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Identifier
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Eng
Catalog_1989-1990.pdf
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Title
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Eng
Course Catalog, 1989-1990
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Date
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1989
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Creator
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Eng
The Evergreen State College
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extracted text
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Education with a Difference
" 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
Campus Life
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The Evergreen State College is fully accredited by the Northwest
Association of Schools and Colleges.
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MAlA BELLON
Family ties are central to the Native
American heritage of Maia and her brother,
Pablo, (see page 74). When both decided
Evergreen was the best college to attend,
their parents moved the whole family from
California to Olympia. Maia finished high
school during Pablo's freshman year, then
joined her brother at Evergreen.
"As first- and second-year students who
also work here, we're dOing something
students wouldn't even glimpse at other
colleges:' Maia says, referring to the intensity and involvement of academic and
social life on campus. "The faculty that
I've had want to help you out. They recognize you as a person with ideals and
goals:'
Fitting the
Pieces Together
An Evergreen education is collaborative and 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 and collaborative 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 and collaborative
learning are 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.
JIM FREEMAN
"Visual images have more impact than
written words. And visuals can cross
cultural boundaries:' says Jim. He returned from a trip through Guatemala with
all kinds of video footage depicting
people, culture and the effects of oppression, and pulled the footage into a
finished work. He enrolled in a Central
American Studies course to learn more
about the country. While at Evergreen, Jim
has also worked with a laser to make
holographic images and helped start a
neon art workshop. Next fall, he plans to
be in Evergreen's Master of Environmental
Studies program.
How the
Curriculum Works
Most students start out at Evergreen in
Coordinated Study Programs. Freshmen
generally enroll in a Core Program, then
move on to more specialized areas of study.
You can study in one full-time Coordinated
Study Program for an entire year, and occasionally for a quarter or two. Coordinated
Studies are interdisciplinary education at
its finest. In Coordinated Studies, you will
explore a range of subjects in detail, all
focused on a central problem or theme. The
program will be taught by a team of faculty
representing different disciplines; they will
coordinate your academic workload from
week to week, so you never have conflicting
assignments. You, the faculty team and 40
to 100 other students become intensively
involved in reading and discussing 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.
Individual Learning Contracts and
Internships allow upper-division students
an opportunity to study independently
using the perspectives and skills they
acquire in Coordinated Studies or Group
Contracts, although more advanced Coordinated Studies programs are also an
option. 'Th do an Individual Learning Contract, you agree ,to study and 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.
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 for a good beginning
point. If you signed up for "States of
Nature;' 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 for a
change of pace, such as ''A Tale of World
Cities" in the Humanities area. As a senior,
you may begin your transition to the "real
world" by doing a senior research project
on an environmental issue in the near-by
community, or perhaps 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.
Major Modes of Study
Coordinated
Study Program*
Individual
Learning Contract
Internship
Part-time Study
Levels
of study
Beginning,
Intermediate,
Advanced
Mostly Intermediate,
Advanced
Mostly Advanced
Intermediate,
Advanced-Seniors
Beginning,
Intermediate,
Advanced
Typical
credits per
quarter
12-16
12-16
4-16
4-16
4-11
Nature of
Study
~ Two to five faculty
~40 to 100 students
~ Students work with
several faculty,
primarily with their
seminal' 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
~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
~ 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"
~ "Habitats"
~ Political Economy
& Social Change;'
and many others
throughout
Specialty Areas
~ "Landscapes and
Biogeography"
~ ''A Tale of World
Cities"
~ Studio Project
~ "Chemical Systems"
~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
~ Ad vertising account
management
~ Psychological
counseling
~ Legislative liaison
assistant
~ Wildlife biology
~"Computer
Architecture"
~"Organic
Chemistry"
~ "Principles of
Economics"
For more
information
~ Read Core Descriptions, pages 40-45
~ Read Specialty Area
offerings, pages 46-91
~ Read Specialty
Area Offerings,
~See Academic
Advising for list
of faculty contract
sponsors
~See Internships,
page 92
~ See The Evergreen
Times, published
quarterly
* All students
Group Contract
are encouraged to begin their studies at Evergreen
advanced Coordinated Study in one of the Specialty Areas.
in a Coordinated Study Program, whether it is a Core Program or a more
EDUCATION WITH A DIFFERENCE
mage
Snapshots of an
Evergreen Program
The following is not an account of a typical program because there
is no such thing as "typical" at Evergreen. Each program is as
unique as the students and faculty who create it. But there are
strong, underlying principles in all Evergreen laboratories,
seminars and studios. To capture something of what happens at the
college, the Catalog team spent spring, 1988, visiting "Word and
Image," an advanced (senior· aaul jumior-leoel) academic program.
Monday, March 28, 9 a.m., First Day of the Quarter
Pens and fresh notebooks in hand, students file in, select a seat and
sit down. Some call out to friends, others seem a little nervous,
opening and closing their notebooks, setting their pens down on the
desk and picking them up again. At first glance, this gathering
could be a new class at any college or university.
But look closer. The first tipoff this is not an ordinary college is
that there are two faculty at the front of the class.
"I believe you know who we are:' begins one of the faculty, "but
just in case you don't, I'm Rudy and this is Susan:' He pauses and
looks intently around the room. "Susan and I have been talking
about teaching this program for seven years. I'm ready. I've got my
suit on!" The class laughs at his well- known tradition of wearing a
suit and tie on the first day of class. Then he grows more serious.
"There's a lot of excitement, a lot of anticipation here. Susan and I
studied each of your portfolios. You wouldn't be here if we didn't
believe you're capable of taking big risks."
The faculty members are Rudy Martin and Susan Aurand. The
experiences they bring to the classroom are priceless. Aurand, a
Id-year veteran at the college, is an accomplished Northwest
painter. Martin, a novelist and short-story writer, was present at
the birth of Evergreen as a member of the faculty planning team.
The 42 students are a diverse group. They come from Maine,
Florida, the Midwest, Alaska and all over Washington state. The
oldest was born during World War II and the youngest was born in
1969, two years after Evergreen was founded.
"I know there was competition to get into this class," Aurand tells
the students, "but you are not competing with each other now. In
here, we expect you to be resources for each other;'
"Word and Image" will be a one-quarter study of the relationship
between form and meaning in visual art and creative writing.
Writers will draw as well as write, and artists will write as well as
produce visual images. The purpose of this "crossover:' explains
Martin, "is not to turn poets into painters-or vice versa, but to
understand the creative connection between both forms:'
"Allow yourself to be a beginner:' says Aurand, "you're going to
make a lot of drawings that you think are UGLY. Let yourself do it.
Don't think 'ugly: think 'interesting: Make the ugly part bigger."
Students laugh but nod their heads in appreciation.
The two faculty distribute copies of the class schedule, reading
list, and program summary. It will be a busy spring. Students will
read and discuss works of fiction, articles on linguistic and spatial
intelligence, and essays on art and creativity. They'll view and
respond to well over a hundred paintings, drawings and
photographs. Students will also attend weekly seminars, lectures,
workshops and critiques. But that's not all.
"Each of you:' reads the program description, "will create an
extended body of work, representing a good five-week effort, in
either drawing/painting or writing on a theme of your choice:'
You can almost hear a collective drawing of breath as the
students reflect on the next 11 weeks. They have been challenged
to write, draw, paint and think like they never have before.
Monday, April 11, 2 p.m., Drawing Workshop
The only sounds in the studio are people breathing and the soft
scrape of charcoal on paper. A model in pink leotards sits on a raised platform and holds a parasol above her head. She's surrounded
by more than three dozen artists. For many, this is the first time
they've ever felt free to think of themselves as artists.
Occasionally, a voice gently intrudes. ''An artist;' says Aurand,
walking from easel to easel, "gives her- or himself permission to
use the whole canvas. Give yourself that permission?'
One of the people with charcoal in hand who has never thought of
himself as an artist is Faculty Member Rudy Martin. "Although I'm
reasonably confident of my ability to put words on paper;' Martin
told the students on the first day of class, "I'm a complete novice
graphically. But I'm here to learn, as well as to teach."
Martin's efforts at the easel represents a common "crossover"
experience at Evergreen. For example, a faculty physicist in
another team-taught program will lead a seminar on Emerson; a
faculty psychologist will try her hand at photography, while a
faculty musician will tackle the study of economics.
"It blew me away;' said one student, "to see Rudy up there at the
easel, struggling away with the rest of us. It made me more
fearless about taking on something new?'
At the end of the quarter, Martin will reflect: "My drawings were
legendarily awful. Students were knocked out that I'd let them see
me that close up. What was wonderful was that they joked with me
at first, but then they taught me. In the process, they taught
themselves?'
The model strikes a new pose and there is the ruffling of 42
sheets of paper. Several charcoal strokes later, Aurand says, "If at
this moment you're drawing- the figure, shift your focus and draw
the environment. Draw something that intersects the figure?'
The concentration by experienced artists and novices alike is intense. You can almost see the lines of sight between artist and
subject. "Remember;' says Aurand, "the point is not to make a good
drawing, but to improve your seeing?'
Monday, May 9, 10 a.m., Seminar
Silence. Faculty Member Martin has read a quote about art and
nature and asked for response. Except for the sounds of people
shifting in their chairs, the silence grows deeper. Th the uninformed
observer, it's an uncomfortable moment. But Aurand and Martin
wait with unruffled calm.
"Silences are highly creative:' says Martin after the seminar, "It
means people are thinking. It's a kind of creative tension;'
The quote Martin read is from Hamlet: "Speak the speech, I pray
you ... trippingly on the tongue: but if you mouth it ... I had as lief
the town crier spoke my lines. Nor do not saw the air too much
with your hand, thus; but use all gently: for in the very torrent,
tempest, and ... whirlwind of your passion, you must acquire and
get a temperance that may give it smoothness. 0, it offends me to
the very soul to hear a robostious periwig-pated fellow tear a passion to tatters, to very rags, to split the ears of the groundlings ...
"Be not too tame neither, but let your own discretion be your
tutor: suit the action to the word, the word to the action; ... for
anything so overdone is from the purpose of playing, whose end ...
was and is, to hold, as t'were, the mirror up to nature; to show virtue her own feature, scorn her own image, and the very age and
body of the time his form and pressure"
A few more seconds of silence ... then Linda Armitage, a student
from Kentucky, says, "What sticks in my mind is 'suit the action to
the word, the word to the action? What's important is not how fancy
and smooth your words or your brushstrokes are, but if they fit
your story, your action?'
The ice is broken. At first student input is tentative. There's a
subtle question mark at the end of most comments. But the silences
between statements become shorter and shorter.
"Honesty:' says a student, "that's what that quote is all about.
It's about observing things honestly and sticking to that honesty all
the way through your creations."
A discussion follows about moderation, about the creative tension
of expressing emotions while maintaining "a temperance that may
give it smoothness." Then a student says, "I'm really having a hard
time getting feeling in my third-person narratives. It all comes out
sounding like a reporter."
The comment seems unrelated. But Martin responds wholeheartedly. "The space from which a narrator speaks," he says,
"determines how closely the reader will identify. Select your details
very carefully:' He gives several examples of "up-close" character
details. It becomes clear that this apparent "tangent" bears directly on Hamlet's instructions to "hold a mirror to nature!'
"Seemingly irrelevant comments are extremely valuable in a
seminar;' says Martin later, "Sometimes students will say
something that seems way out in left field. But, often, that comment helps other people get clear about what they're thinking:'
The discussion becomes clearer and more assertive. One student
paraphrases Hamlet's challenge to the actors, and all artists: "You
have to feel your part, but not make a show of your emotions. It's
tough to do:'
The class nods in appreciation. The silences between comments
reappear. It's a different kind of silence, though. There have been
no "right" or "wrong" answers, no dramatic debates, or blinding
flashes of truth. But everyone, faculty and students alike, has
increased their understanding of themselves and their art; and the
sound between comments now is calm and reflective quiet.
Thursday, May 19, 9 a.m., Group Critique
"Criticism:' The word has a cold, scalpel-like sound. And no
wonder. Too often, according to Faculty Member Aurand, people
are subjected to criticism based on "success or failure:'
"There's the attitude that you measure everybody's work on the
same scale, resulting in a black-and-white 'this is the best; this is
not: situation;' she says. "The way we offer criticism is to look at
each work within its own context. Did the artist express what she
or he wanted in this piece? Why or why not?"
So it goes in the ''Word and Image" critiques. These three-hour
sessions, according to students, are the most valuable group activities of the quarter. Every Thursday morning, groups of students
take turns reading their prose and poetry or displaying their paintings or drawings.
"They're great critiques," says writer and potter Mary Williams, a
senior who transferred to Evergreen in her junior year. "I'd been in
hard-core writing critiques before. They were so uncomfortableeveryone was so judgmental. But the critiques Susan and Rudy led
were totally different:'
"Yes:' agrees student Linda Armitage, "that's because we had to
be able to substantiate our criticism. It was really hard work to get
beyond your tastes and prejudices and see, really see a painting or
hear a story and then to put your responses into words."
"What's there?" asks Aurand standing before a student's series of
12 photographs mounted on the wall. ''What do you see?"
Students respond by describing shapes, light, shadows, intersections and contrasts. They move on to effects and moods.
Aurand picks four students at random. "Okay, Matt, Beth, Paul
and Lillian, you're walking around Seattle and you step into an art
gallery. You see this group of photos. Take a good look. Tell us if you
see a theme among these, and if there is a theme for which photos
belong in this group and which ones don't:'
After a moment or two of self-consciousness, the four critiquers
delve into the issue of theme and unity, explaining why one picture
belongs and another one doesn't. The photographer nods her head.
