounges in the Communications Building
and LAB II Building, CAB 104, alcove adjacent to
CAB 110, CAB third floor east end balcony, Library
basement, custodial locker room, designated lounges
on first and second floors of Library, Library third
floor north balcony, and Emergency Communication
Center wing in the Seminar Building.
.
The intent of the Smoking Policy, established in 1986,
is to protect the health and welfare of the non-smoker
in public facilities where she or he must be present or
pass through in order to perform work or carry on per-sonal activities. Therefore, designated smoking permitted areas are primarily restricted to spaces where nonsmokers are not required to be present or pass
through. This means that smoking is not permitted in
college vans; elevators; hallways; corridors; stairways;
classrooms; teaching labs; lecture halls; studios; production rooms; computer centers; Library service
areas; all social, business, food and service areas of the
college; shared open work areas; meeting rooms; open
and closed reception areas; undesignated lobbies and
waiting areas; all storage, mechanical, construction and
repair spaces; and all other spaces not identified as
smoking permitted areas. Members of the campus community are expected to respect this policy by their actions and accept shared responsibility for its
enforcement.
Parking Regulations
Motor vehicles must display valid
parking permits, available at the prices below:
<,
Per Day
Quarter
Year
.75
.75
$22
$54
11
27
Automobiles
M otorcycles
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.
Affirmative Action
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, sexual preference, 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.
'Ib implement this commitment, Evergreen has
developed an Affirmative Action Policy, which is
published in the Washington Administrative Code
under WAC 174-109, (available in the Library and 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, ext, 6368, or
V/TDD, (206) 866-6831.
,
Board of Trustees
September
1987
David K.Y. Tang, Chairman; Seattle
Herbert Gelman, Vice Chairman, Thcoma
Allan M. Weinstein, Secretary, Vancouver
Kay Boyd, Lacey
George E. Mante, Aberdeen
Richard S. Page, Seattle
WIlliam T. Robinson, Seattle
Administration
Joseph D. Olander, President
Patrick J. Hili, P1YJI)0stomd Academic Vice President
Gall E. Martin, Vice President for Student Affairs
Susan L. Washburn,
Vice President for Development
Services
Stan B. Marshburn, Assistant to the President
Barbara L. Smith, Academic Dean
Michael W. Beug, Academic Dean
Carolyn E. Dobbs, Academic Dean
Rita A.L. Pouglales,
Academic Dean
Matthew E. Smith, Academic Dean
Sarah A. Pedersen,
Acting Dean of Libmry Services
Arnaldo Rodriguez,
Dean of Enrollment Services
Ernest L. Thomas, Dean of Student Development
and. Administrative
Faculty
This is a listing of Evergreen's faculty as of 1987·88. A more extensive
detailing of Evergreen faculty members' areas of expertise can be found in
the Student Advising Handbook, available at the Student Advising Center
Humanities-Art
Richard W. Alexander, English omd Literature, 1970; Assistant Academic
Dean, 1980·82;
B.A., English, Emory University, 1956; M.A., English, Tulane University,
1961; Ph.D., Englisl\, University of Illinois, 1966.
Nancy Allen, Literature a'lUi 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 a'lUi Cinema, 1971;
A.B., Speech, Bowling Green University, 1951; M.A., Drama, Western·
Reserve University, 1952; Ph.D., Theater, University of Illinois, 1964.
Andrew Buchman,
Music, 1986
B.A., Liberal Arts, The Evergreen State College, 1977; M.M., Music
History, University of w..shington, 1982; D.M.A., Music Composition,
University of Washington, 1987.
Craig B. Carlson, Communications,
1973;
B.A., English, College of William and Mary, 1965; Ph.D., English, University of Exeter, England, 1972.
Sally J. Cloninger, Film·Television,
1978;
B.S., Syracuse University, 1969; M.A., Theater, Ohio State University, 1971;
Ph.D., Communications- Film, Ohio State University, 1974.
Doranne Crable, Expressive Arts: Performance Art, Literature, Writing,
Acting, Movement 1981;
B.A., English, University of Michigan, 1967; M.A., American Literature,
Wayne State University, 1973; Fellow, Edinburgh University, Scotland,
1975; 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 Linguisilics, 1972; Academic Dean,
1975·76;
A.B., English-Art, Western Kentucky University, 1961; M.A., English,
University of Arkansas, 1963; Ph.D., American Literature, East Texas State
University, 1970; Postdoctoral year in Linguistics, Harvard University,
1970·71.
Susan R. Flksdal, Linguistics asui Languages, 1973
B.A., French, Western Washington University, 1969; M.A., French, Middlebury College, Vermont, 1972; M.A., Linguistics, University of Michigan,
1985; Ph.D., Linguistics, University of Michigan, 1986.
Marilyn J. Frasca, Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute, 1961; M.A., Art, Bennington
College, 1964.
Ellen R. Grant, Coordinoior of Media Sennces, 1987;
A.B., Political Science, Occidental College, 1972; J.D., w..shington School of
Law, 1976.
Bob Haft, Expressive Arts;
B.S. Psychology, Washington State University, 1971; M.F.A., Photography,
Washington State University, 1975.
Barbara Hammer, Film, 1986 (visiting);
B.A., Psychology, University of California at Los Angeles, 1961; M.A.,
English Literature, California State University at San Francisco, 1963;
M.A., Film Production, California State University at San Francisco, 1975.
Andrew M. Hantman, Senior Member of the Faculty, 1983; Language
Studies; Russum-Soviet
Area Studies, 1972;
Ph.D., Modem Languages-Comparative
Literature, University of Turin,
1937.
W. Joye Hardiman, Literature and Theater, 1975;
B.A., Literature, State University of New York at Buffalo, 1968; M.A.,
Literature, State University of New York at Buffalo, 1968·70; Ph.D.,
Literature and Education, The Union Graduate School, 1986.
Patrick J. Hili, Philos!Yphy, 1983; Provost a'lUi Academic Vice President,
1983·Present;
A.B. Philosophy, Queens College, 1963; A.M. Philosophy, Boston University,
1966; Ph.D., Philosophy, Boston University, 1969.
Willard Humphreys,
Philos!Yphy; 1970; Academic Dean 1976-80;
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.
Brooke Jacobsen,
Theater omd Dance, 1987;
B.A., Anthropology, Portland State University, 1967; M.A., Cinema and
Television, University of Southern California, 1985.
Bernard Johansen,
Dance, 1972.
Kazuhlro Kawasaki, Art Hislory, 1976;
B.A., Art History, University of Washington, 1970; M.A., Art History,
University of Washington, 1972.
Ernestine Kimbro, Libmrianship,
1987;
B.A., Gonzaga University, 1970; M.L.S., University of WaShington, 1985.
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., Art History, University of Michigan, 1972; M.F.A., MetalsmithingJewelry Making, Idaho State University, 1977.
David Marr, American Studies a'lUi English, 1971; Academic Dean,
1984·87;
B.A., English, University of Iowa, 1965; M.A., English (American Civilization), University of Iowa, 1967; Ph.D., English (American Studies),
Washington State University, 1978.
Ingram Marshall, Electronic Music osui Composition, 1985 (visiting);
B.A., Music, Lake Forest College, 1964; M.A., Electronic Music, Columbia
University, 1966; M.F.A., Music Composition, California Institute of the
Arts, 1971.
Trustees, Administration and Faculty
S. R. Martin, Jr., English a'lUiAmerican Studies, 1970; Academic Dean,
1973·76;
A.B., English, University of California at Berkeley, 1957; M.A., English,
San Francisco State College, 1961; Ph.D., American Studies, w..shington
State University, 1974.