It's apparent that the session is not only for the benefit of the
artist, but for the critiquers as well. "The critique;' says student
Caroline Grober, "is sort of a vision of what life for the artist could
and should be like: not competitive, but cooperative:'
Thursday, June 2, Final Presentations
It feels like a party. A table is overflowing with homemade cookies
and brownies. While no one wears a tie or high-heeled shoes,
students are decidedly "dressed up" in casual finery. Many look
tired. All are excited.
The cause of celebration is all around the large lobby of the LAB
I Building. Paintings, drawings, and photographs hang on every
available surface. It's a feast for the eyes. Tight "minimalist" work
mixes with paintings of outrageously bright colors and shapes. The
images evoke a range of emotions: tragedy, anger, mystery, humor
and joy. More artwork covers the walls of the stairwell to the
second floor where visitors are greeted by a wonderful "sculpture
garden" of clay figures amidst real grass. Meanwhile, writers
circulate about the crowd, with thick manuscripts in their arms.
The occasion is Final Presentations, a two-day, 9 to 5 culmination
of the quarter. It's the event students have been working toward,
spending hundreds of hours in the past month. Each student takes
20 to 30 minutes not only to show their theme work, but to share
what they've learned in the program.
The results are impressive. One student has created a book of
drawings and words inspired by Virginia Woolf. Not only did she
write the poems and vignettes and draw the portraits that appear
in the book, but she also typeset and bound the volume. Another
student has put her powerful words and images down on paper that
she made herself, and another has performed his one-man play
about the adversity and triumphs he's experienced as a physicallychallenged person. One student displays a series of drawings of
shells that progress from flat and stolid marks on paper early in
the quarter to a marvelous field of floating, dreaming shells that
pulse with life and imagination.
The stories behind the works are even more inspirational. A
woman who has created beautiful, haunting poems and paintings of
a child's fears and fantasies, shares the fact that until this program
she hadn't drawn for 12 years. "I told Susan:' she says, "that I quit
drawing because I thought I had to draw something really important and meaningful. But Susan, and Rudy too convinced me that I
can find all the meaning I need from my own life; that that's what's
important?'
Aurand comments later: "Subject matter is a real difference
between Evergreen and most colleges. Most schools give artists
and writers isolated courses designed to build techniques and skills.
In grad school, they start to develop content and personal imagery,
but we do that here right from the beginning. We ask students to
deal with issues they care about?'
A wide range of talent emerges during the two-day presentations.
Some people's art is much more advanced than others; some writers
are on the verge of publication, while others are just beginning. But
the real story is the progress made by each artist.
"We gave each student love and discipline:' reflects Martin. "Our
love was in the form of support and encouragement. Our discipline
was in the form of tough criticism. It wasn't criticism that said,
'this is wrong and this is right? Instead we asked everyone from the
beginners to the most advanced, 'In the context of your work, how
did you improve? Where will you go next?'
At Evergreen, it's a universal question: "Now that you've done
something better than you ever thought you could, where will you
go next?"
The answers vary for "Word and Image" students. About half the
class will graduate. Many of those remaining at Evergreen look forward to the fall when they'll collaborate on art projects; others will
take programs in the sciences, history or language. Several seniors
are looking to graduate school and some are embarking on careers
as professional artists. Others will work in the seemingly unrelated
fields of sciences, businesses or the helping professions. There is
the shared conviction that regardless of the career they pursue,
what they have learned in "Word and Image" about growth,
creativityand
communication will not be peripheral, but central to
their lives and work.
WHeN I
I
WAS
CAME.' To
EVERGRE:EN)
OPAQUE CuBE. WITH
N()
FIRST
AN
LI
D.
Student-Centered
Learning
A Sense of Community
CHRISTINEKIRK
Evergreenhas been a family affair for
Christine.Both her brother, Carl, and her
mother,Judy, attended the college. While
Carlconcentrated on computer studies and
Judy worked in the arts, Christine is
blending the arts and business. After two
yearsof taking, programs with a strong arts
emphasis,she'll enroll in the "Management in the Public Interest Program:'
Her favorite program so far has been
"The Divided Self," which encouraged
self-discovery through the arts. "I grew up
then:' she says. "I was involved in a group
project that studied how women are
lookedat in society. I don't know how else
to say it, but I'm going to be myself:'
Evergreen prides itself on being a distinctive student-centered learning environment.
Being "student centered" means that
teaching and learning is the primary mission of the institution, and that the structure of the college promotes effective learning. Being student centered also means that
students are given meaningful opportunities for exercising choice, developing their
own perspectives, and becoming socially
responsible citizens.
Evergreen's philosophy is that education
should enhance the breadth and depth of
students' knowledge and skill and foster a
sense of personal empowerment and social
responsibility. Three basic tenets of this
philosophy are (1) that students should
begin in broad, interdisciplinary programs
and work toward more independent, specialized study, (2) students know best what
subjects and styles of learning they need in
their four years of college and (3) since
learning is by its nature a social activity, it
is best fostered in a collaborative, rather
than a competitive, learning environment.
Evergreen's planners envisioned a college
that would be a community of diverse
students, faculty and staff working together
harmoniously and creatively. Evergreen's
curricular structure helps build this sense
of community. Enrollment in year-long programs gives students a more coherent and
focused education and provides ample
opportunity for students and faculty to
become well acquainted.
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 interesting and diverse 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 Students, 1987-88
For more information, see page 113.
Evergreen's
Two Campuses,
Enrollment
3055
Olympia
2816/92%
Graduate students
Tacoma
1081 4%
Race
Asian
96/3%
Black
91/3%
Caucasian
2772/91%
Mexican/Latino
51/2%
Native American
45/1%
Age
18-24 years old
1650/54%
25-29 years old
428/14%
30-39 years old
642/21%
40+ years old
335/11%
Median Age:
1987-88
Total
OlympiaMain campus
Tacoma
Program
2772/91%
Students
2510192%
49145%
2831 9%
2091 8%
59155%
Female
1657/54%
1427/52%
64/59%
Male
1398/46%
1292/48%
44/41%
Caucasian
Students of Color
1541 5%'
23.5
Other Evergreen
Differences
Our Faculty
Narrative Evaluations
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 Evergreen. On the average, our faculty spend nearly one-third more hours in
direct teaching contact with their students
than is the norm at most public institutions
of higher education.
Evergreen faculty write narrative evaluations of each student's work instead of giving grades. These evaluations describe in
detail just what the student planned to do
in the program or contract; how well they
approached and solved problems, worked
with others and expressed themselves in
written and spoken work; the student's area
of concentration; and how well they
succeeded. Narrative evaluations precisely
chart the student's academic development
and achievement, providing him or her
much more meaning and insight than any
set of letter or number grades.
The faculty evaluation of student work
also lists a set of Course Equivalencies that
divide the program or contract into its constituent parts to aid other schools or future
employers in "translating" the credit earned into approximations of traditional
courses. Sometimes these equivalencies are
easy to make, i.e., "4 credits-Introductory
Psychology, 3 credits-Theoretical
Physics";
but sometimes the program work resists
simple translation. In either case, these'
equivalencies are generally indicated at the
end of each program description in this
catalog, and initial program materials.
Faculty members have final responsibility
for seeing that their program's curricular
plan is carried out. They also bear final
responsibility for all matters of academic
credit.
In programs, the criteria for awarding
credit are spelled out in program covenants
and should also be specified in each individual contract. Although there may be some
negotiation between you and your faculty
on particular matters, the program covenant, or the contract, always sets the limits.
You can and should discuss all this
thoroughly with your faculty.
At Evergreen, You'll Become
an Independent Thinker
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 fivemember 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 cooperatively-abilities
Evergreen graduates have found extremely
helpful in their lives' and careers.
Self· Evaluations
Evaluation Conferences
Evergreen Works
Each student also writes a self-evaluation.
You will describe your work in your own
words, explaining what was most important
to you, and why. You will offer evidence of
your comprehension and provide details
about your progress and success in the program. The self-evaluation, when done
carefully and seriously, often represents a
major part of your learning experience, for
in it you summarize your experience, putting everything in order and connecting this
study to your past learning and future
directions. Self-evaluations are often the
most revealing documents in a student's
transcript.
This final week of every quarter is Evaluation Week. It corresponds to the conventional "exam week;' except that it is
devoted entirely to writing and discussing
student and faculty evaluations.
Each faculty member has somewhat different practices, simply because each has a
personal style. But there are some uniformities. Students in programs and contracts
should have individual conferences with
their faculty to discuss the evaluations.
Your self-evaluation, your evaluation of the
faculty, and the faculty evaluation of your
work are all part of conference discussions.
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 postgraduation 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 selfevaluations encourage active involvement,
systematic and imaginative analysis, and
responsibility. These are the qualities that
graduate schools and employers are looking
for in graduates.
Your Transcripts
Student Evaluations of FacuHy
Students have the right and responsibility
to evaluate the work of their faculty sponsors and seminar leaders. These evaluations
are used by the faculty in their own
development, and can guide them toward
the improvement of their own teaching
strategies. Faculty need to know specifically
what you think has and has not worked.
Student evaluations of faculty also are
used by the academic deans, along with
other information, in helping with faculty
development, and in determining whether
or not faculty are retained. At a school
where teaching is the most important commitment, student evaluations of faculty are
among the most important documents.
You can complete your evaluation of any
faculty member with whom you work after
they have completed your evaluation. This
eliminates any suggestion that their award
of credit may have been influenced by your
evaluation of them, and allows you to give a
frank critique. This is done by turning your
evaluation in to the program secretary who
gives it to the faculty member after credit
has been awarded.
Student transcripts consist of both faculty
evaluations and student self-evaluations,
along with detailed program descriptions or
actual Individual Contracts. It also contains
a cover sheet listing the course equivalencies of your work for readers who want a
quick overview. Thus, when you send your
Evergreen transcript to another school or .
future employer, they receive a detailed
history and evaluation of your work here,
not a set of course titles and letter grades.
This transcript is hefty, but written careful:
ly, it can be a highly useful document, lending the weight of substantial evidence in
support of your letters of reference.
A Week in the Life of an Evergreen Student·
Monday
Tuesday
Wednesday
Thursday
Friday
Lecture
10:30 a.m.12:30 p.m.
Skills workshop
or lab
9:30 a.m.12:30 p.m.-
Library
research'
8 a.m.-noon
Lecture
10:30 a.m.12:30 p.m
Seminar
10:30 a.m.12:30 p.m.
Individual
Conference,
Study
1:30-3 p.m.
Seminar
2-4 p.m.
Field trip
1:30-6 p.m.
Study, write
papers
Governance
1-5 p.m.
Governance
3-5 p.m.
* This is one example of a schedule in a Coordinated
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, work-study hours, recreational events and other activities.
Eight Easy Steps to
Picking Your Program
The first step for entering freshmen is
3. Other things to look for in the catalog:
usually a Core Program. Core Programs are
o Look at the Academic
Pathways
actually foundation-level Coordinated Study
described in the Specialty Areas where
Programs-broadly
interdisciplinary and
your interests lie. Pathways will suggest a
taught by a faculty team whose expertise
logical sequence for your years of study in
spans several academic fields. Most Core
a particular field, and help you decide
Programs last a full academic year. Often
where to begin.
they are just as appropriate for transfer
o Examine
the planned equivalencies
students or those in their second year at
at the end of each program description to
Evergreen. Core Programs are designed to
see the full range of subject matter it will
help first- and second-year students undercover. The equivalencies may change as
stand and take full advantage of the acafaculty develop the program's theme, but
demic opportunities Evergreen offers. Core
the catalog description will give you a
Programs also provide students with opportunities to strengthen academic skills
general idea of content.
they'll need at Evergreen and in later life:
o Browse over a number
of possibilities
college-level reading, writing, research and
before you settle on one. Try to choose at
discussion skills. Evergreen's goal is to help
least three alternates before you take the
you become a self-directed learner who can
next step.
continue to grow intellectually throughout
4. Discuss your choices and goals with your
·life.
faculty, or with the faculty and staff in the
Academic Advising Office. Academic Advis1. Consider what you want to study.
ing keeps program descriptions that will
Consider your career goals, if you already
have been expanded and updated from what
have them. Consider also anything else that
you read in this catalog. Often, programs
interests you and is important to you. It is
which appear only vaguely appropriate in
true that you usually take only one program
the catalog reveal themselves as exactly
at a time at Evergreen, but those programs
appropriate and personally exciting when
cover many different subjects. So, give
you read the latest details. Academic Advisyourself the chance to learn broadly.
ing also gives you information about new or
2. Read the catalog to find the appropriate
revised programs.
program for you.
.
5. Attend the Academic Fair,
o If you are a freshman,
which is described on page 22. The faculty
your choice should be one of the Core Prowill be assembled there, all in one place at
grams that interest you the most. Core
one time, sitting at tables marked with
Programs are described on pages 40-45.
their program titles. You can discuss proAny Core Program can lead into any later
gram content, style and requirements
area of specialization.
directly with the program faculty .
If you are a transfer student,
o Ask all questions,
share your puzzlements
look up the subjects that interest you in
and enthusiasms. Don't hesitate to ask for
the Academic Index, beginning on page
advice. If a program isn't right for you,
111. This lists all the programs which
faculty will direct you to other options.
cover your subjects. Sometimes a Core
Program will look just right, especially if 6. Choose your program.
In all these discussions-with
the Academic
you are transferring as a first- or secondAdvising Office, with prospective facultyyear student. For some transfers, an inkeep your goals in mind and, also, the
termediate or advanced program in a
range of your interests and needs.
specialty area may be the right choice. If a
Specialty Area is listed under your subject
o Ask for any help you need in making
in the index, read over all the offerings in
your choice.
that area.