Patricia Matheny·Whlte,
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.P.P.M., (Honorary), Yale School of Organization and
Management, 1979.
Frank Motley, Libmrianship,
1978;
B.s., Psychology, Portland State University, 1965; M.S., Librarianship,
University of Oregon, 1968.
Alan Nasser, Philosophy, 1975;
A.B. Classical and Modem Languages, St. Peter's College, 1961; Ph.D.,
Philosophy, Indiana University, 1971.
Mary F. Nelson, Art, Anthropology, Minority Studies, 1972;
B.F.A., Art Education, Washington State University, 1966; M.A., Art Anthropology, University of Idaho, 1968.
Sandra L. Nisbet, Drama, 1986 (visiting);
B.A., Speech and Drama/English, San Jose State University, 1958; M.A.,
Theater Arts, Indiana University, 1962.
Charles N. Pallthorp, Philosophy, 1971;
B.A., Philosophy, Reed College, 1962; Ph.D., Philosophy, University of Pittsburgh, 1967.
David Paulsen, Philos!Yphy, 1978;
B.A., Philosophy, University of Chicago, 1963; Ph.D., Philosophy and
Humanities, Stanford University, 1971.
David L. Powell, Literature, 1972;
B.A., English, Pennsylvania State University, 1960; Ph.D., Literature,
University of Pennsylvania, 1967.
Sarah Rideout, Libmrianship,
1987
B.A., The Evergreen State College, 1978; M.A., Literature, University of
Puget Sound, 1982; M.L.S., University of Washington, 1984.
Terry A. Setter, Music and. Audio, 1983;
B.A., Music Composition, University of California, San Diego, 1973; M.A.,
Music Composition, Theory, Thchnology, 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 Photogmphy, 1972;
B.A., Art, San Francisco State College, 1968; M.A. Art-Photogn aphy, San
Francisco State College, 1971.
Charles B. Teske, Lderature; 1970; Academic Dean, 1970·75;
B.A., English, Lafayette College, 1954; M.A., English, Yale University,
1955; Ph.D., English, Yale University, 1962.
Gall Tremblay, Creative Writing, 1980;
B.A., Drama, University of New Hampshire, 1967; M.F.A., English (poetry),
University of Oregon, 1969.
Setsuko Tsutsuml, Japanese Language/Culture,
1985 (visiting);
RA., Psychology; Teaching license in English and Guidance and Counseling,
1965; M.A., English, 1978; Ph.D., Comparative Literature, 1985.
Sidney D. Whlte,Art, 1970;
B.A., Art Education, University of New Mexico, 1951; M.S., PhilosophyAesthetics, University of Wisconsin, 1952.
Alnara D. Wilder, Theater and Drama, 1972;
RS., Speech, General Science, Wisconsin State University, 1968; M.A.,
Theater Arts, University of Wisconsin, 1969.
William C. Wlnden, Music, 1972; Assistant Academic Dean, 1976·78;
B.A., Art, Stanford University, 1953; M.A., Music, University of
Washington, 1961; D.M.A., Music, University of Illinois, 1971.
107
Natural Sciences
Clyde Barlow, ChemUitry, 1981;
B.S., Chemistry, Eastern Washington University, 1968; Ph.D., Chemistry,
Arizona State University, 1973.
Michael W. Beug, ChemUitry,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.
Paul R. Butler, Geology, 1986;
A.B., Geography, University of California, Davis, 1972; M.S., Geology,
University of California, Berkeley, 1976; Ph.D., Geology, University of
California, Davis, 1984.
Richard A. Cellarlus, Plant Biology, Biophysics, Enuironmenial
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.
John O. Aikin Cushing, Computer Science, 1976; Director of Computer
Services; 1976-1984;
B.A., Physics, Reed College, 1967; Ph.D., Cognitive Psychology, Brown
University, 1972.
Judith E. Bayard Cushing, Computer Science, 1982;
B.A., Math and Philosophy, The College of William and Mary, 1968; M.A.,
Philosophy, Brown University, 1969.
George E. Dimitroff, Maf),ematics, 1973;
B.A., Mathematics, Reed College, 1960; M.A., Mathematics, University of
Oregon, 1962; Ph.D., Mathematics, University of Oregon, 1964.
James Jay Ebersole, Natural Science, Plant Ecology, 1987;
B.A., Natural Science, Goshen College, 1977; Ph.D., Plant Ecology,
University of Colorado at Boulder, 1985.
Larry L. Eickstaedt,
Biology, 1970; Academic AdvUio,; 1978-81, 1986-88;
B.S., Biology, Buena Vista College, 1961; M.S., Zoology, State University of
Iowa, 1964; Ph.D., Biology, Stanford University, 1969.
Betty R. Estes, HUitory 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.
Thomas Grissom, Physics, 1985;
B.S., Physics, University of Mississippi, 1962;·M.S., Physics, University of
Mississippi, 1964; Ph.D., Physics, University of Tennessee, 1970.
Burton S. Guttman, Biology, 1972;
B.A., Interdisciplinary
Science, 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; Aadernic 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.
Neil Jacobsen,
ChemUitry, 1986;
B.S., Chemistry, University of Oregon, 1977; Ph.D., Organic Chemistry,
University of California at Berkeley, 1982.
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 Biochemistru, 1972; Director of Laboratoru
Computing, 1984;
B.S., Chemistry, Harvey Mudd College, 1964; Ph.D., Biophysical Chemistry,
University of California at Berkeley, 1968.
108
Robert H. Knapp, Jr., Physics, 1972; Assistant Academic Dean, 1976-79;
B.A., Physics, Harvard University, 1965; D. Phil., Theoretical Physics, Oxford University, England, 1968.
Elizabeth M. Kutter, Biophysics, 1972;
B.S., Mathematics, University of Washington, 1962; Ph.D., Biophysics,
University of Rochester; New York, 1968.
G. Siegfried Kutter, Astrophysics, 1972;
B.S., Physics, University of Washington, 1962; M.A., Physics, University of
Rochester, New York, 1965. Ph.D., Physics, University of Rochester, New
York,I968.
Patricia Labine, Ecological Agriculture, 1981;
B.A., Zoology, Mount Holyoke College, 1961; Ph.D., Biology, Stanford
University, 1966.
Kaye V. Ladd, Inorganic Chemistru, 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.
Donald V. Middendorf,
Physics, Physiology, 1987;
B.A., Biology, University of Missouri, 1977; M.S..Applied Physics, Cornell
University, 1980; Ph.D., Plant Physiology, 1984.
David H. Milne, Biology, 1971;
B.A., Physics, Dartmouth College, 1961; Ph.D., Entomology, Purdue
University, 1967.
Janet Ott, Biology, 1985;
B.S., S1. Lawrence University, 1975; Ph.D., Biology, University of Southern
California, 1982.
Willie L. Parson, Microbiology, 1971; 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, Hiology, History of Technology and Environment,
1980;
Academic Dean, 1980-86;
B.A., Biology, Amherst College, 1964; Ph.D., Biology, Harvard University,
1969.
Hazel J. Reed, Mathematics, 1977;
B.A., Mathematics, Reed College, 1960; M.S. and Ph.D., Mathematics,
Carnegie Mellon University, 1968.
Niels A. Skov, Management, 1972;
B.S., Mechanical Engineering, Thknikum, Copenhagen, Denmark, 1947;
M.S., Physical Oceanogr-aphy, 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
and Energy Studies, 1981-86; 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.
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. TayJor, Oceanography, 1971;
B.S., Biochemistry, Cornell University, 1955; M.S., Marine Biology, Scripps
Institution of Oceanography, University of California at Los Angeles, 1960;
Ph.D., Marine Biology, Scripps Institution of Oceanography, University of
California at San Diego, 1964.
Alfred M. WIedemann,
Biology, 1970;
B.S., Crop Science, Utah State University, 1960; M.S., Agronomy, Utah
State University, 1962; Ph.D., Plant Ecology, Oregon State University,
1966.
Byron L. Youtz:Physics,
1970; Academic Dean, 1973-74; Vice President
and Provost, 1978-83;
B.S., Physics, California Institute of Technology, 1948; Ph.D., Physics,
University of California at Berkeley, 195R
Social Sciences
Guy B. Adams, Public Administration,
1978; Director of Graduate
Program in Public Administratum,
1980-81;
B.A., History, Temple University, 1970; M.A., Public Administration,
University of New Mexico, 1973; np.A., George Washington University,
1977.
Bill Aldridge, Education-Social
Psychology, 1970;
B.A., Mathematics, Oregon State University, 1959; M.Ed., Guidance,
Oregon State University, 1964; nEd., Educational Administration,
University of Oregon, 1967.
. William Ray Arney, Sociology, 1981;
B.A., Sociology, University of Colorado, 1971; M.A., Sociology, University of
Colorado, 1972; Ph.D., University of Colorado, 1974.
Justlno Balderrama,
Health and Human Services, Vancouver, 1984;
B.A., Sociology, California State University, 1962; M.S.W., Social Work, San
Jose State University, 1975.
Peter G. Bohmer, Economics, 1987;
B.S., Economics and Mathematics, Massachusetts
Institute of Technology,
1965; Ph.D., Economics, University of Massachusetts, 1985.
Priscilla V. Bowerman, Economics, 1973; Director of Graduate Program in
Public Administration,
1986-89;
A.B., Economics, Vassal' College, 1966; M.A., Economics, Yale University,
1967; M.Phil., Yale University, 1971.
Jovana J. Brown, Library and Information Studies, 1974; Dean of Library
Services, 1974-81;
A.B., Political Science, University of California Riverside, 1959; M.L.S.,
University of California at Berkeley, 1965; M.A., Political Science,. University of California at Berkeley, 1967; Ph.D., Library and Information Studies,
University of California at Berkeley, 1971.
William H. Brown, Geography, 1974;
B.A., Geography, Antioch College, 1956; M.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 Mathematics, Western Washington University, 1967.
Stephanie
Coontz, HUitory and Women's Studies, 1974;
B.A., History, University of California at Berkeley, 1966; M.A., European
History, University of Washington, 1970.
Beryl L. Crowe, Political Science, 1970;
A.B., Political Science, San Francisco State College, 1959; M.A., Political
Science, University of California at Berkeley, 1961.
Diana C. Cushing, Psychology, 1978;
B.S., Occupational Therapy, University of Buffalo, 1959; Ph.D., Clinical
Psychology, State University of New York at Buffalo, 1971.
Virginia Darney, Literature and Women's Studies, 1978;
A.A., Christian College, 1963; B.A., American Literature, Stanford University, 1965; M.A., Secondary English Education, Stanford University, 1966;
M.A., u.s. Studies, King's College, University of London, 1972; Ph.D.,
American Studies, Emory University, 1982.
Helen F. Darrow, Teacher Education, 1986;
B.S., Elementary Education, Wilson College, 1943; M.A., "Education,
University of California at Los Angeles, 1948; Ed.D., Curriculum Development, Columbia University, 1956.
Llyn De Danaan (formerly Lynn D. Patterson), Anf),ropology, 1971;
Acadmnic Dean, 1973-76;
B.A., Anthropology, Ohio State University, 1966; M.A., Anthropology,
University of Washington, 1968; Ph.D., Cultural Anthropology, The Union
Graduate School, 1984.
Elizabeth Diffendal, Applied Social Science, 1975; Academic Dean,
1981-85;
A.B., Social Anthropology, Ohio State University, 1965; M.A., Cultural Anthropology, University of California at Los Angeles, 1968; Ph.D., Applied
Anthropology, The Union Graduate School, 1986.
Carolyn E. Dobbs, Urban Planning, 1971; Academic Dean, 1987;
B.A., History-Political Science, Memphis State University, 1963; M.A.,
Political Science, University of Kentucky, 1966; M., Urban Planning, University of Washington, 1968; Ph.D., Urban Planning, University of Washington,
1971.
Kenneth Dolbeare, Political Science, 1981; Director of Graduate Program
in Public Administration,
1984-85;
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., Philosophy, Illie University, 1965; M.A., Devlopmental Psychology,
Harvard University, 1967; Ph.D., Developmental Psychology, Harvard
University, 1971.
Thomas H_ Foote, Education-Journalism,
1972;
B.A., Journalism, University of Tulsa, 1961; M.S.Ed., Humanities, Western
Oregon State College, 1967; Ph.D., Education, Oregon State University,
1970.
Russell R. Fox, CommuniJ;y 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. Grlbskov, 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; A.B.D., Political Science, Chicago, 1968.
Phillip R. Harding, ArchiJ;ecture, 1971;
B., Architecture, University of Oregon, 1963; M., Architecture, University
of California at Berkeley, 1970.
Lucia Harrison, Public Administration,
1981;
B.A., Arts Administration, Antioch College, 1972; M.P.A., Public Policy,
University of Wisconsin at Madison, 1976; Ph.D., Educational Administration, University of Wisconsin at Madison, 1979.
Rainer G. Hasenstab,
Environmental
Design, 1974;
B., Architecture, University of California at Berkeley, 1965; M.,
Architecture, University of California at Berkeley, 1970.
Peta M. Henderson,
Anthropology, 1974;
B.A., History, Swarthmore College, 1958; M.A., Anthropology, McGill
University, 1969; Ph.D., Anthropology, University of Connecticut, 1976.
David Hitchens, History, 1970;
B.A., History, University of Wyoming, 1961; M.A., History, University of
Wyoming, 1962; Ph.D., History, University of Georgia, 1968.
Taylor E. Hubbard, Library Science, 1986;
B.A., History and Business, University of Vermont, 1966; M.A., History,
San Francisco State University, 1968; M.L.S., University of California at
Los Angeles, 1969.
Virginia Ingersoll, Communications,
1975;
B.A., Journalism-Philosophy,
Marquette University, 1964; Ph.D., Communications and Organizational Psychology, University of Illinois, 1971.
Winifred Ingram, Psychology, 1972; Emerita, 1981;
B.A., Sociology, University of Washington, 1937; M.A., Sociology, University of Washington, 1938; Ph.D., Clinical Psychology, Northwestern
University, 1951; Fellow of the Mary Ingraham Bunting Institute of Radcliffe College, 1971-72.
Richard M. Jones, Psychology, 1970;
A.B., Psychology, Stanford University, 1950; Ph.D., Clinical Psychology,
Harvard University, 1956.
Lovern Root King, Social Sciences, 1977;
B.A., English, Seattle PacificCollege, 1972; M.C., Communications, University of Washington, 1976; Ed.D., Policy, Governance and Administration,
University of Washington, 1984.
Jaime C. Kooser, Environmental
Studies, 1985;
B.A., Geography, Northwestern
University, 1975; M.A_, Geography, University of California at Berkeley, 1976; Ph.D., Geography, University of California at Berkeley, 1980.