7. Register.
You can register for the full duration of a
program, whether it is one, two or three
quarters long.
•
0
8. Pay your tuition by the deadline,
and that's it! You're ready to attend your
first seminar.
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 22) is
an 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.
,
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 92 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 pages 18
and 19.
Are all 1989-90 programs listed in this
catalog, or are others added later?
Most full-time programs were planned more
than a year before the 1989-90 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.
What are Ever-green'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 46-91). 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 are advanced study opportunities
at
Evergreen?
Coordinated Studies programs and group
contracts are available for advanced, upper
division students in the specialty areas and
as interdivisional offerings. Advanced
students may also pursue individualized
options, such as individual contracts, internships, the senior thesis option or enroll in
the student-originated
study programs
available in the humanities and the arts.
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 19.
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.
Can I take more than one program at a
time?
Since Evergreen believes that focused
study in one program is what makes the college distinctive, taking more than one program or a series of courses at one time is
not encouraged.
Can I take courses in addition to a fulltime 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. Individual contracts are only available
in very limited numbers. Entering students
should not seek individual contracts.
An Evergreen
Glossary:
Because Evergreen's approach
to education is unique, we've
devised a specialtenninology
over the years. Learning how
these key terms are used at
Evergreen will help you
understand our practices and
procedures.
Academic Advising
A key part of the Student
Advising Center, the Academic
AdviSing Office provides
students with up-to-date information on programs, faculty
and academic services. You'll
also receive advising-formal
and informal-on
an ongoing
basis from faculty in your pro~grams and areas of interest.
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.
I.
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
101.
The approximate course titles
and credit hours listed at the
end of the proqram descriptions on pages 40-91. 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 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.
Stands for the Cooper Point
Journal, Evergreen's student
newspaper
Career Pathways
( 0 () pel
.~.fl·
...--------.
~
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 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.
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
studying in several disciplines
and improving skills such as
college-level reading, writing
and research. For more information, turn to page 40.
I) o I
Credits
~ •
and it means t~e coll~ge's FM
community radio station.
•
JOURNAL
Around here, it's spelled KAOS
Contracts
Equivalencies
Part-time courses supplement
the main curriculum. For a
sense of how they fit in, see
the "Major Modes of Study" on
page 7.
CPJ
The way to specialize in a particu~ar 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
Courses
\1 _
"
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 40-91.
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
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 "Evergreen environment," meaning
the sense of campus
community.
II
t
Evaluation
Evergreen's grading system
consists of a narrative evaluation 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.
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.
Faculty Sponsor
A student's chief instructor during any given quarter in a
Group Contract, Individual Contract or Internship.
Field Trips
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.
An individual study plan agreed
to by a student and a faculty
sponsor. May include readings,
writing, painting, photography,
field studies and researchwhatever suits your 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 and available
only in limited numbers. Academic Advising has information
on how to proceed and which
faculty might be appropriate
sponsors.
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.
·~~~
Internships
~~
.
Governance
An ongoing process at Evergreen, where we try to make
decisions together. Governance
is conducted 3-5 p.m. on Mondays and 1-5 p.m. on Wednesdays. Students participate in
governance along with staff and
faculty members-don't
be surprised if you're asked to serve
as a member of a OlE 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.
Seminars
Individual Learning
Contracts
First Peoples
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.
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 Internships.
For additional information, see
the "Major Modes of Study"
chart on page 7, read the information on page 92, and visit
the Cooperative Education
office.
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 26 and 92 for more
information.
a
I
••
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.
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.
Organic Farm
Interested in learning about agriculture? See pages 5~and 101.
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.
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, 1988.
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
Specialty Areas are listed in
''The Condensed Curriculum"
on page 36.
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.
Part-time Study
Interdisciplinary
Study that covers more than
one academic discipline. Many
Evergreen programs involve
study in three or more 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.
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,
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.
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. Evergreen believes that developing
the ability to assess oneself is
an important ability in the
modern world. Student selfevaluations are part of their formal academic record.
Transfer Credit
Academic credit transferred to
Evergreen from another institution of higher learning. Usually
given only for academic, as opposed to technical, coursework.
Diane Kahaumia
Coordinator 01
Minority
Recruitment
Carolyn Sunstrom
Coordinator 01 High
School Relations
Sandy Campbell
Coordinator 01
Community College
Relations
For more information about Admissions,
call (206) 866-60'00, ext- 6824_
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
backgrounds.
The 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,
First·Year Students
Normally, graduates in the upper half of
their high school graduating class who have
a minimum 2.5 GPA and 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 (composition, creative writing, literature);
2. Two years of mathematics selected
from algebra, geometry, trigonometry,
advanced algebra and higher-level courses;
3. Two years of science including one year
of laboratory science (biology, chemistry,
physics, ecology; and
4. Two-and-a-half years of social studies.
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 programs.
Any student with less than 40 college
credits must also submit AGI', SAT or
WPGI' scores. At this time, no minimum
score is required.
Admission 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.
Criteria 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 fmished in good
academic standing. Normally, a 2.0 minimum GPA (or equivalent) is required. A
large number of withdrawals, incompletes
or no-credits may be seen as a lack of
satisfactory progress. 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 collegelevel 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). Any
student with less than 40 quarter hour
credits must also submit ACT, SAT or
WPCT scores.
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 college 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 as
all transcripts of previous college work, will
result in disenrollment.
Other Criteria
1. GED. 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
be considered for conditional admission by
submitting additional information such as a
personal letter 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.
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 (U.S.) 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.
To Apply for Admission
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,
accompanied 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 transfer coursework, 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.
3. Students applying as first-year
students must submit ACT, SAT or WCPT
scores as part of the application process.
First year applicants are considered for
Fall Quarter only, unless otherwise announced. Transfer applicants are considered
for Fall, Winter and Spring Quarters unless
otherwise announced.
Application Deadlines
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. Applicants must submit an application and fee in order to begin their
application process.
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.
Notification and Deposit
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.
Students who wish to participate in advance registration may be asked to submit
their $50 deposit by an early deadline.
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.
Attention: Housing and Scholarship Applicants
. 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. Contact the Dean of Enrollment Services for
scholarship information.
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
baccaiaureate degree. Both categories may
be limited in the amount of credit for which
students can register.
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.
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.
Th 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 and obtain
the Transfer Guide. 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 also, Prior Learning from
Experience, 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, and
is evaluated on a case-by-case basis.
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.
Upside-Down Program
If you hold a vocational or technical
associate degree from an accredited twoyear community college, you may be eligible
for the Upside-Down Program.
Working with a faculty committee, you
earn 90 credits at Evergreen in interdisciplinary study designed to assure a level
of general education comparable to other
bachelor's degree recipients. Upon successful completion of 90 credits, your
voc/tech degree, including all transfer
credit, will be posted as 90 transfer credits
and you will be recommended for a
bachelor's degree. Non-completion of the
recommended 90 Evergreen credits results
in a course-by-course evaluation of the
voc/tech 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 upperdivision levels.
Earned pilot's licenses are another source
of credit which may transfer. Varying
amounts of credit are awarded for a commercial/instrument license, multi-engine
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.
Financial Aid
Karen Wade James
Financial Aid
Counselor
John Mclain
Financial Aid
Counselor
For more information about Financial
call (206) 866-6000, ext. 6205_
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
1989-90 Financial Aid Form to the College
Scholarship Service by March 1, 1989, to
receive full consideration for all available
campus-based financial 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. 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 full-time 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 the student 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 on-campus
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 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.
Scholarships
Institutional scholarships are coordinated
by the Office of the Dean of Enrollment
Services. Eligibility criteria vary.
• Mark Blakley Memorial Scholarship:
awarded to new or continuing student pursuing the creative arts.
• Ward Bowden Merrwrial Scholarship:
awarded to new and continuing students
with financial need and who are interested
in the field of journalism or political science.
• Roger F. Camp Memorial Scholarship:
awarded to a full-time second-year
Evergreen student with financial need.
• Lloyd Colfax Memorial Scholarship:
awarded to a Native American student who
has been admitted to the Teacher Education Program.
• Carleton Morris Cooley Scholarship:
awarded to a continuing student with senior
standing who has excellent writing skills
and participates in college governance.
• Cultural Diversity Scholarships:
awarded to new and continuing American
students who can contribute to the cultural
and ethnic diversity of the college.
• Edith K. Draham Scholarship: awarded
to new and continuing Evergreen students
with financial need and demonstrated
ability in fiction writing.
• First Peoples Scholarships: awarded on
the basis of merit to new students of color.
Aid,
EDUCATION WITH A DIFFERENCE
• Foundation Scholarships: awarded to new
full-time students who have made distinguished contributions in their community,
studies or other work.
• Saul and Dayee G. Haas Foundation
Award of Merit: awarded to a continuing
Evergreen student with junior or senior
standing pursuing studies in the communications field.
• Gordon Herom Memarial Scholarship:
awarded to students who are at least 40
years old and display superior academic
promise, and who are returning to college
or entering for the first time after an
extended time away from higher education.
• Ethel MacPhail Scholarship: awarded to
a new or continuing female student with
junior or senior standing pursuing full-time
studies in business management or a
related field.
• Shauna May Memorial Scholarship:
awarded to a new or continuing student
pursuing studies in the humanities.
• Charles J. McCann Merit Scholarship:
awarded to a full-time senior who has been
at Evergreen for at least a year and who
has shown the capacity to work well with
others and demonstrates the ability to
design and carry out a plan of study, and
does it well.
• Pleneurethics Society Scholarships:
awarded to continuing upper-division
students in anthropology, journalism, literature, mathematics, natural sciences,
philosophy or psychology
• Scholar-Athlete Awards: given as needed
to students who demonstrate dedication to
their studies and athletic endeavors.
• Jackie Robinson Memorial Scholarship:
offered to a current full-time Evergreen
junior or senior who is recognized as a student from one of the protected ethnic communities for their academic achievement
and outstanding commitment to community
involvement and social justice.
• Jess and Hanna Spielholz Scholarship:
awarded to upper-division continuing
students who have successfully completed
academic work in health education or a
closely related field and who demonstrate
excellent communications skills.
• Masters in Public Administration
Fellowship: awarded to a student in the
program who demonstrates promise for continued intellectual and professional
development.
• Masters in Environmental
Studies
Fellowship: awarded to a student in the
program who demonstrates promise for continued intellectual and professional
development.
• Brian Williamson Memarial Scholarship:
offered to students with senior standing
who have earned a minimum of 48 credits at
Evergreen and demonstrate a commitment
to the environment and to humane and effective solutions to environmental problems.
• John Walker MPA Fellowship: awarded to
a woman in the MPA program based on her
promise for continued intellectual and professional development.
Materials submitted for a scholarship
become the property of the college and cannot be returned.
For more information about scholarships,
call (206) 866-6000, ext. 6310.
Residency Status for Tuition and Fees
Th 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 earlier than the 45th
calendar day prior to the quarter in which
you believe you will become eligible, and no
later than the 30th calendar day of the
quarter in which you believe you will
become eligible. Applications are available
at the Office of Registration and Records.
Processing takes approximately ten days.
If you register during the "regular registration" period, you must pay tuition and
fees at that time.
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 ninemonth academic year. They are projections
for the 1989-90 year and subject to change.
Tuition and Fees
(Full-time
undergraduate)
For more information about tuition
fees, call (206) 866-6000, ext. 6180.
and
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., MondayFriday.
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.
Nonresidents
$1317
$4581
Books and Supplies
495
495
Housing and Meals
3384
3384
Personal Needs
1080
1080
In-State Travel
720
720
$6996
$10,260
Total
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.
Reeidente
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
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
EDUCATION WITH A DIFFERENCE
Tuition and Fees
Miscellaneous
These are projected tuition and fees* for the 1989-90 academic year** and may be subject to
Mandatory health fee (quarterly)
$ 20*
2_50**
WashPIRG (quarterly;
refundable)
.
Housing deposit/administrative
fee
Rental contract
60
Unit lease
100
Transcript
10
chamqe:
Enrollment
Status
Quarter
Credit Hours
Full-time
undergraduate
students
10-16
Part-time
undergraduate
students
9 credits
or less
Southeast Asian
Veteran graduate
students
Nonresident Tuition
$439 per quarter
$1527 per quarter
Extra transcripts ordered
at same time
Southeast Asian
Veteran undergraduate students
Full-time graduate
students
Part-time
graduate
students
Washington Resident Tuition
Fees
9-12
8 credits
or less
$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
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 Quarter
5
5
6
25
50
15
50
25
10-25
5-100
Year
Parking
$153 for 3 credits or more;
$124 for 2 credits minimum
Does not apply
*A $74 fee for student Services and Actjvities is included in tuition. For other fees, see the "Miscellaneous
Fees" chart on this page.
**Tuition and fees may vary Summer Quarter, which is not part of the regular academic year.
Automobiles
Motorcycles
_75
.75
$22
11
$54
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 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.
Academic Regulations
Amaldo Rodriguez
Dean of Enrollment
Services
Judy Huntley
Assistant to the
Dean for Records
and Registration
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 be
asked to participate in an orientation and an
academic advising session before you
register. The Admissions office will inform
you about the dates.
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 changes 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
on- and 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 29.)
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 29.
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 29.
Enrollment
Status
Full-time
Status
Part-time
Status*
Undergraduate
Students
12-16
credits
11 credits
or less
Graduate
Students
9-12
credits
8 credits
or less
Veteran
Students
Important: VA standards
for full-time training are
different than Evergreen's. The "seat-time"
rule requires a specific
amount of time in classroom situations. Th 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
registered 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).