Lowell Kuehn, Sociology and Public Administration,
1975; Acting Director,
Washington State instiJ;ute for Public Policy, 1984-85; 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, 19B:!; Director of
Athletics and Recreation, 1982-Present
B.s., Recreation and Physical Education, Colorado 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., Economics, University
of Wisconsin, 1967.
Daniel B. Leahy, Public Administration,
1985; Director of Labor Center,
1987;
B.A., Economics, Seattle University, 1965; M.P.A., NYU Graduate School,
1970.
Russell Lldman, Economics, 1974; Director of Graduate Program in
Public Administration,
1981-83; Director, Washington State Institute for
Public Policy, 1985-Present;
B.S., Electrical Engineering, Cornell University, 1966; M.P.A., Princeton
University, 1968; M.S., Economics, University of Wisconsin at Madison,
1970; Ph.D., Economics, University of Wisconsin at Madison, 1972.
Earle W. McNeil, Sociology, 1971; Academic Advisor, 1983-86;
B.s., Chemistry, Washington State University, 1964; M.A., Sociology,
Washington State University, 1965.
Maxine L. Mimms, Social Services, 1972;
B.s., Education, Virginia Union University, 1950; Ph.D., Pedagogical and
Curriculum Studies, Union Graduate School-West, 1977.
Paul Mott, Sociology, 1984;
B.S., Political Science, Purdue University, 1952; M.A., Political Science,
University of Michigan, 1955; Ph.D., Sociology, University of Michigan,
1960.
Arthur Mulka, Public Administration
and Management, 1979;
B.A., Sacred Heart Seminary, 1954; S.T.L., Catholic University, 1958;
S.s.L., Biblical Institute, Rome, Italy, 1965; M.P.A., California State University, 1975; D.P.A., Public Administration,
University of Southern California,
1980.
Ralph W. Murphy, Environmental
Science, 1984;
B.A., Political Science and Economics, University of Washington, 1971; M.A.
Political Science, University of Washington, 1973; Ph. D., Political Science,
University of Washington, 1978.
Charles T. Nisbet, Economics, 1971;
B.A., Economics, Kalamazoo College, 1958; M.B.A., Business, Indiana
University, 1959; Ph.D., Economics, University of Oregon, 1967.
Mark Papworth, Anthropology, 1972;
B.A., Central Michigan College, 1953; M.A., Anthropology, University of
Michigan, 1958; Ph.D., Anthropology, University of Michigan, 1967.
John L. Parker, Education, 1986;
A.B., American Civi)ization, Brandeis University, 1958; M.A.T., Social
Science Curriculum, Harvard University, 1960; Ed.D., Curriculum and
Supervision, Harvard University, 1968.
Yvonne Peterson,
Northwest Native American Studies, 1984 (visiting);
B.A., Elementary Education, Western Washington University, 1973; B.A.,
Ethnic Studies, Western Washington University, 1973; M.A., Political
Science, University of Arizona, 1982.
Rita Pouglales,
Education, 1979; Academic Dean, 1985-88;
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.
Brian Price, Political Economy and Social Change, 1987 (visiting);
B.A., American and English Literature, University of East Anglia
(England), 1977; M.A., History and American Studies, Purdue University,
1980; Ph.D., Economic and Labor History, Purdue University, 1987.
Thomas B. Rainey, History, Political Economy 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.
Sy Schwartz, Teacher Education, 1986;
B.s., Social Studies, Wayne State University, 1957; M.S., General Secondary
Education, Wayne State University, 1963; Ed.D., Curriculum and Instruction, Wayne State University, 1968.
Trustees, Administration and Faculty
Barbara L. Smith, Political Science, 1978; Academic Dean, 1978-Present;
B.A., Political Science, Lawrence University, 1966; M.A., Political Science,
University of Oregon, 1968; Ph.D., Political Science, University of Oregon,
1970.
Matthew E_ Smith, Political Science, 1973; Academic Dean, 1987;
B.A., Political Science, Reed 'College, 1966; M.A.T., Social Science, Reed College, 1968; Ph.D., Political Science, University of North Carolina, 1978.
Camilla Stivers, Public Administration,
1987;
B.A., Wellesley College, 1960; M.A., John Hopkins University, 1967; M.P.A.,
Health Administration, University of California at Los Angeles, 1979;
Ph.D., Public Administration, Virginia Poly tech Institute and State University, 1987.
Gregory Stuewe-Portnofl,
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.
Terry Tafoya, Psychology, 1985;
B.A., English, Psychology, University of South Florida, 1973; M.Ed.,
Higher Education, University of Washington, 1974; M.C., Communications,
University of Washington, 1975; Ph.D., Educational Psychology, University
of Washington, 1985.
Nancy Taylor, History-Education,
1971;
A.B., History, Stanford University, 1963; M.A., Education, Stanford University, 1965.
Ernest L. "Stone" Thomas, Sociology, 1984; Dean of Student
Development;
B.A., Sociology, Washington State University, 1971; M.A., Sociology,
University of Massachusetts, Amherst, 1976.
Rosalie T_ Thomas, Psychology, 1986 (visiting);
R.N., Central Washington Deaconess Hospital School of Nursing, 1966;
A.A., Wenatchee Valley Community College, 1966; B.A., Psychology,
University of Washington, 1978; M.Ed., Educational Psychology, University
of Washington, 1981.
Kirk Thompson,
Psychology and Political Science, 1971;
B.A., History, Stanford University, 1956; M.A., Political Science, Stanford
University, 1958; Ph.D., Political Science, University of California at
Berkeley, 1965; Postdoctoral studies, Psychology, e.G. Jung Institute,
1975-77.
Sherry L. Walton, Education, 1987;
B.A., Education, Auburn University, 1970; M.Ed., Developmental Reading,
Auburn University, 1977; Ph.D., Theories in reading, research and evaluation methodology, University of Colorado, 1980.
Gregory Weeks, Economics, 1981;
B.S., Economics, Iowa State College, 1969; M.S., Economics, Pittsburgh
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 Administration, Western Washington University, 1970.
York Wong, Management and Computer Sciences, 1975; Director of Computer Services, 1973-75; Assistant Academic Dean, 1979-81;
B.S., Electrical Engineering, University of Arkansas, 1956; M.B.A.,
Columbia University, 1970.