For more information about Academic
Regulations, call (206) 866-6000, ext. 6180.
EDUCATION WITH A DIFFERENCE
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. For
more about this unique way of grading, turn
to page 10.
Appeals of Evaluation
Wording and Credit
The faculty member has the right to make
the final determination of credit and evaluation wording. However, students have a
right to an appeal for mediation and procedural review. A right to an appeal should
be identified in each program covenant, but
is presumed to exist in any case as a right
to appeal to the members of a program
team who are not directly involved in the
award of credit. For cases where a student
is working with a single faculty member or
where all members of a program team are
directly implicated in the evaluation, a
student may appeal directly to the dean
responsible for that program team. Typically, when the student is a member of a
program, the first appeal should be made to
the program team. If a satisfactory resolution to the issues is not reached, a further
appeal may be made to the team's academic
dean.
To make an appeal, a student should submit a written notice of appeal to other
members of a faculty team with a duplicate
copy to the dean responsible for that
program.
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.
Since your self-evaluation becomes part of
your permanent transcript, pay close attention to spelling, typographical errors, appearance and content before you turn it in.
Your self evaluation cannot be removed or
revised once it has been received in the
office of Registration and Records.
The entire body of information is mailed
when a tmnscript is requested, although
Academic Honesty
graduate students who also attended EverAcademic honesty is a necessity in a learning community. It makes coherent discourse
green as undergraduates may request
possible, and is a condition for all sharing,
transcripts of only their graduate work.
dialogue and evaluation. All forms of acaPlease allow two weeks for processing between your request (and $10 fee) and mailing
demic dishonesty, including cheating,
of the transcript. Evergreen reserves the
fabrication, facilitating academic dishonesty
right to withhold transcripts from students
and plagiarism are violations of the Social
who are in debt to the institution. If you
Contract. Cheating is defined as intentional
using or attempting to use unauthorized
need more information on this issue, contact
the Office of Registration and Records.
materials, information or study aids in any
You maintain your own portfolio, which
academic exercise. Plagiarism is defined as representing the works or ideas of another
should include official descriptions of all
as one's own in any academic exercise. It
your programs and contracts, copies of
faculty evaluations, and your own selfincludes but is not limited to copying
evaluations, particularly those not in the
materials directly, failure to cite sources of
transcript. You should also include examples
arguments and data, and failure to explicitof your best work and any other pertinent
ly acknowledge joint work or authorship of
information.
assignments.
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 fewer than threefourths 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.
If you have a baccalaureate degree from a
regionally-accredited institution (including
Evergreen), and wish to earn a second
baccalaureate degree, you must earn at
least 45 additional quarter credit hours as
an enrolled Evergreen student.
The B.S. degree requirement also includes
72 quarter credit hours in mathematics and
natural science, of which 48 quarter credit
hours must be in advanced subjects.
Concurrent award of a B.A. and B.S. requires 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.
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 20,0
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.
EDUCATION WITH A DIFFERENCE
Condensed
Curriculum
1989-90
Special Features of the Curriculum, 38
Environmental Studies, 50
Credits
F
Interdivisional Offerings, 38
Advanced Interdivisional Offerings, 39
International Studies, 39
Habitats: Marine,
Terrestrial and Human, 52
48
• ••
Core Programs, 40
Credits
Rags and Riches:
at End of 20th Century, 42
48
Great Books: Pursuit of Virtue, 42
48
Evolution, 42
32
u.s.
Reconstructing
the Past, 43
16
States of Nature, 43
48
Earth, Wealth and
Democracy's Promise, 43
48
Ways of Knowing, 44
48
Exploration, Discovery
and Empire, 44
48
Ourselves Among Others:
Cultural Perspectives in Arts, 44
48
The Secret Garden: Landscape
into Art and Science, 45
16
F
W
s·
•••
•••
••
•
•••
•••
•••
•••
•••
•
Applied Social Theory. 46
Mass Media, Popular Culture
and Folklore, 48
48
•• • •
Gender Images, 48
48
•••
Making a Difference:
Doing Social Change, 48
Teacher Education,
49
48
•••
•••
Principles of Biology:
Cells and Organisms, 52
8
Mammology 52
16
Ornithology, 53
16
Ecological Agriculture,
Landscapes
53
48
and Biogeography, 53
Natural History of Hawaii, 54
•
•
•
•••
•
..
16
A Tale of World Cities:
Anthropological Perspectives,
Tribal Resource Development,
16
WS
54
54
48
16
•••
•
Making a Difference:
Doing Social Change, 55
48
•••
Chemical Systems and
Environmental Analysis, 55
32
••
Expressive Arts, 56
Introduction to Music
and Theater, 58
48
•••
Recording and Structuring
Light and Sound, 58
32
Form and Invention 58
24
••
••
•
•
Studio Project: Drawing, 59
16
Studio Project: Sculpture, 59
16
Studio Project: Photo, 59
16
•
Diversity in American Art, 60
16
The Artistic Imagination,
48
•
•••
•
•
••
•••
••
•
60
Performance
Art: Workshop, 60
16
Playwrights,
Plays and Players, 61
16
The Act of Theater, 61
32
The Structure
48
of Chaos, 61
Serious Music, 62
32
Seeing What's There, 62
16
S.O.S.
(Student-Originated
Gender Images, 63
Studies), 63
16
48
•
••
Humanities, 64
Credits
F
American Studies 1,1840·1910, 66
32
~ ~
S.O.8. (Student-Originated
in the Humanities, 66
Studies)
16
Gender Images, 66
48
A Tale of World Cities:
Anthropological Perspectives,
The Artistic Imagination,
Playwrights,
66
67
of Chaos, 67
The Art of Conversation,
16
48
~ ~ ~
16
48
Seeing What's There, 67
16
67
The Human Condition:
Time, Place, Values, 67
~ ~
~ ~ ~
~ ~ ~
~ ~
~
~ ~ ~
~
~
48
48
Plays and Players, 67
The Structure
W S
The Classical World, 70
48
Japanese Studies, 70
48
German Culture, 71
48
71
16
~ ~ ~
~ ~ ~
~ ~ ~
~
Management
and the Public Interest, 72
Management
and the Public Interest,
n
Credits
F
Political Economy
and Social Change, 77
32
Political Economy of the Family, 78
32
~ ~
~ ~
Making a Difference:
Doing Social Change, 78
48
~ ~ ~
Human Condition:
Time, Place, Values, 79
48
Science of Mind, 79
48
~ ~ ~
~ ~ ~
72
48
Making a Difference:
Doing Social Change, 73
48
Tribal Resource Development,
73
16
~ ~ ~
~ ~ ~
~
Native American Studies, 74
Science, Technology and HeaHh, 80
48
Molecule to Organism, 85
48
Data to Information,
48
Student-Originated
85
Software, 86
48
Physical Systems, 87
48
Chemical Systems and
Environmental Analysis, 87
32
Mathematical
48
Systems, 88
~
~
~
~
~
~
~
~
~
~
~
~ ~
~ ~
~
48
32
Health and Risk
in Modern Society, 89
48
Psychological Counseling, 89
48
Helping Relationships,
48
~ ~ ~
~ ~ ~
~ ~ ~
48
~ ~ ~
89
Evergreen-Tacoma,
Story and Image:
Multicultural Perspectives,
32
~ ~
Global Studies:
The Riddle of the Circle, 91
16
~
~
~
~
~
~
Human Health and Behavior, 88
~ ~ ~
76
~
~
~
~
~
~
Science of Mind, 88
48
Tribal Resource Development,
48
Energy Systems, 87
Selection: Strategies in Choice
for the Open Moment, 76
76
W S
Center for the Study of
Science and Human values, 79
Matter and Motion, 85
Language and Culture Center, 68
The Art of Conversation,
Political Economy
and Social Change,
90
~
Special Forms of Study
and Academic Resources, 92
Graduate Study at Evergreen, 94
Key
* F-Fall
Quarter
W-Wmter Quarter
S-Spring Quarter
Master of
Environmental
Studies, 94
Master of
Public Administration,
95
~ ~ ~
~ ~ ~
Special Features
of the Curriculum
Interdivisional Offerings
A well-knownaspect of Evergreen's interdisciplinary curriculum is th~ ~y.acad.emic
programs integrate several disciplines m
the study of one problem or the~e. T~e
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.
A Tale Of World Cities:
Anthropological Perspectives
Primary Area: Environmental Studies
Related Area: Humanities
Sponsor: Eric Larson
.
The course of human history changed With
the onset of settlement in cities. This group
contract will study such settlement, choosing examples from pre-industrial times, the
19th century and the modern world. We will
read primarily in anthropology, soci~l
history, and literature. See the Enmronmental Studies specialty area for a complete description.
The Artistic Imagination
Primary Area: Expressive Arts
Related Area: Humanities
Coordinator:Jean Mandeberg
This program will examine the artistic process through a fusing of studio work (twoand three-dimensional) and study in art
history. See the Expressive Arts specialty
area for a complete description.
Playwrights, Plays and Players
Primary Area: Expressive Arts
Related Area: Humanities
Sponsor: TBA
.
This group contract focuses on the transitions that occur from the playwright's
original work to that work's adaptation for
the stage through the individual actors' and
ensemble's final performance of the original
work. Students from this contract will collaborate with students from another fall
contract "Performance Art: Workshop:' in
preparation for "The Act of Theater" group
contract, which is offered Winter a.nd
Spring Quarters. See the Expresst~e ~rts
specialty area for a complete description.
Seeing What's There
Primary Area: Expressive Arts
Related Area: Humanities
Sponsor: Pete Sinclair
"Seeing What's There" is an introductory
group contract in the humanities. It is
designed to help students and faculty in the
program learn to see bet~er in .reading,
writing, field work and diSCUSSIOn;
and to
help each person learn to make better
public use of what he or she sees. See
Expressive Arts specialty area for a complete description.
The Art of Conversation
Primary Area: Language and Culture Center
Related Area: Humanities
Sponsor: Susan Fiksdal
In this group contract we will study conversation from a linguistic perspective. The
core elements of our study will be an introduction to linguistics and to conversational
analysis. See the Language and Culture
Center for a complete description.
Making a Difference:
Doing Social Change
Primary Area: Management and the
Public Interest
Related Areas: Applied Social Theory,
Political Economy and Social Change,
Environmental Studies
Coordinator: Paul Mott
Effective methods do exist for making a difference, for being an effective advocate for
social change. Increasing students' skills
and knowledge about the ethics, goals and
practices of doing change is the basic purpose of this program. See the Management and Public Interest specialty area for
a complete description.
Chemical Systems and
Environmental Analysis
Primary Area: Science, Technology
and Health
Related Area: Environmental Studies
Sponsor: TBA
This group contract will cover chemi.cal
equilibrium, chemical thermodynaml~s,
chemical kinetics, and quantum chemistry
and examine applications of each to
environmental modeling and environmental
problems. See the Science, Technology and
Health specialty area for a complete
description.
Advanced Interdivisional Offerings
Just as the preceding programs and group
contracts cut across Evergreen's curriculum
at the intermediate level, the programs
listed below provide advanced opportunities
for upper-division students who have welldeveloped reading and writing skills, and a
facility for interdisciplinary study, These
advanced interdivisional Coordinated Study
Programs have been created for 1989-90 to
explore themes and issues that span a
number of disciplines and educational
approaches from different specialty areas,
Gender Images
Primary Area_-Applied Social Theory
Related Areas_' Expressive Arts, Humanities
Coordinator: Sally Cloninger
This program will investigate the many
dimensions of gender-as a cultural
category defining appropriate male and
female behavior, as a principle of social
stratification, as the epistemological basis of
formal knowledge-and
attempt to under- .
stand its impact in human communities. See
the Applied Social Theory specialty area
for a complete description.
The Structure of Chaos
Primary Area: Expressive Arts
Related Area: Humanities
Coordinator: Bob Haft
Contemporary physics has demonstrated
that underlying many seemingly chaotic
events are elegant and often surprisingly
beautiful structures. This program will look
at this phenomenon as it relates to the
world of art. See the Expressive Arts
specialty area for a complete description.
The Human Condition:
Time, Place, Values
Primary Area: Center for the Study of
Science and Human Values
.Related Area: Humanities
Coordinator: York Wong
This program's goals are (1) to understand
the scope and limitations of using time to
filter knowledge and values in the sciences
and humanities; (2) to study other organizing factors that challenge these findings;
(3) to re-interpret conceptions of nature,
people, person; and (4) to imagine new relationships and societies. See the Center for
the Study of Science and H.uman Values for
a complete description.
Energy Systems
Primary Area: Science, Technology and
Health
Coordinator: Robert Cole
This program's goals are to develop an
understanding of energy-related issues; to
achieve some ability to deal with energy
policy, economics and politics; to acquire
technical ability to deal with passive and
active energy systems; and to learn the
elements of good design. See the Science,
Technology and Health specialty area for a
complete description.
Science of Mind
Primary Area: Science, Technology and
Health
Related Area: Center for the Study of
Science and Human Values
Coordinator: David Paulson
A "cognitive revolution" has transformed
the intellectual landscape. There is renewed
interest in interdisciplinary study of the
human mind that brings together elements
of cognitive psychology, philosophy, computer science and neurobiology in order to
create a new systematic understanding of
how the human mind operates. The
"Science of Mind" program will explore this
new territory. See the Science, Technology
and Health specialty area for a complete
description.
.