109
A
&urses,
8
Credit, 8, 24
Cross-listed
programs,
Curriculum,
28, 29
Academic Advising, 4, 13, 15
Academic Credit, 24
Academic Fairs, 4, 13, 14,
Academic Subject Index, 111
Accreditation,
1
Address, changes, see Registration, 24
Admission, 17, 98
conditional,
17
notification,
17
requirements
and procedures,
17
Advanced Programs, 30
Affirmative
Action, 106
Alcohol, 105
Appeals, 22
Application
deadlines, 18
Application fee, 18, 23
o
Applied Social Theory, 39
Arts and Sciences Laboratory
Building,
Athletics, 4, 99
Auditors, 19
B
Bachelor of Arts, 15, 25
Bachelor of Science, 15, 25
Bicycles, 106
Billing Procedures,
22
Bookstore, 98
Branch Bookstore, 98
Bus Service, 98
C
Calendar, 113
Campus Profile, 113
Campus Recreation Center, 101
Career Development,
93
Centennial
programs, 30
100
Center for the Study of Science and Human Values, 77
Child Care, 93
College Activities Building, 4, 101
Communications
Laboratory,
100
Computer
Services, 93
Conditional Admission, 18
Conferences,
10
Confidentiality
of records, 25
Contacting
Evergreen,
113
Contracts,
see Group, Individual, Social
Cooper Point Journal, 8, 98
Cooperative
Education, 91
Coordinated
Study, 7, 10, 11, 16
Core Programs, 7, 12, 33
Corner, 98
Counseling Services, 93
Academic Advising, 93
Career Development,
93
First Peoples Coalition, 93
KEY-Special
Services, 93
Psychological
counseling, 93
110
31
Deferred Admissions, 18
Degree requirements,
25
Deposits, 18, 23
Directory, 113
Disappearing
Task Force, 8
Disciplines, 4
Drops, program changes, 24
E
_
Emergency
loans, 21
Enrollment
deposit, 18, 23
Enrollment
figures, 24
Environmental
Studies, graduate program, 94
Environmental Studies, 8, 45
Equivalencies;
see also Narrative Evaluations,
. Evaluations,
10, 14, 16, 24
Evergreen
Expressions,
98
Evergreen
Legal Counseling Services, 98
Exit Interviews,
25
Expenses, estimated
yearly, 22
Expressive Arts, 51
F
Facilities
academic, 100
use regulations,
105
Faculty, 16
advisor, 10
evaluations,
16
Fees and charges, 23
Financial aid, 21, 95
Firearms,
106
First People, 10
First Peoples' Coalition, 10
Food services, 98
Foreign language study, 63
Foreign students, 18
Foundation
scholarships,
21
Freshman
admission requirements,
17
Full-time status, 24
G
Gardening,
13, 49
General Education
Development
Tests, 18
Geoduck,12
Governance,
12, 104
Graduate study, 94, 95
Graduation
requirements,
25
Group Contracts,
7, 10, 11
H
Humanities, 59
Challenged,
R
Individual Learning Contracts, 7, 10, 11, 13
Information
Center, 98
Insurance, 23
International
students,
18
International
studies, 30, 63
Interdisciplinary
programs, 12
Internships,
7, 11, 13, 15,91
Intrarnurals,
95
J
Jackson School of International
Studies, 63
K
KAOS, 7, 98
KEY-Special
Services, 93
Reciprocity, 22
Record keeping, 25
Recreation,
99, 101
Refunds, 22
Registration,
24
Academic Credit, 24
. Academic Standing, 25
Academic Warning, 25
Withdrawals,
24
Residency, 22
Returning
students, 18
S
Scholarships,
Lab buildings,
Seawulff, 49
Security, 99
Self-Paced Learning, 92
Seminars, 15
Seminar Building, 101
Services and activities, 14, 96, 97
Smoking, 106
Social Contract, 15, 104
Special forms of study, 91
Special Students, 19
Specialty Areas, 10, 12, 15
Sports, 4, 95
Student Activities, 99
Student Advising Center, 93
Student Development,
93
Student. evaluation of faculty, 16
Study abroad, 30, 63
Subjects, academic, 111
Summer Quarter, 19
T
Tacoma Program, 89
Teacher Education, 42
Third World Coalition, see First Peoples' Coalition, 10
Transcripts,
23, 24
Transfer of Credit, 15, 19
Transfer students, 17
Tuition, 22, 23
U
University
of Washington,
63
Upside-down
Degree Program,
19
Upward Bound, 93
100
Language and Culture Center, 63
16
Learning Resource Center,
Leaves of absence, 24
Lecture Halls, 100
Legal aid, 98
Leisure Education,
99
Library, 92
Loans, 21
M
Mail service, 98
Malheur Bird Observatory,
92
49
Management and the Public Interest, 66, 67
Maps, campus and vicinity,
Math Skills Center, 92
102, 103
Master of Environmental Studies, 94
Master of Public Administration, 94
Minority Affairs, 93
N
Narrative
Evaluations,
16
Native American Studies, 69
o
99
21
Science, Technology and Health, 79
L
.
Handicapped
Access, see Physically
Health insurance, 23
Health Services, 93
Housing, 19, 101
I
Off-campus Programs, 89
Organic gardening,
13,49, 101
P
Parking, 23, 106
Part-time study, 11, 13, 91
Payment procedures,
22
Pets, 106
Physically Challenged
Access, 99
Placement,
14
Planned equivalencies,
see Narrative Evaluations,
Political Economy and Social Change, 73
Portfolios, 24
Prior Learning Program,
14, 92
Pre-Law preparation,
74
Program planning, 12
Property
cards, 99
Public Administration,
graduate program, 94
Public events, 98
16
V
Vacations, 113
Vancouver Program,
Veterans, 99
89
W
Warning, academic, 25
Washington Public Interest
Research Group
(WashPIRG), 23
Washington
State Institute -for Public Policy, 99
Western Washington University,
37, 38
Withdrawals,
24
Women's Clinic, 93
What follows is a listing of the academic
subjects that will be offered at
Evergreen during the 1988-89 year.
Listed under each subject are the Coordinated Study Programs and Group Contracts in which it will be taught. Listed
in italics are Specialty Areas which will
include the subject in most or all of their
offerings. Check with Academic Advising
to see what subjects are covered by
Individual Contracts and Internships.
Part-time courses are published quarterly in the Evergreen Times.
A
Accounting
Management and the Public Interest, 68
Acting
Interaction in the Performing Arts, 52
Agriculture
Ecological Agriculture, 46
Anthropology
Human Health and Behavior, 86
Intercultural Communication, 40
Mexico Since the Revolution, 60
Reflections on Nature, 34
War: The Military Industrial Complex, 61
Art
The American Dream?, 71
Democracy and Tyranny, 35
Expressive Arts, 51
French Culture, 64
Humanities, 59
Image and Idea: The Past Hundred Years, 36
Italian Culture, 65
Mass Media and Popular Culture, 40
Reflections on Nature, 34
Social Science in Perspective, 86
Spanish Forms in Life and Art, 64
Studio Project, 52
B
Biology
Environmental Studies, 45
The Human Condition, 77
Human Health and Behavior, 86
Molecule to Organism, 83
Botany
Field Natural History, 48
Habitats: Marine, Terrestrial and Human, 46
Business
Management and the Public Interest, 68
Calculus
Matter and Motion, 83
Physical Systems, 84
C
Chemistry
Chemical Systems and Environmental Analysis, 83
Ecological Agriculture, 46
Habitats: Marine, Terrestrial and Human, 46
Matter and Motion, 83
Molecule to Organism, 83
.
Communication
Change: A Self-Balancing Process, 70
The Helping Professional, 87
Intercultural Communication, 40
Computer Science
Children of One Sun, 53
Computability and Cognition, 85
Data to Information, 84
Matter and Motion, 83
Counseling
The Helping Professional, 87
Problem Youth, 71
Psychological Counseling, 86
Cross-Cultural Studies
Change: A Self-Balancing Process, 70
Culture and Design, 70
o
Dance
Interaction in the Performing Arts, 52
Design
Culture and Design: Pacific Northwest Traditions, 70
Studio Project, 52
Drawing
Experiments in Space, 54
Studio Project, 52
E
Ecology
Environmental Studies, 45
Economics
Management and the Public Interest, 68
Political Economy and Social Change, 75
Engineering
Physical Systems, 84
English Composition
Thinking Straight, 36
Environmental Science
Chemical Systems and Environmental Analysis, 83 .
Culture and Design, 70.