Health and Risk in Modern Society
Primary Area: Science, Technology and
Health
Coordinator: Justino Balderrama
We live and survive in a culture which proposes that human knowledge informs and
allows us to respond creatively and appropriately to complex human health problems
and dilemmas. Assuming a social systems
perspective, this program will study the
rise of the medical-industrial complex
within a capitalistic political economy. We
will examine the social, economic and
political, as well as the culture environment
which gave rise to, and nurtured, American
medicine and the current social thought on
illness, health, healing and risk. See the
Science, Technology and Health specialty
area for a complete description.
International Studies and
Opportunities to Study Abroad
Evergreen offers a variety of ways to study
different cultures both in Olympia and
abroad. The 1989-90 curriculum offers three
year-long programs with an international
theme. Opportunities are also available for
part-time language study. Every Spring
Quarter, a limited number of Evergreen
students who have had at least one year of
college may also enroll in programs in
England or Japan.
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, subject to sufficient enrollment, integrated programs of study in London,
England, and Kyoto, Japan. 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
above tuition, student demand is expected
to exceed the space available in the two
International Studies programs. Other
study abroad programs are being developed, including one in Latin America. For
more information, contact Administrative
Assistant Kris Johansson, Library 3130, or
extension 6402.
Other programs in the 89-90 curriculum
offer an international focus. The Language
ana 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 during the
1989-90 year which have an overseas component are indicated with an (*).
Ecological Agriculture
See Environmental
Studies specialty area
for a complete description.
See the Language and Culture Center for
complete descriptions of the following
programs:
The Classical
Japanese
German
World *
Studies*
Culture
Convener: TBA
TRUONG NGUYEN
Truong had it all planned out: after
graduating from Olympia High School, he'd
spend three years at Evergreen, then
transfer to engineering school. NOW,after
two years, he's not sure. Science is so
interesting-studying things like quantum
mechanics, relativity and the equations of
chaos-he's thinking about becoming a
physicist. But Truong has also learned
about defects in technology and their
ethical implications.
"It was a surprise;' he says. "I used to
think technology and science were just
neat and interesting. Now I know they
should be handled with caution and care."
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 in the 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 activo
ities: 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 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.
Rags and Riches: The United States
at the End of the 20th Century
Fall, Winter, Spring / Coordinated
Coordinator: Greg Weeks
Enrollment: 66 Faculty: 3
Prerequisites: No
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Study
As we enter the last decade of the 20th century, the United States faces many critical
social, political and economic decisions. This
program will examine many of the issues
around these decisions and develop the
information and analytical skills necessary
for effective citizenship in these turbulent
times. This implies two major goals for the
program: to develop as thoroughly as possible an understanding of these topics, and to
acquire the capacity to participate effectively in public decisions.
The allocations of wealth and want among
American citizens lies at the heart of most
social issues and will be central to our inquiry, We will take an explicitly historical
approach and include race, gender and class
as important dimensions to our analysis.
The program will explore a variety of
ideological perspectives and apply literary,
cultural and statistical ways of knowing.
The program will cover topics such as the
definitions of wealth and poverty, the prospects for a truly "affluent society:' several
"culture of poverty" explanations of poverty, social policy, and the ways the media
influence our understanding of wealth and
poverty.
By the end of the program, students
should have well-developed analytical skills,
familiarity with a wide range of social
science methods, increased proficiency in
reading, writing and critical reasoning, and
a developing sense of how to participate in
their communities. .
Planned equivalencies in quarter hours:
Will be distributed in humanities, history,
social sciences, statistics and expository
writing.
'Ibtal: 48 credits
Program is preparatory for careers and/or
future study in all fields, especially social
sciences and humanities.
Great Books: The Pursuit of Virtue
Evolution
Fall, Winter, Spring / Coordinated Study
Coordinator: Richard Alexander
Enrollment: 100 Faculty: 5
Prerequisites: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter / Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 80 Faculty: 4
Prerequisites: No
Special Expenses: Field trip costs
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The "Great Books" program this year will
use classic literature to explore how our
ideas about virtue and the proper relationship of individuals to their families,
societies, and governments have developed
from the early Heroic Ages.
We will examine contrasting ideas of
nature, the gods (or the One True God),
social roles, and romantic love of individualism. We will not exhaust these complex
topics, but lay a foundation for further study.
So as to be able to develop each to some
depth, we will concentrate on only a few
traditions-pagan
Greece and Rome;
Judaism, Christianity and Islam, and the
Norse (Germanic) tradition. These are sufficiently different, yet similar enough to provide interrelations. They are all fundamental to our culture.
Fall Quarter, we will take up the Heroic
Ages, with readings from Homer, Hesiod,
Greek tragedy, the Old Testament, the
Koran, Arabic epics, the Eddas and an
Icelandic saga. God, nature, war, roles and
duty will be major themes.
Winter Quarter will be devoted to the
conflict between romantic love and religious
ideals on one hand, social duties on the
other. We will read Virgil, Sappho, Ovid,
Catullus, medieval romances, Persian tales
and love poetry, French tragedy, Paradise
Lost, and The Sorrows of Young Werther.
Spring Quarter, we will examine the
individual and the state through political
philosophy (Plato, Hobbes, Mill), the New
Testament and a modern Iranian novel. We
will conclude with Tolstoy's War and Peace.
There will be twice-weekly seminars and
twice-weekly lectures to supplement the
reading. Writing workshops will help
students improve their papers, Students
will learn how to use library resources and
make major presentations.
Evolution is not only a concept employed to
explain the biological and physical changes
in the Earth's history, but a concept with
applications to modern human endeavors as
well. We will study the history of the idea of
evolution and, in the process, learn how
scientific hypotheses partly reflect prior
modes of thought and partly reflect discoveries of regular relationships in the real
world.
The principles of biological and human
evolution are intimately related to the
physical evolution of the Earth. In the
physical science component of this program,
we will investigate the chemical processes
that shape the earth, from the effects of a
single raindrop to the formation of continents and ocean basins. We will also
discuss the evolution of the hydrosphere
and atmosphere and the changing patterns
of weather and climate.
In the context of the evolving physical
.environment, we will trace the history of
life from single-cell organisms to humans.
We will concentrate on vertebrates and particularly primates as the evolutionary line
leading to humans and learn about the
primate nature of man-the biological
limitations which our primateness imposes
upon us. We will study the evolution of
humans, reviewing most of the fossil
evidence and becoming familiar with our
wonderfully different and not so different
ancestors.
Students will explore evolution and its
history through writing, field trips and
readings of past interpretations and current
speculations. They will come to understand
the criteria for any sound scientific theory
and see how the concept of evolution has
been correctly and incorrectly applied in
the past. We will offer mathematics in the
program through precalculus level, but outside courses may be appropriate for a few
students.
Planned equivalencies in quarter hours:
8-epic poetry
8-religious classics
8-western civilization
4-political philosophy
12-expository prose
8-individual project; library research
'Ibtal: 48 credits
Program is preparatory for careers and/or
future study in the humanities and many
other fields. Students wishing to take this
program who also plan further study in
mathematics and the sciences should have
had strong preparation in those subjects.
Planned equivalencies in quarter hours:
Will be distributed among human biology,
humanities, introduction to earth sciences,
introduction to natural sciences and
mathematics.
'lbtal: 32 credits
Program is preparatory for careers and/or
future study in all of the liberal arts and
sciences.
Reconstructing the Past
States or Nature
Earth, Wealth and Democracy's Promise
Spring / Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 40-60 Faculty: 2-3
Prerequisites: Mathematics through high
school algebra; "Evolution" program
strongly recommended
Special Expenses: Field trip costs
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: David Man
Enrollment: 80 Faculty: 4
Prerequisites: No
Special Expenses: $40 for program retreat
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Jeanne Hahn
Enrollment: 80 Faculty: 4
Prerequisites: No; first-year algebra
recommended
Special Expense: Possible field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This one-quarter group contract will provide an introduction to the nature of
historical evidence which tells us about the
past and the principles employed in its
interpretation. How does the evidence from
literature, language and physical artifacts
provide us with a picture of past cultures?
'lbpics in anthropology, archeology and the
natural sciences will be covered, and
modern techniques in dating and evaluating
ancient materials will be reviewed. This
group contract is intended as an extension
of the "Evolution" coordinated studies program, but may be appropriate for other
Core-level students as well. An understanding of mathematics through algebra is reo
quired and additional math will be covered.
Planned equivalencies in quarter hours:
Will be distributed among anthropology,
archeology, humanities, natural science and
mathematics.
Total: 16 credits
Program is preparatory for careers and/or
future study in all of the liberal arts and
sciences.
Is it possible for human beings to be happy
in society, or is happiness to be found only
in nature?
In great books as well as in everyday life,
arguments we encounter about the fundamental questions of living-about happiness,
freedom, education, morality, and human
development-rely
on conceptions of nature.
In this program we will unearth and examine major ideas of nature-these
"states
of nature" which have influenced and continue to influence so heavily all our thinking
about what is most important to us.
"Nature" looms large as a forceful idea.
We strive to discover what is "natural" in
ourselves and others because we believe
that what is natural is good, what is unnatural is bad. It was not always so. In this
program we shall develop critical and
historical perspectives toward various versions of nature and the natural. We shall
analyze how these ideas form our understanding of "the Good Life!' We shall try to
compose arguments about the fundamental
questions of living without relying on any
conception of nature!
"States of Nature" will immerse us in the
great stories, philosophies, social histories
and scientific visions which have made us
and the contemporary world. We will read
from among the great thinkers and artists
in the Western Tradition, such as Homer,
Plato, Euclid, Sophocles, Aeschylus,
Aristophanes, Copernicus, Bacon, Galileo,
Cervantes, Shakespeare, Locke, Rousseau,
Jefferson, Emerson, Thoreau, Darwin,
Dostoevsky, Nietzsche, Marx, Einstein and
Freud. We will also study recent writers
and thinkers from traditions whose visions
of human experience contrast with the
dominant patterns of thought and action in
the Western world. We will strive to
develop our powers of perception, discernment, judgment, and understanding by
learning to read carefully, to express
.
ourselves well in writing and speaking, and
to listen both sympathetically and critically.
Planned equivalencies in quarter hours:
Will be distributed among ancient and
modern literature; philosophy; history of
science; mathematics; history: ancient,
medieval, modern; and English composition.
Total: 48 credits
Program is preparatory for careers and/or
future study in all of the liberal arts and
sciences.
What are the possibilities for a democratic
future as we move toward the 21st century?
Will the resources of the earth, the wealth
produced by humans, and the social and
cultural opportunities open to citizens be
equitably shared? The promise of the future
and the ability to act in a creative and informed way in the present requires a firm
understanding of the past and the way in
which we got from then to now. In addition
to historical events, we will investigate the
way in which scientific knowledge is created
and shapes our world views, values, and
material culture.
We will begin with a case study of today's
American food system as an example of
modern industrial capitalism. This study
will raise a number of questions which lead
to cultural and historical inquiries: What is
wealth? How is it created and multiplied?
How are wealth, resources, knowledge, and
power related? From there we will examine
the birth of democracy. What gives rise to
democracy? How is a democratic society
defined? Constituted? Nurtured? Lost?
How does the ownership of property-in
land, in information, in scientific
knowledge-affect
the exercise of
democracy? How did the concepts of
democracy and freedom change as America
moved from its agrarian past to industrial
capitalism?
Next we will investigate the coalescence
of wealth, power and inequality and their
relationships to race, class and gender. We
will study the growth of corporations,
bureaucracy and information monopolies
that create further inequities. In addition,
we will raise these questions about
America's relations with, and impact on,
third world societies and cultures. Is it
possible to have a democracy at home and
an empire abroad? Lastly, we will raise
questions about the rebirth of democracy
and the potential for creating a just and
humane 21st century America.
Planned equivalencies in quarter hours:
Will be distributed in American history,
political economy, mass communications and
society, research methods, expository
writing, environmental studies, and history
of technology.
Total: 48 credits
Program is preparatory for future study in
social sciences and environmental studies.
ways of Knowing
Exploration, Discovery and Empire
Fall, Winter, Spring / Coordinated Study
Coordinator: Russ Fox
Enrollment: 60 Faculty: 3
Prerequisites: No
Special Expenses: No
Part-time Options: 12-credit option
Internship Possihilities: No
Additional Course Allowed: Yes, with
approval
Fall, Winter, Spring / Coordinated Study
Coordinator: Thomas Rainey
Enrollment: 80 Faculty: 4
Prerequisites: No
Special Expenses: Field trips, rain gear
Part-time Options: No
Additional Course Allowed: No
Internship Possibilities: No
This program will explore the origins and
As we try to make sense of the world-as
evolution of the natural, biological and
we make our world, or worlds-how do we
social sciences, along with fictional accounts
use the intuitive, perceptual and analytical
of exploration. By placing the sciences in
functions of our brains? What is the intheir historical and literary context, we will
fluence of the ways we have been conditionsee how they were used by Europeans and
ed to think and communicate? In this proearly Americans to explore and exploit the
New World. We will consider the impact of
gram, we will explore the signs and symbols we use to make meaning (words,
exploration and conquest on native peoples.
sounds, gestures, visual images, physical
We will develop our powers of observation,
forms), the notational systems through
analysis and expression.
which we can manipulate and store informaFall Quarter we will trace the origins of
tion (writing, mathematics, music, pictures,
scientific method and the scientific revoluelectronic media) and the larger patterns
tions from Copernicus through Darwin in
into which we shape our cultural and perlight of historical changes that propelled
sonal experience (rituals, stories, histories,
Europeans on voyages of discovery and contheories, ethical systems, socio-political
quest. World geography will be explored,
systems, natural and built environments
and conflicts of European and native culand other complex models).
tures, as well as environmental changes
By working as a team through readings,
wrought by the Europeans, will be
discussions, exercises in observation,
considered.