Global Environmental Destruction, 47
F
Finance
Management and the Public Interest, 68
Folklore
Mass Media and Popular Culture, 40
The Mythic Image, 60
G
Geography
Habitats: Marine, Terrestrial and Human, 46
Intercultural Communication, 40
Geology
Habitats: Marine, Terrestrial and Human, '16
Academic Index
H
History
The Age of Revolution, 35
The American Dream?, 71
Change: A Self-Balancing Process, 70
Children of One Sun, 53
Classical and Modern, 34
French Culture, 64
Hand in Hand:
Feminist Film, Theory and Practice, 55
The Human Condition, 77
Image and Idea, 36
Italian Culture, 65
Japanese Language and Culture, 65
The Limits of Reason, 61
Mass Media and Popular Culture, 40
Mexico Since the Revolution,,60
The Mythic Image, 60
The Nature of Natural History, 48
Political Economy and Social Change, 75
Reflections on Nature, 34
Spanish Forms in Life and Art, 64
Twentieth Century American Culture and
Literature, 61
War: The Military Industrial Complex, 61
Washington Centennial, 75
Humanities
Democracy and Tyranny, 35
Liberation Theology: Three Faces of God, 77
Humor
Visual Humor, 55
I
International Studies
Liberation Theology: Three Faces of God, 77
L
Language Studies
Language and Culture Center, 63
Law
Problem Youth, 71
Literature
The Age of Revolution, 35
The American Dream?, 71
Classical and Modern, 34
French Culture, 64 .
Image and Idea, 36
Italian Culture, 65
Japanese Language and Culture, 65
The Limits of Reason, 61
Mexico Since the Revolution, 60
The Mythic Image, 60
Problem Youth, 71
Reflections on Nature, 34
Spanish Forms in Life and Art, 64
Twentieth Century American Culture and
Literature, 61
War: The Military Industrial Complex, 61
Words and Music, 54
111
Logic
'Computability and Cognition, 85
Data to Information, 84
Thinking Straight, 36
M
Management
Creating Organizational Futures, 68
Management and the Public Interest, 68
Marine Science
Habitats: Marine, Terrestrial and Human, 46
'lbpics in Marine Biology, 49
Marketing
Creating Organizational Futures, 68
Management and the Public Interest, 68
Mathematics
Computability and Cognition, 85
Data to Information, 84
Physical Systems, 84
Reflections on Nature, 34
Science and Perception, 35
Media' and Mass Communication
Group Images, 55
Hand in Hand:
Feminist Film, Theory and Practice, 55
Studio Project, 52
Visual Humor, 55
Music
Interaction in the Performing Arts, 52
The Limits of Reason, 61
Words and Music, 54
N
Natural History
Field Natural History, 48
Habitats: Marine, Terrestrial and Human, 46
The Nature of Natural History, 48
Natural Science
Global EnvironmentalDestruction,
47
Science and Perception, 35
Nutrition
Ecological Agriculture, 46
Human Health and Behavior, 86
112
P
Philosophy
The Age of Revolution, 35
Change: A Self-Balancing Process, 70
Classical and Modern, 34
Computability and Cognition, 85
Data to Information, 84
The Human Condition, 77
Human Health and Behavior, 86
The Limits of Reason, 61
Science and Perception, 35
Thinking Straight, 36
Photography
Shadows IV, 56
Physical Science
The Age of Revolution: 1775·1875,35
Physical Systems, 84
Physics
Matter and Motion, 83
Physiology
Molecule to Organism, 83
Political Science
Advanced Seminar on Gender
and Class, 41
Intercultural Communication, 40
Political Economy and Social Change, 75
War: The Military Industrial Complex, 61
Washington Centennial, 75
Psychology
Children of One Sun, 53
Classical and Modern, 34
The Helping Professional, 87
Human Health and Behavior, 86
Image and Idea, 36
Problem Youth, 71
Psychological Counseling, 86
Science and Perception, 35
Social Science in Perspective, 86
R
Religion
Intercultural Communication, 40
S
Sculpture
Experiments in Space, 54
Social Science
Advanced Seminar on Gender
and Class, 41
The Age of Revolution, 35
Classical and Modern, 34
Democracy and Tyranny, 35
Thinking Straight, 36
Sociology
Advanced Seminar on Gender
and Class, 41
The Human Condition, 77
Image and Idea, 36
Intercultural Communication, 40
Liberation Theology: Three Faces of God, 77
Management and the Public Interest, 68
Political Economy and Social Change, 75
Problem Youth, 71
Social Science in Perspective, 86
Visual Humor, 55
Statistics
Classical and Modern, 34
Creating Organizational Futures, 68
Habitats: Marine, Terrestrial and Human, 46
The Helping Professional, 87
Management and the Public Interest, 68
Social Science in Perspective, 86
T
Theatre
Children of One Sun, 53
Interaction in the Performing Arts, 52
Japanese Language and Culture, 65
Third World
The Age of Revolution, 35
Ecological Agriculture, 46
W
Writing
The Age of Revolution, 35
The American Dream?, 71
Classical and Modern, 34
Democracy and Tyranny, 35
Group Images, 55
The Human Condition, 77
Image and Idea, 36
The Limits of Reason, 61
Mass Media and Popular Culture, 40
Problem Youth, 71
Reflections on Nature, 34
Science and Perception, 35
Z
Zoology
Field Natural History, 48
Habitats: Marine, Terrestrial and Human, 46
Affirmative Action Policy
The Equal Opportunity Policy of The Evergreen
State College expressly prohibits discrimination
against any person on the basis of race, sex, age,
religion, national origin, marital status, sexual
preference, or the presence of any sensory, physical
or mental handicap unless based upon a bona fide
occupational qualification.
Disclaimer
Academic calendars are subject to change without
notice. The Evergreen State College reserves the
right to revise or change rules, charges, fees,
schedules, courses, programs, degree requirements
and any other regulations affecting students
whenever considered necessary or desirable. The
college reserves the right to cancel any offering
because of insufficient registration, and to phase out
any program, Registration by students signifies
their agreement to comply with all regulations of
the college whenever approved. Changes become
effective when Evergreen so determines and apply
to prospective students as well as those currently
enrolled.
c1987 by The Evergreen State College
Photo Credits:
Tomas Black, Steve Davis, Bob Haft, Woody Hirzel,
Martha Pierce, Michael Polli, Michael Siegrist, the
Cooper Point Journal and TESC Photo Services.
_\
-------
I am applying to the campus in:
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Four-Year Colleges and Universities in the State of Washington
o Beginning
o Olympia
o Tacoma (upper division students only)
o Vancouver (upper division students only)
PLEASETYPEOR PRINT
Section I
--------
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without regard to age, color, creed, marital status, national or ethnic origin, physical handicap, race, religion, or sex."
===:=
~ Campus Profile (1986-87)
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
Faculty of color-total
Olympia Campus
Tacoma Campus
Vancouver Campus
Average student/faculty ratio
Staff
Enrollment
Graduate
5%
Undergraduate
95%
Olympia Campus
Tacoma Campus
Vancouver Campus
Female
Male
Full-time
Part-time
~ Contacting Evergreen
138
74%
33%
67%
12%
9%
67%
33%
20/1
368
2965
134
2831
2585
114
132
1565
1400
85%
15%
18-24 age group
25-29 age group
30-39 age group
40+ age group
Students living on campus
Students of color-total
Asian
Black
M exicanlLatino
Native American
Olympia Campus
Tacoma Enrollment
Male
Female
Students of color
Vancouver Enrollment
Male
Female
Students of color
j
51%
15%
22%
12%
1000
10%
3%
3%
2%
2%
8%
114
60%
40%
61%
132
30%
70%
7%
-
1273
Entering Class
2458
Applicants, degree-seeking
Admitted
66%
1611
75%
1212
Enrolled
Nondegree-seeking enrollment
61
1057
Washington
Region (OR, ID, MT, AK, HI)
88
30
California
Other states
81
17
Other countries
Financial aid
Full-time students
receiving aid
50%
Average award
$5200
Placement
1984-85 classes
94%
Employed
72%
Graduate school
11%
Travel, homemaking, etc.