Winter Quarter will focus on exploration
research, presentations and writings, we
shall attempt to examine how we know what of the Pacific, particularly, the Pacific
Northwest. Puget Sound will be our scienwe know-and the inevitable shaping of the
tific and historical laboratory, and white
what by the how. Our investigation will be
peoples' encounters with the environment
of the main historical forces, values and
and indigenous peoples will be a major topic.
biases at work in literate western culture
Spring Quarter will be devoted to
and the English language; but it will extend
to other cultures, other world-views; and
research and field work on Puget Sound
other combinations of symbols, notational
and environs, utilizing laboratories, research
systems and experience-defining patterns,
vessels and library facilities, and
culminating in a major project report.
particularly Japanese culture and language.
Original texts and journals will be used in
Students will also be able to select among
seminars. Workshops, which all students
in-program workshops and related courses
will attend, will cover astronomy, geograto develop more skill in the notation and
communication methodologies introduced in phy, mathematics, natural history, critical
reasoning, historical methods, seamanship
the program-for
example, foreign languages, mathematics, the arts, computers or , and sailing. Writing is required throughout:
each student will keep a "Journal of Excreative writing. We will use individual and
ploration:' write expository essays, and
group projects to apply what we are learncomplete a major research paper.
ing to our lives and our communities in
meaningful ways.
Planned equivalencies in quarter hours:
4-European
and American history
Planned equivalencies in quarter hours:
4-Pacific Northwest history
12-written and oral communication
2-history of science
8-humanities,
such as literature, ethics,
mythology
8-literature
4-expository writing
8-social sciences, such as anthropology,
4-world geography
psychology, history, sociology, political
economy
8-natural history and marine biology
4-mathematics,
surveying and navigation
4-arts, such as music, architecture
4-logic
2-sailing and seamanship
8-research project
12-foreign languages or math or art
Total: 48 credits
Total: 48 credits
Program is preparatory for careers and/or
future study in humanities, social sciences,
arts, education and public policy.
Preparatory for intermediate work in the
humanitie$, and physical, biological, environmental or social sciences.
Ourselves Among Others:
Cultural Perspectives in the Arts
Fall, Winter, Spring / Coordinated Study
Coordinator: Ainara Wilder
Enrollment: 100 Faculty: 5
Prerequisites: No
Special Expenses: $10 per quarter for film
rentals
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With permission of faculty
"Ourselves Among Others" is a study of
cross-cultural perspectives in the performing arts. We will explore how all arts are
rooted in a particular culture. The program
will study the performing arts of a number
of non-Western cultures, including the
fifteen republics that make up the Soviet
Union, Eastern Asia, the Arab countries,
and also the mosaic cultures of the small
nations of South America. We will study
how location and cultural history shape the
artistic traditions of different countries and
. regions.
Fall Quarter we will examine cultural differences, conflicts and transformations
encompassing historical, political and artistic issues.
Winter Quarter we will concentrate our
studies on American performing arts and
try to understand how American art is an
outgrowth of this culture.
Spring Quarter students will have the
opportunity to create small projects that
search to identify their own cultural
elements. Students will be encouraged to
research the art that is unique to their
cultural roots, a short presentation, a
research paper, painting, or a dance piece.
Planned equivalencies in quarter hours:
Will be distributed among cross-cultural
studies, world literature, history of performing arts, expository writing, research
techniques and performing arts practicum.
Total: 48 credits
Program is preparatory for ccreers and/or
future study in humanities, the performing
arts, cross-cultural studies and languages.
~
~
THE
C7~"OEN
The Secret Garden:
Landscape into Art and Science
Spring / Coordinated Study
Coordinator: Marilyn Frasca
Enrollment: 60 Faculty: 3
Prerequisites: No
Special Expenses: Materials for research
project
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, however,
no substitutions for program activities
In this program students will have the
opportunity to gain skills for competently
observing, recording and interpreting the
natural phenomena present in a garden. We
will not only study plants, animals and the
landscape in which they live, we will create
them. Students will be invited to invent
their own plants, animals and landscapes to
be included as part of the phenomena of our
campus garden. We encourage students
interested in doing science, drawing and/or
sculpture to join us. Our study will include
seminars and projects focusing on the art,
mythology and science of "The Secret
Garden:'
Planned equivalencies in quarter hours:
4-art history
4-ecology
8-research projects in writing, painting,
drawing, photography or sculpture
Thtal: 16 credits
Program is preparatory for careers and/or
future study in arts, sciences and
humanities.
OF
IMN\O~
i"ALI'Y
Applied Social Theory
Convener: Margaret Gribskov
Affiliated Faculty: Nancy Allen, Thad
Curtz,
Finkel,
Lovern
Parker,
Sherry
Helen Darrow, Betsy Diffendal, Don
'Ibm Foote, Margaret Gribskov,
Root King, Stephanie Kozick, John
Rita Pougiales, Yvonne Peterson,
Walton
MOLLY LOVE
Molly came to Evergreen to study special
problems that face abused and neglected
children. She took "Health and Human
Behavior:' which was taught by a biologist,
two psychologists and a sociologist. The
program broke into 22, five-member study
groups, which chose issues to research.
Topics included family systems, sexuality
and gender, and how to create change in
organizations.
"I did a term paper on art therapy for
sexually-abused children, collected art
pieces, talked with two practicing art
therapists and went to a conference," she
says. "In my evaluation, I wrote about how
much I appreciated the flexibility:'
The Applied Social Theory specialty area
offers year-long 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 longterm satisfaction in the rapidly changing
fields with which we deal, there is nothing
so practical as good theory.
"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
Mass Media, Popular Culture and Folklore
Gender Images
Fall, Winter Spring / Coordinated Study
'Coordinator: 'Ibm Foote
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or one year of
college
Special Expenses: $10 lab fee
Part-time Options: No
Internship Possibilities: Limited
Additional Course Allouied: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Sally Cloninger
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing;
interview and portfolio review; faculty
signature
Special Expenses: $25 screening fee each
quarter; materials for research projects
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Negotiable
This program will explore the connections
between mass media and folk culture, concentrating on the Pacific Northwest and
expressions of ethnic, occupational and
other special interest communities.
Folklore preserves cultural communication, reinforces traditional values and
validates social and ethnic identity. Popular
culture is the media's response to art (such
as music, literature, and film), which may
become future folklore. Students will gain
an understanding of how folk and popular
cultures function for groups and individuals.
Fall Quarter we will focus on the nature
of folk cultures and their relationship to
popular culture. Students will examine
cultural study theories and how American
experience is portrayed in the media.
Winter Quarter students will conduct a
field project and an in-depth analysis of
cultural communication. Spring Quarter the
emphasis will be on documentary presentations and final projects results.
As well as book seminars and interpretation workshops all year, the schedule will
include: Fall Quarter: General overview,
observation and interviewing. Winter
Quarter: Ethnographic description, fieldwork and media analysis. Spring Quarter:
Presentations.
Lectures and seminars will explore storytelling, music and other expressive forms of
Black Americans, women, loggers, students
and other groups. Methods workshops will
cover research and analysis. Interpretation
workshops will cover materials such as film,
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-audio production: documentation
2-video production: documentation
4-writing in cultural perspective
4-projects in popular culture
4-applied folklore studies
Total: 48 credits
Program is preparatory for careers and/or
future study in folklore, communications
and anthropology.
Is there such a significant difference in the
experience of being female and being male?
In this program we will investigate the
many dimensions of gender-as a cultural
category defining appropriate male and
female behavior, as a principle for social
stratification, as the epistemological basis of
our formal knowledge-and
attempt to
understand its impact in human communities. We will look at gender historically and
anthropologically to understand the affects
of gender identity on the day to day
behavior of women and men as well as to
understand the origins and maintenance of
sexual inequality.
This is a three-quarter-long program.
During Fall and Winter Quarters we will
consider gender in its historic and cultural
terms. Drawing from theoretical, ethnographic, literary and visual material we will
pursue questions like the following: What
are the origins of gender differentiation?
How is gender identity projected and experienced in day to day life? How are
gender roles related to broader political and
economic practices?
The critical perspective developed in the
program comes from feminist scholarship in
anthropology, history, political economy and
visual arts. Students will be exposed to the
central modes of analysis in each of these
areas-ethnography,
historiography and
visual criticism-through
extensive reading,
writing, performance and visual portrayal
and analysis. In the final part of Winter
Quarter students will develop research projects using multiple modes of analysis.
Spring Quarter will be devoted to completing student-designed projects. Students
with similar projects will work together
with the assistance of a faculty member.
Planned equivalencies in quarter hours:
8-feminist theory
8-cross-cultural
perspectives on gender
and development
8-history of sexual inequality
8-visual research methodology
8-cultural anthropology
8-political economy: gender, race, class
Total: 48 credits
Program is preparatory for careers and/or
future study in anthropology, political
economy and visual communications.
Related offering from other area:
. Making a DiHerence: Doing Social Change
Coordinator: Paul Mott
During the first three years of college we
learn about societal and environmental
problems. Our growing homeless population, misuses of natural environmental
-resources, questionable business ethics, and
child and spouse abuse are some obvious
examples. Effective methods do exist for
making a difference, for being an effective
advocate for change. Increasing students'
skills and knowledge about the ethics, goals
and practices of doing change is the basic
purpose of this program.
See the Management and Public Interest
specialty area for a complete description.
Teacher Education
at Evergreen
Program Assistant: Ernestine
Pearl
In collaboration with Western Washington
University, Evergreen offers a professional
Teacher 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-to-day
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 Teacher Education program is two
years long. Students who successfully complete the program will be issued either an
Elementary or Secondary Initial
Certificate.
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,
playa major role in admissions decisions.
Minimum admission requirements include
admission to the college, junior class standing at the time of entering the program,
and a grade-point average of 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, GRE, and TETEP. (Students meeting certain criteria may have the skills
requirement waived. Consult the program
mini-catalog.) Students may take mock
versions of the test in order to assuage any
"test anxiety:' identify areas of weakness,
or just prepare for the first attempt. The
mathematics mock test and reading and
writing tests are available in the Writing
Center. 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. This is a
selective admission process, beginning
January 15 and ending when the 60 places
in the program are filled, usually by late
spring. 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.
Mlijor and Minor Fields
Types of Certification
Students who pursue a Secondary Certificate complete a major in a particular field.
The following majors are available at
Evergreen: 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,
and Physics. 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.
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 Teacher
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.
Academic Advisors for the Teacher
Education Program
Art:
TBA
Biology:
TBA
Chemistry:
Fred Tabbutt, Byron Youtz
English:
Richard Alexander, Pete Sinclair
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
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:
Affiliated Faculty: Michael Beug, Paul
To understand the nature, development and
interactions of terrestrial and marine
ecosystems, and human societies;
Butler, Jovanna Brown, William Brown,
Richard Cellarius, Larry Eickstaedt, Russ
Fox, Steven G. Herman, Jaime Kooser, Pat
Labine, Kaye V. Ladd, David Milne, Ralph
Murphy, Torn Rainey, John Perkins, Robert
Sluss, Oscar Soule, Jim Stroh, Pete Taylor
and AI Wiedemann
-
To learn the richness and the limits of the
environmental and social resources available to sustain both human environments
and natural systems;
Associated Faculty: Rob Cole, Rainer
To study the cultural values and philosophies that shape environmental behaviors;
and
Hasenstab
and Matt Smith
Through applied work, to develop the skills
necessary to handle our resources wisely.
The Environmental Studies requires
students and faculty who are willing to
study material from many disciplines drawn
from the natural and social sciences, from
the arts and from the humanities. Furthermore, it requires students and faculty who
are willing to break down the boundaries
between the disciplines in order to realize
the integration necessary to achieve the
goals stated above.
Environmental Studies has close working
relationships with two other Specialty
Areas. Political Economy and Social
Change provides a strong social science
component, particularly in environmental
politics, economics and the social impacts of
technology. Science, Technology and Health
provides additional work in the physical
sciences, including chemistry and energy
studies, and in the biological sciences, emphasizing molecular and organismal biology.
Most faculty in Environmental Studies are
also affiliated with Evergreen's Graduate
Program in Environmental Studies (MES).
Advanced undergraduates
may be able to
enroll in a graduate course with the permission of the instructor if it is appropriate to
their curriculum and they have the
necessary prerequisites.
First Thar:
Any Core Program. Students interested in
Environmental Studies may want to consider the following Core Programs: "Exploration, Discovery and Empire; "Earth,
Wealth, and Democracy's Promise;" and
"Evolution:'
Second or Third Years:
"Habitats" (FW)
"Ecological Agriculture" (FWS)
"Principles of Biology" (F)
"Energy Systems" (FWS)
"Political Economy and Social Change"
(FW)
"Matter and Motion" (FWS)
"Molecule to Organism" (FWS)
Career Pathways in Environmental Studies
Third or Fourth Years:
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.
"Mammology" (F)
"Ornithology" (S)
"Landscapes and Biogeography" (WS)
"Tribal Resource Development" (S)
"Making a Difference: Doing Social
Change" (FWS)
"Research Projects" (S)
water Quality Research
Evergreen faculty are conducting a
longitudinal study of water quality in South
Puget Sound. Students with a background
in marine biology and water quality
chemistry may participate in the data collection and analysis for this project. For
more information contact Faculty Members
David Milne or Kaye V. Ladd.