11%
Graduating class (1987)
840
~ Academic Calendar
The Evergreen State College is studying the possibility of converting to a semester system. If we do change, it will go into effect during the 1989-90
academic year,
tQSUUlQ
Thll
rsegms
Ends
Evaluations
esept, L:b
Dec. 17
Dec. 12-17
VQ£OQt;n.n~
li'" 11
'rnanksgrvmg
Nov. 20-27
Winter Break
Dec. 18-Jan. 2
Winter
Jan. 3
March 18
March 13-18
Spring
March 27
June 10
June 5-10
w·""ter
Spring
Memorial
Day, May 29
Martm
Luther King
Day, Jan. 16
Summer
June 24
Sept. 2
S'!!Yn1'!!€T
Independence
Day, July 4
President's Day
Feb. 20
Spring Break
March 19-26
Campus Profile
Admissions Office
The Evergreen State College
Olympia, Washington 98505
(206) 866-6000, ext. 6170
Special Fourth Class Book Rate
LARRY
CAB
R. STENBERG
214
-1>Qlassical and Modern (p. 34) F,W,S
~,
Thompson, Finkel, N. Taylor, S. Nisbet
Prerequisites: Background in Greek philosophy, critical reasoning skills,
read The Closin& of the American Mind.
Faculty signature required.
No part-time option or additional course.
ACADEMIC UPDAT£
SPRING QUARTER 1989
This Update contains information for full-time programs
quarter listed by specialty area, as in the 1988-89 catalog.
are in the catalog for most of these programs - see Academic
(L.1403) for information on those programs not described in
Part-time offering information is available in The Evergreen
***
KEY
offered Spring
Descriptions
Advising
the catalog.
Times.
***
>Democracy and Tyranny (p. 35) F,W,S
Adams, Daley, Gilbert, Lassen, Powell
*** No new students Spring ***
>Hurnan Development (not in catalog - description available on Academic
Advising bulletin boards) W,S
Diffendal, Kutter, Albright
Prerequisites: none
The following information is provided for each program:
1.
2.
3.
4.
5.
6.
7.
8.
II.!I&
(Catalog page number on which program description appears)
Quarters program offered - F - Fall, W - Winter, S - Spring
Faculty (Coordinator's name underlined)
Signature requirement, if any
Prerequisites, if any
Part-time options and/or additional course allowed
Other useful information
I! ! ! ! ! ! I ! !! ! ! ! I ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !!
NEW PROGRAMS BEGINNING SPRING QUARTER
III!
! ! II ! II I ! !! ! I ! IIII
,>Reflections on Nature (p. 34) F,W,S
Mandeberg, Knapp, Sluss, Teske
*** No new students Spring ***
>Science and Perception (p. 35) F,W,S
Guttman, Margolin, Marvin
*** No new students Spring ***
!! I ! I !! ! !! ! !! !!
Thinking Straight - Core
Advanced Seminar on Gender and Class - Political Economy
Politics of Knowledge - Political Economy and Social Change
Peoples of the Pacific - Political Economy and Social Change
Addictions - Science, Technology and Health
Sing a Song of Social Significance - Expressive Arts
Field Natural History - Environmental Studies
Topics in Marine Biology - Environmental Studies
Visual Humor - Expressive Arts
Mexico Since the Revolution - Humanities
American Fiction and Poetry Between the Wars - Humanities
Transition: Studyplace to Workplace - Management
Washington Centennial - Political Economy and Social Change
Macroeconomics and Institutionalism - Political Econ & Social Change
Liberation Theology - Science and Human Values
*************
CORE PROGRAMS
*************
>The Age of Revolution (p. 35) F,W,S
Mott, L. Wong, Price, Olson
*** No new students Spring ***
>Image and Idea (p. 36)· F,W,S
~,
Haft, Sinclair
Prerequisites: Some ~ollege work in drawing, photography, creative writing,
or a strong portfolio.
Faculty signature required.
No part time option; no additional course.
>Ihinking Straight (p. 36) S
Levensky, Ballard
No prerequisites, no signature required.
*********************
APPLIED SOCIAL THEORY
*********************
>Mass Media and Popular Culture (p. 40) F,W,S
~,
Schraeger
*** No new students Spring ***
>Intercultural Communication: The Global Village (p. 40) F,W,S
King
*** No new students Spring ***
>Problem Youth (p. 41) F,W,S
Nelson
*** No new.students Spring
***
-2*********************
ENVIRONMENTAL STUDIES
*********************
Ecological Agriculture (p. 46) F,W,S
~,
Leisenring
See faculty for information.
>Field Natural History (p. 48) S
~,
Wiedemann
Prerequisites: "Nature of Natural History" or equivalent.
Faculty signature required.
>Habitats (p. 46) F,W,S
~,
Soule, Butler, Barlow
*** No new students Spring ***
>Topics in Marine Biology (p. 49) S
P. Taylor
Prerequisites: Third or fourth year standing, introductory marine biology
(e.g. "Habitats· 1987-88), QX strong background in ecology.
Part time option; additional course allowed.
***************
EXPRESSIVE ARTS
***************
>Interaction in the Performing Arts (p. 52) F,W,S
Johansen, Jang
*** No new students Spring ***
>Shadows IV (p. 56) W,S
Sparks
Prerequisites: Some previous advanced work in photography.
Faculty interview and signature required.
See faculty regarding additional course.
>Sing a Song of Social Significance (not in catalog _ see Academic
Advising) S
Buchman
Prerequisites: Expertise in an art, science, or social science discipline.
Faculty signature required.
Part time option possible; additional course OK.
>S.O.S. (Student Originated Studies) (p. 56) W,S
Frasca
Prerequisites: Two years of college work at Evergreen. Proposal submitted
to faculty - please follow catalog guidelines for submitting a proposal.
Get proposals to faculty as soon as possible.
Faculty signature required.
>Studio Pro1ect (p. 52) F,W,S
N, Parsons, Strini
Prerequisites - Painting: Portfolio review and faculty si~nature.
Prerequisites - Sculpture: Portfolio review and faculty sir,nature.
Limited number of spaces available. (Paul Sparks will sign for sculpture
stUdents.)
>Words and Music (p. 54) F,W,S
Winden, Alexander
Prerequisites: Core program or equivalent.
Faculty signature required.
No part time option; additional course OK.
>Visual Humor (p.55) S
Cloninger, Simon
Prerequisites: Junior/~enior standing; experience with textual analysis or
skill development in one arts discipline; portfolio review.
Faculty signature required.No part time option; no additional course.
**********
HUMANITIES
**********
>American Fiction and Poetry Between the Wars (1917
1945) (Not in catalog
- see Academic Advising) S
McCann
Perquisites: Junior or Senior standing. Also see note on program
description in Academic Advising.
Faculty signature required.
No part time option; no additional course allowed.
>Mexico Since the Revolution (p. 60) S
Salcedo, Larsen
Prerequisites: One year college humanities or equivalent. Strongly
recommended: two years college humanities including writing.
Faculty signature required. Faculty will be available at Academic Fair.
NOTE: There will be no "Independent Research Topic" as indicated in the
catalog. Instead, there will be several short critical essays required
including seminar presentation and discussi~n of topics.
>Ihe Mythic Image (p. 60) F,W,S
Beck
Prerequisites: Junior/Senior standing, reading of some texts from fall and
winter.