Habitats: Marine, Terrestrial and Human
Principles of Biology: Cells and Organisms
Mammalogy
Fall, Winter, Spring / Coordinated Study
Coordinator: Oscar Soule
Enrollment: 72 Faculty: 4
Prerequisdes: Core Program or equivalent
Special Expenses: About $100 for field trips
Pan-time Options: By permission of faculty
Internship Possihilities: No
Additional Course Allowed: By permission
of faculty
Fall / Half-time Group Contract
Sponsor: Richard Cellarius
Enrollment: 24
Prerequisites: No, but high school
chemistry and advanced algebra or one
quarter of college chemistry and algebra
strongly recommended
Pan-time Options: Program is part-time, 8
quarter hours
Internship Possibilities: Yes
Additional Course Allowed: Yes
Fall / Group Contract
Sponsor: Steven G. Herman
Enrollment: 18
Prerequisites: Introduction to biology;
general understanding of natural history;
interest in field work
Special Expenses: $100 for transportation
and related expenses
Pan-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
This part-time 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.
"Mammalogy" is an advanced program
designed to familiarize students with the
class Mammalia, emphasizing Washington
mammals through lectures as well as lab
and field work. Students will be required to
prepare scientific study skins and research
one species of mammal in both the library
and the field. There will be at least two
overnight field trips, one west of the
Cascade Mountains, one east. Most other
field work will be local, emphasizing live
trapping. Students will maintain field
records according to a rigorous technique
pioneered by Joseph Grinnell. Required
materials will include a curatorial kit, standard field guides, Mammalogy by T.
Vaughn, and shorter texts as needed.
Planned equivalencies in quarter hours:
8-principles of biology I and II (cells and
organisms)
Total: 8 credits
Planned equivalencies in quarter hours:
12-mammalogy
4-another course or area of emphasis on
mammals
Total: 16 credits
This introductory program to the Environmental Studies area enables students to
begin the study of marine and terrestrial
natural history. Studies of these subjects
will be integrated with analyses of human
interactions with natural environments.
During Fall Quarter we will begin with
ecological principles, political issues and
quantitative environmental techniques
(chemistry, statistics). During winter and
spring, we will continue the investigation of
political issues, the development of quantitative techniques, and focus more closely on
marine and terrestrial environments. In
each quarter, field work will develop the
practical aspects of the topics developed.
The class will apply the techniques learned
during the first two quarters to a major
fieldllibrary research project to be conducted in the spring.
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
plants and animal species, habitats and
biomes.
Planned equivalencies in quarter hours:
Will be distributed in chemistry, statistics,
political science, marine biology, natural
history, zoology, botany, ecology, field
methods and environmental issues.
Total: 48 credits
Proqram is prepamtory for careers and/or
future studies in environmental areas.
Progmm is prepamtory for ca1'eers and/or
future study in biology, medicine, en·
vironmental studies and other natural
sciences.
Students who do well in "Mammalogy"
will have an excellent backqround. in the
natural history and physiology of mam·
mals, and a thorough working knowledge of
the natural history of Washington mammals, including selected marine species.
These studies are applicable to career
preparation. in natuml resource work and
'will be especially helpful fOT gmduate
studies in vertebrate zoology.
I
Ornithology
Ecological Agriculture
Landscapes and Biogeography
Spring / Group Contract
Sponsor; Steven G. Herman
Enrollment: 18
Prerequisites: Basic understanding of
natural history, basic understanding of bird
identification and recordkeeping techniques
Special Expenses: $500 for field expenses
(room and board), $170 for transportation
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: TBA
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
introductory college work in biology,
ecology and chemistry; "The Principles of
Chemistry I" or "The Principles of Biology
I" may be taken concurrently
Special Expenses: $75 field trip fees
Part- time Options: Yes
Internship Possibilities: Permission of coordinator required
Additional Course Allowed: Permission of
coordinator required
Winter / Group Contract
Sponsor: Pete Taylor
Enrollment: 40 Faculty: 2
Prerequisites: Third-year standing, biology,
physical geology
Special Expenees: Field trip costs, approximately $60
Part-time Option: Yes, for 12 units
Internship Possibilities.- No
Additional Course Allowed.- Yes
"Ornithology" is an advanced program
designed to provide students with a comprehensive background in avian biology
with an emphasis on field studies. The first
four weeks of the quarter are spent learning the basics on campus. The remaining
weeks of the program are spent at Malheur
Bird Observatory in southeastern Oregon
(see page 55). Students will focus on an
individual species and participate in
research projects, including regular work on
formal breeding bird census plots. Students
should know that hours will be long and the
work difficult. Required materials include
standard field guides (The Life of Birds, The
Naturalist's Field Journal; Bird Study),
field journal materials and high quality
binoculars.
.
Planned equivalencies
4-bird ecology
4-ornithology
4-bird behavior
4-bird structure
Total: 16 credits
in quarter hoU1'S:
Students completing this program as part
of a larger scheme of study will be in a
position to seek careers or future study in
j'esource management, vertebrate zoology,
or environmental interpretation. Persons
finishing the program will be competent to
study birds successfully at the subprofessional level, and uniquely wellqualified for graduate work in the field of
ornithology.
Students in "Ecological Agriculture" will
consider options for viable, small-scale
agriculture in industrialized nations and the
developing world. They will do technical
work in soil science, entomology, agroecology, research methods, horticulture and
farm management. Seminar readings will
cover agricultural history and economics,
politics and community organizing, as well
as the world food situation and rural
development in the Third World.
Students will also develop practical skills
in food production. They will help maintain .
the demonstration and market gardens of
Evergreen's Organic Farm, Students will
learn plant propagation; intensive
vegetable, fruit and berry production; and
general-farm maintenance. There will be _
extensive field trips to a variety of fanning
operations in the Pacific Northwest.
Students who have not completed at least
one quarter of college chemistry prior to
enrolling in "Ecological Agriculture" will be
expected to take "The Principles of
Chemistry I" during Fall Quarter.
Planned equivalencies in quarter hours:
12-(seminar) issues in American
agriculture; agriculture and Third World
development
4-agroecology
4-soil science
4-entomology
4-research methods
4-management
methods
4-Principles of Chemistry I or Principles
of Biology I
12-farm practicum
Total: 48 credits
Program is preparatory for advanced work
in ecological agricultural research, market
ga1Ylening and a val-iety of internships in
urban agriculture, marketing, community
development and small-scale agriculture.
This group contract features topics in
geology and ecology toward understanding
the distributions of landforms, plants and
animals. Subject areas to be included are
geomorphology, plate tectonics, mineralogy,
and ecological methods. Terrestrial and
marine environments will be considered, as
will comparisons of temperate and tropical
regions and continents versus islands. The
modes of study will be lectures, reading,
workshops and labs, field studies and
literature-based research projects, This program is preparatory to "Natural History of
Hawaii;' Spring Quarter, 1990_
Planned equivalencies in quarter hours:
4-geomorphology
4-biogeography
2-geological methods
2-ecological methods
4-special topic in geomorphology and/or
biogeography (literature survey)
Total: 16 credits
Program is preparatory for careers and/or
future study in geology, field biology and
ecology and environmental studies,
Natural History of Hawaii
Spring / Group Contract
Sponsor: Jim Stroh
Enrollment· 32 (maximum, due to field-trip
accommodations) Faculty: 2
Prerequisites: Third-year standing; general
biology and physical geology are required;
"Landscapes and Biogeography" (Winter
Quarter), or field program (terrestrial and
marine) recommended; interview and faculty signature required
Special Expenses: About $1200 for
transportation,
lodging, food and incidental
travel costs-subject
to change depending
upon available Hawaiian travel accommodations in 1990; an early deposit (about $800)
will be payable early in Winter Quarter
Part-time Option: No
Internship Possibilities: No
, Additional Course Allowed: No
This is an intensive field program about the
unique and varied geology and biology of
the Hawaiian Islands. Participants will
observe geological features, terrestrial life
and marine life of shores and coral-reef
ecology. A principal theme is about the impacts of human occupation and associated
introduced plants and animals on the native
biota. About one month will be spent in
Hawaii, with preceding and subsequent
periods on campus. The offering of this program is subject to adequate numbers of
participants and availability of suitable
travel arrangements for Hawaii. Prospective participants are urged to contact the
faculty sponsor well in advance about
preparation.
Planned equivalencies in quarter hours:
8-geology and physical geography of the
Hawaiian Islands
8-ecology and biogeography of the
Hawaiian Islands
Total: 16 credits
Progmm is prepamtory for careers and/or
future study in geology, field biology and
ecology, and environmental studies.
A Tale of World Cities:
Anthropological Perspectives
Fall, Winter, Spring / Group Contract
Sponsor: Eric Larson
Enrollment" 24
Prerequisites: No
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No; but possibly
Spring Quarter, if student has taken Fall
and Winter
Additional Course Allowed: Yes
The course of human history changed
abruptly with the onset of settlement in
cities Before cities, people hunted in small
bands, herded animals over country terrain,
or lived in small neolithic villages. From
4000 RC. onwards, however, city dwellers
have been exposed to the enrichments and
deprivations associated with urban life and
the idea of civilization. A genuine social
revolution took place in which people
became divided into classes according to
relative wealth and power. The arts started
to flourish, huge buildings were constructed, scientific research added a new
dimension to the thought process, writing
was invented, authority concentrated in the
hands of few, and the division of labor
became elaborated and more specialized.
Social relationships and codes of human
behavior were dramatically transformed as
a-result of urban settlement. This program
will study such settlement, choosing
examples from pre-industrial times, the
19th century and today's modern world. We
will read primarily in anthropology, social
history, and literature. Expository writing
addressed to the reading assignments will
be integrated with each week's book
seminars and writing workshop sessions.
Planned equivalencies in quarter hours:
2-general anthropology
4-world literature
4-social history
4-urban sociology
2-expository writing
16 per quarter
Total: 48 credits
Progmm is prepamtory for careers and/or
future study in gmduate work, anthropology, history and literature.
Tribal Resource Development
Spring / Group Contract
Sponsor: Jovana J. Brown
Enrollment· 24 Faculty: 1
Prerequisites: Senior standing, junior standing with faculty signature
Special Expenses: Field trip expense
Part-time Options: Can take for 12 credits
Internship Possibilities: No
Additional Course Allowed: Yes
Indian lands and natural resources are held
in trust for Indian people by the United
States government. Therefore economic
development on reservation land is impacted by Department of Interior policy,
particularly regarding energy resources.
Much of the United States' remaining
energy resources lies beneath Indian reservation land, which represents 4% of land in
the U.S. Because of this, economic development on Indian reservations often means
utilization of non-renewable mineral
resources. In addition, there are renewable
resources like timber and fisheries for
which tribes make development policies.
For Washington state tribes, these are the
most important resources and there has
been a history of tensions and use of these
resources guaranteed to the tribes by
treaty.
This group contract will look at the
radical changes that have occurred in U.S.
government Indian policy since the treaty
period, examine the trust relationship that
exists between the federal government and
the tribes, consider the current policies of
self-determination and self-sufficiency, look
at state-tribal relationships in regard to
natural resource use and investigate the use
of tribal resources for economic development in Washington state.
Planned equivalencies in quarter hours:
4-American Indian policy
4-tribal resource development
4-state-tribal
relations
4-natural resource issues
Total: 16 credits
Progmm is prepamtory for careers and/or
future study in environmental policy and
management, resource agency policy making, multi-cultural studies, native
American studies and tribal government
and tribal business.
Related offerings from other areas:
Other opportunities
Making a Difference: DOing Social Change
Malheur Field Station
Coordinator: Paul Mott
During the first three years of college we
learn about societal and environmental
problems. Our growing homeless population, misuses of natural environmental
resources, questionable business ethics, and
child and spouse abuse are some obvious
examples. Effective methods do exist for
making a difference, for being an effective
advocate for change. Increasing students'
skills and knowledge about the ethics, goals
and practices of doing change is the basic
purpose of this program.
See the Management and Public Interest
specialty area for a complete description.
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 collegelevel 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.
Chemical Systems and Environmental Analysis
Sponsor: TBA
This group contract will cover chemical
equilibrium, chemical thermodynamics,
chemical kinetics, and quantum chemistry
and examine applications of each to environmental modeling and environmental
problems.' A separate component will
develop the instrumentation and techniques
used in environmental analysis.
See the Science, Technology and Heaith
specialty area for a complete description.
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.
at Evergreen
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.
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. Also see page 101.
Malheur Bird Observatory
Garfield Garden Project
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).
,
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.
Affiliated Faculty: Susan Aurand,
Andrew Buchman, Sally Cloninger,
Doranne Crable, Llyn DeDanaan,
Marilyn Frasca, Bob Haft, Phil Harding,
Meg Hunt, Rose Jang, Bud Johansen,
Jean Mandeberg, Pat Matheny-White,
Terry Setter, Paul Sparks, Charles
Teske, Gail Tremblay, Ainara Wilder and
Bill Winden.
HEATHER CONRAD
Heather, a senior, is 22. She came to Evergreen from Seattle when she was 17, looking for "a diverse learning experience:'
Heather and other students in a group contract called "CAT" (Community Artists'
Television) produced "After Midnight," a
weekly feature for TCTV,an Olympia community television station.
"I learned about deadlines;' she says,
"how to get a piece done, how to critique
and how to be critiqued:'
Post-graduation plans? "I'll panic," jokes
Heather, "Then I'll go to graduate school
to study film and video:'
The Expressive Arts specialty area is
primarily concerned with helping students
gain competence and confidence in interarts 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 ("Inter-Arts
Foundations"), offerings vary each year.
This allows the curriculum to remain vital
by infusing it with new insights of the faculty. Students should note that a 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 sophorrwre-level Coordinated Study Program ("Introduction to Music and
Theater");
Junior-and senior-level, work-based Group
Contracts (for example,"Serious Music");
Opportunities for Individual Contracts
(advanced students only) and Internships
in arts management; and
Skill-development courses to supplement
your work in your Program or Group
Contract.