Faculty interview and signature required.
Twentieth Century American Culture and Literature (p. 61) S
This program cancelled and replaced by American Fiction and Poetrv Between
the Wars (1917 - 1945) (Not in catalog - see Academic Advising)
***************************
LANGUAGE AND CULTURE CENTER
***************************
>French Culture (p. 64) F,W,S
Fiksdal, Bailey
*** No new students Spring ***
Program going to France!
-3-
~
>Ita11an Culture (p.65) F,W,S
Hanfman
*** No new students Spring
Program going to +taly!
(p.70) F,W,S
Aldridge, Minugh
See faculty for information.
l2x,
***
>Japanese Language and Culture (p. 65) F,W,S
Tsutsumi
Prerequisites: For language portion - at least two quarters or equivalent
Japanese language.
Faculty signature required.
Part time option possible (may take culture portion of program for 10
credits); additional course allowed.
>Culture and Design (p. 70) F,W,S
Hasenstab
*** No new students Spring ***
>Problem Youth (p. 71) F,W,S
Nelson
*** No new students Spring
***
***********************************
POLITICAL ECONOMY AND SOCIAL CHANGE
Spanish Forms in Life and Art (p. 64) F,W,S
Allen
Prerequisites for 8 credits in Spanish history and culture: some knowledge
of 20th century European history, literature, or political economy.
Especially appropriate for students from "War" and "Political Economy and
Social Change."
Prerequisites for Spanish language portion: Appropriate background in
Spanish language, and interview with faculty.
Faculty signature required for Spanish language portion only.
**********
MANAGEMENT
**********
>HANAGEMENI AND THE PUBLIC INTEREST (p. 67)
~,
Mulka, C. Nisbet, Filmer
*** No new students Spring ***
F,W,S
>Transitionj Studyplace to Workplace (p. 67) S
Ingersoll
Prerequisites: "Management and the Public Interest", "Creating
-Organizational Futures".
Part time option possible; additional course allowed.
***********************
NATIVE AMERICAN STUDIES
***********************
>The American Dream? (p. 71) F,W,S
Balderrama, Carlson
Faculty signature required. Write a short paragraph explaining why you
wish to be a part of the program. Call faculty for more information:
Craig: ext. 6083; Justino: ext. 6051 or 754-7645.
No part time option; no additional course.
***********************************
>Advanced Seminar on Class and Gender (p. 75) S
QQQnll, Hahn
Prerequisites: "Political Economy and Social Change", "Family, Community
and Personal Life", or advanced work in American History or Political
Economy.
Faculty signature required.
>Hacroeconomics and Institutionalism (not in catalog - see Academic
Advising for description) S
Killer
Prerequisites: "Political Economy and Social Change" or ·Principles of
Economics" .
·Part time option possible; additional course allowed.
>Peoples of the Pacific (not in catalog - see Academic Advising for
description) S
Bacho
Prerequisites: None.
Part time option and additional course possible with faculty permission.
>Politics of Knowledge (not in catalog - see Academic Advising for
description) S
Gilliam
Prerequisites: "Political Economy and Social Change", or equivalent.
Faculty signature required.
No part time option; no additional course.
>Washington Centennial (p. 75) S
Dolbeare, Matheny-White
Prerequisites: Core program or equivalent.
Part time option possible; additional course nllowrd.
I
(
************************
SCIENCE AND HUMAN VALUES
>Holeeule to Organism (p. 83) F,W,S
Kahan, Middendorf
Prerequisites: organic chemistry and faculty interview to assess biology
background.
Faculty signature required.
************************
>Human Condition (p.77) F,W,S
Crowe, Grissom
Prerequisites: Faculty interview.
No Part time option; additional course allowed.
>Liberation Theology (p.77) S
Y. Wong, Daugherty, Foran
Prerequisites: Junior/Senior standing; see faculty at Academic Fair for
syllabus, schedule, and more information.
No part time option; no additional course.
******************************
SCIENCE. TECHNOLOGY AND HEALTH
******************************
>Addictions (not in catalog - see Academic Advising for description) S
McNeil
Prerequisites: Core program or equivalent.
Part time option possible with faculty approval; additional course allowed.
>Computability and Cognition (p. 85) F,W,S
Paulsen, Leisenring
Prerequisites: Relevant background in computing and/or mathematics.
faculty for more detail.
Faculty interview and signature required.
Part time option available; additional course OK.
>Data to Information (p. 84) F,W,S
Dimitroff, Humphreys
Prerequisites: Pascal and one quarter of Data Structures or advanced
Pascal, PLUS/OR Computer Architecture and 8085 assembly language
programming skills.
Faculty interview and signature required.
Part time option possible; additional course with faculty signature.
>Personality and Culture (not in catalog - see Academic Advising) F,W,S
Rutledge
*** No new students Spring ***
>Physical Systems (p. 84) F,W,S
Hurlburt
Prerequisites: appropriate background.
Faculty interview and signature required.
Part time option possible; additional course allowed.
For Differential Equations see the Evergreen Times.
>Psychological Counseling (p. 86) F,W,S
Noyd
*** No new students Spring ***
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See
SPRING QUARTER INDIVIDUAL CONTRACT SPONSOR POOL
***********************************************
Listed below are the faculty who have been assigned to take individual
contracts as their main teaching load for Spring quarter. After each name
is information about the kinds of contracts in which the faculty is most
interested.
»> Remember that other faculty may sponsor contracts if .their teaching
load permits.
Richard Cellarius - See "Richard's Guide" to contracts - available in
Academic Advising.
Rudy Martin - American Studies and English Literature
>The Helping Professional (p.87) F,W,S
Cushing
*** No new students Spring ***
Hark Papworth - Anthropology, Criminal Justice, War: The Military
Industrial Complex.
>Human Health and Behavior (p. 86) F,W,S
Ott, Imamura, Cole, Ray
*** No new students Spring ***
Greg Stuewe-Portnoff - Most branches of Psychology, Mental
Health/Social Services, other areas. Provide a draft
contract proposal and have portfolio available.
>Hatter and Hotion (p. 83) F,W,S
Kelly, Youtz, Sugiyama
*** No new students Spring ***
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PART TIME PROGRAMS
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See the Spring Quarter Evergreen Times for information about part-time
offerings including the following half-time programs:
Art and the Eye
Autobiography
Critical Reasoning and Ethics
Health, Disease and American Culture
Prepare to Manage
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REGISTRATION
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Appointments to register (for continuing and on-leave students) may be made
beginning February 14 in Registration and Records or call 866-6839.
Pre-registration
- March 2 through 8.
Phone Registration
- (if no signature required)
March 2 through 8. Call 866-6837
Evening Registration - Wednesday, March 1, 5:30 to 6:30 and Monday, March
27, 4:00 to 6:00 pm.
*** New Admits Registration - At time of orientation - contact Admissions
for further information (866-6000, ext. 6170).
'If
»>
ACADEMIC FAIR
«<
***
'"
March 1, 1989 * 3:00 to 5:00 pm * Library Lobby
Full time and part time programs meeting during the day.
March 1, 1989* 5:30 to 6:30 pm * ~ibrary Lobby
Evening and weekend programs only.
Information about program enrollment available from Academic Advising and
Registration & Records.
Don't get dropped '"
Pay at least half tuition by 3:45, Tuesday, March 28, 1989 and second half
by 3:45, April 25, 1989. No postmarks are accepted.
This update published by Academic Advising (Lib. 1403) February 9, 1989
- 5-
Catalog_1988-1989.pdf