Career Pathways in Expressive Arts
Study in the Express.ive Arts area is
preparatory for careers in the visual and
performing arts, art history, arts management and the humanities.
Introduction to Music and Theater
Recording and Structuring Light and Sound
Form and Invention
Fall, Winter, Spring / Coordinated Study
Coordinator: Terry Setter
Enrollment: 48 Faculty: 2
Prerequisites: Core Program
Special Expenses: $10 per quarter lab fee,
plus tickets to performances
Part-time Options: 12 credit option
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter / Group Contract
Sponsor: TBA
Enrollment: 24
Prerequisites: Sophomore standing or
above, one year Core Programs
Special Expenses: $65 materials, $50
screening fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter / Group Contract
Sponsor: TBA
Enrollment: 24
Prerequisites: Core Program or one year of
college
Special Expenses: Project materials
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program is designed for sophomorelevel students and does not require previous
experience-in the arts. The program will be
a broadly-based survey approach to both
music and theater with some skills development available through two optional inhouse modules (4 credits each), one in stage
performance and one in electronic music.
Students elect to take one of these modules,'
but cannot change to the other in subsequent quarters. Students who elect not to
take a skills module may only register for
12 credits. Students outside the program
who wish to take one of these modules
must obtain a faculty signature in order to
do so.
The development of western music and
theater will be traced from Greek civilization to the present. Some elements of
Chinese music and theater will also be
investigated for purposes of contrast and
comparison. Fall Quarter we will build a
theoretical and historical understanding of
developments prior to the late 19th century.
Winter Quarter will be an investigation of
stylistic developments from the late 1800s
through the mid-20th century including
naturalism, realism, impressionism, Dada,
futurism, theater of the absurd, and
serialism. Spring Quarter will focus on
developments after 1950 including physical
theater, living theater, performance art,
aleatoric structures, minimalism and timbre
music. Small class projects in acting, directing and music will be done during the
Wmter Quarter and an in-house production
drawing on the skills and resources
developed within the program will be
mounted in late spring.
Planned equivalencies in quarter hours:
12-stage performance skills I, II, III; fall,
winter, spring
or
12-electronic music I, II, III; fall, winter,
spring
lO-theater
history and aesthetics
10-music history and aesthetics
12-reading, writing and research skills
4-performance
skills: theater or music
'lbtal: 48 credits
Program is preparatory for careers and/or
future study in theater, arts and music.
"Recording and Structuring Light and
Sound" is an entry-level media arts group
contract designed to provide students with
a basic yet comprehensive background in
technical, theoretical and aesthetic aspects
of nonfiction image making, with emphasis
on film, video and audio production.
Students will spend Fall Quarter acquiring specific technical skills, exploring the
design process as it applies to these media,
executing. various experiments in visual
image making, screening and evaluating
extant films and videotapes, attending lectures and design seminars, and preparing
for the production of a complete film and a
videotape during Winter Quarter.
In technique workshops students will be
instructed in preproduction design, cinematography (including camera operation and
location lighting), sound recording for film
and video, editing, sound recording and mixing, graphic design for film and video, and
post-production techniques.
Although technical skills will be stressed,
the overall emphasis of this group contract
will be on experimentation and the development of a critical viewpoint with regard to
one's own imagemaking. Subjects emphasized include communications design process, ethics, film, television, audio and
visual art.
Planned equivalencies in quarter hours:
8-filmvideo production
4-audio production
8-history and theory of moving image
4-film aesthetics
4-introduction
to visual research
4-independent
projects: film and video
'lbtal: 32 credits
Program is preparatory for careers and/or
future study in media, visual communications and inter-arts.
In this group contract students will learn to
express visual ideas in visual forms. Using
studio materials to examine visual concepts
we will study how shape, form, design and
composition exist in visual works in a variety of cultures. Students will become familiar
with a variety of ways to see and understand images better. and will be expected to
complete a series of.readings on art and
visual perception ana produce a portfolio of
their own work.
Planned equivalencies
24-visual arts
'lbtal: 24 credits
in quarter hours:
Program is preparatory for careers and/or
future study in the arts.
Studio Project-Drawing
Studio Project-Sculpture
Studio Project-Photo
FOlll Group Contract .
Sponsor: Marilyn Frasca
Enrollment: 24
Prerequisites: Sophomore standing; Core
Program
Special Expenses: Supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Winter I Group Contract
Sponsor: Susan Aurand
Enrollment: 24
Prerequisites: "Studio Project" Fall
Quarter
Special Expenses: $150 for art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring I Group Contract
Sponsor: Paul Sparks
Enrollment: 24
Prerequisites: "Studio Project;' Fall and
Winter
Special Expenses: $200 for photo supplies,
lab and speaker fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allpwed: No
This program will introduce students 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.
Winter Quarter of "Studio Project" will
focus on 3-D design and mixed-media sculpture. Students will use their drawing skills
from Fall Quarter to generate ideas for
three-dimensional works and will learn a
variety of construction and assemblage
techniques to execute their ideas. Students
will explore formal issues of sculpture such
as scale, site and interactive space. They
will also have the opportunity to continue
developing personal theme work begun during Fall Quarter.
Planned equivalencies in quarter hours:
8-life drawing and design
4-art history
4-individual project
Thtal: 16 credits
Program is preparatory for careers and/or
future study in arts and humanities.
Planned equivalencies in quarter hours:
4-design
4-introduction
to sculpture
4-mixed media sculpture
4-art history
'Ibtal: 16 credits
Program is preparatory for careers and/or
future study in art, art history and design.
Spring Quarter will consist of an intensive
exploration of the creative possibilities of
photography. The emphasis will be on seeing, camera work, and mastering the craft
of photography. We will begin at the most
basic level, but students will be offered
more freedom in return for more formidable
expectations. The basic assumption will be
that we are working as artists, not as art
students.
Planned equivalencies in quarter hours:
4-design
4-art history, history of photography, 20th
century art history
8-introduction
to photography
'Ibtal: 16 credits
Program is preparatory for careers and/or
future study in photography, art history,
design, communications.
Diversity in American Art
The Artistic Imagination
Performance Art: Workshop
Winter / Group Contract
Sponsor: Gail Tremblay
Enrollment: 24
Prerequisites: Core Program
Special Expenses: $40 for art materials and
field trips
Part-time Options: By permission; must not
conflict with class or field trips
Internship Possibilities: No
Additional Course Allowed: By permission;
must not conflict with class or field trips
Fall, Winter, Spring / Coordinated Study
Coordinator: Jean Mandeberg
Enrollment: 48 Faculty: 2
Prerequisites: Core Program; "Studio Project" or equivalent art experience
Special Expenses: Art supplies, lab fees
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall / Group Contract
Sponsor: Doranne Crable
Enrollment: 24
Prerequisites: Two quarters Expressive
Arts programs; junior or senior standing;
ability to produce in artistic medium; faculty signature
Special Expenses: TBA, for materials and
tickets
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: 4-credit course
required in animation or electronic media
In this group contract, students will learn
about the history of 20th century AfricanAmerican, Asian-American, Latino and
Native American art and will examine the
traditional, modernist and post-modernist
works of artists from these communities.
We will discuss such issues as the boundaries between art and craft in various
cultures and the effect of Euro-American
boundaries or definitions on the way art
from various cultures is perceived and written about. Students will be expected to
learn the names of the artists studied and
to recognize works by them in slide examinations. Full-time students will also be
required to do an in-depth research project
on the work of an artist of color which explores issues in that artist's work. In addition, students will participate in workshops
where they will learn traditional media
from various ethnic communities so that
they may gain a kinetic appreciation for the
techniques required to produce traditional
art forms. There will be field trips to visit
museums, galleries and artists' studios.
Planned equivalencies in quarter hours:
8-multicultural
20th century American art
history
8-techniques
in traditional ethnic arts
Thtal: 16 credits
Progmm is prepamtory for careers and/or
future. study in art, arts management and
C1'Oss-cultuml studies.
This program will examine the artistic process through a fusing of studio work (twoor three-dimensional) and study in art
history. We are interested in understanding
how artists identify, develop, and present
visual ideas. How can ideas that are present
only in the artist's imagination be translated into a visual form that is communicable to others and transcends the artist's
personal experience? How does this process
help us make sense of the world and
heighten our attention? What is the
audience's role in appreciating visual work
and how does the artist-as-critic analyze
and write about an art work within its
historical context while also understanding
the spirit of the work?
Students will learn to examine various
stages in which the imagination functions
by doing their own studio work, reading,
writing, and participating in seminars. We
are looking for students with technical
training and ability who want to critically
study the function of imagination in
creating and viewing art works. Students
with a background in the humanities are encouraged to consider this program.
Planned equivalencies in quarter hours:
24-art history
24-intermediate
or advanced studio work
(level and medium to be individually
determined)
Thtal: 48 credits
Progmm is preparatoru for careers and/or
future study in arts and humanities.
Focusing on performance theory and
history as related to "performance art;'
students, staff and faculty will collaboratively explore multimedia skills in order to produce two evenings of performance in the
ninth week. The historical and aesthetic
themes will grow out of experiments and
studies in performance since the late 1960s
and 70s. Students will study relevant texts,
scores, scripts and theories through weekly
workshops and design problems, and one
"perspective" seminar. Workshops will focus
on Laban movement analysis and skills;
electronic music or animation; and experiments in correlating those skills in design
problem explorations.
All students will participate in the perspective seminar, Laban movement analysis
workshops and design problem exercises.
According to skills and ability, they will also
take an electronic or animation course.
Using the three workshops, the seminar
and the design problem exercises, students,
staff and faculty will explore multimedia
performance possibilities. The design problems will combine site-, theme-, and scriptspecific experiments as foundations for the
ninth week production.
All work will be framed within parameters related to the final production.
"Performance Art: Workshop" will link
with "Playwrights, Plays and Players" in
preparation for ."The Act of Theater"
Winter and Spring Quarters. All students
from both group contracts will meet weekly
to discuss a common text and their individual work. This linking is required and will
be student facilitated and controlled. A
written synopsis of this seminar will be
presented to the faculty of each group contract for discussion in their faculty
seminars.
Planned equivalencies in quarter hours:
4-animation or electronic music
4- Laban movement analysis and skills
4-performance
studies: theorylhistory
4-design problems: workshop/production
Thtal: 16 credits
Progmm is prepamtory for careers and/or
future study in performance studies, Laban
movement, electronic music, ani1nation,
and visual art.
Playwrights, Plays and Players
The Act of Theater
The Structure of Chaos
Fall / Group Contract
Sponsor: TBA
Enrollment: 24
Prerequisites: Junior or senior standing
Special Expenses: Tickets for live theater
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No
Winter, Spring / Group Contract
Sponsor: Doranne Crable
Enrollment: 48 Faculty: 2
Prerequisites: Junior and senior standing;
two quarters completed in Expressive Arts
programs; faculty signature
Special Expenses: Tickets to performances;
make-up; costumes; video/audio tapes
Part-time Options: No
Internships Possihilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Bob Haft
Enrollment: 48 Faculty: 2
Prerequisites: Core Program and basic
skills in either painting or photography;
faculty signature
Special Expenses: Art supplies and field
trips
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No
The goals of this group contract are to provide students with (1) "hands on" experience in performance skills, (2) tools for
developing a critical voice and (3) an
historical and theoretical understanding of
performance studies.
In order to accomplish this, students will
read and discuss performance studies in
theory and history; study acting, voice and
movement skills; attend live theater performances which they will use as touchstones for developing a critical eye and
voice; and tryout that perspective through
writing and analysis.
Skills workshops will carry through both
quarters, as will exercises in critical voice
and writing. During Winter Quarter students will read and discuss texts in both
primary and secondary subject matter
related to performance. During Spring
Quarter the primary focus will switch to
rehearsals and workshops preparatory for
performance in week nine. The final week of
Spring Quarter will be devoted to group
and individual analysis of the creative process the group will have experienced for
two quarters.
Students will be expected to participate
fully and attend all program activities on
time, attend at least two live theater productions per quarter, perform in workshops
and a production at the end of Spring
Quarter, keep a performance journal, participate in the tenth week evaluation, and
complete written and verbal evaluations of
themselves, faculty and program.
A book list and syllabus will be available
at the Academic Fair, Spring, 1989.
Contemporary physics has demonstrated
that underlying many seemingly chaotic
events are elegant and often surprisingly
beautiful structures. We will look at this
phenomenon as it relates to the world of
art. The program is an intermediate-level
studio course in both painting and photography. Students will be expected to do work
in both media during the year, although, initially, basic skills will be required in only
one of them. Both media will be viewed as
creative means of personal expression. We
will deal with the thematic notion that the
making of art is an attempt to bring structure out of chaos or, in some cases, chaos
out of structure. This same notion will be
emphasized through the study of art
history and contemporary fiction. In art
history we will look at certain cultures and
movements (e.g., Pre-Columbian societies,
Dada and surrealism) in which the structure
of chaos was of paramount importance. In
contemporary fiction we will look at works
by authors who have dealt with ideas
related to the program's theme. Some possible examples are Italo Calvino's Castle of
Crossed Destinies, Milan Kundera's Book of
Laughter and Forgetting, 'Ibni Morrison's
Beloved, and 'Ibm Wolfe's The Bonfire of the
Vanities.
Planned equivalencies in quarter hours:
Winter:
4-acting skills
4-performance
theorylhistory
4- Laban movement analysis and practice
4-criticism: text and performance
Spring:
8-performance
workshops
4-creative process: analysis and evaluation
4-criticism: text and performance
Total: 32 credits
Program is preparatory for careers and/or
future study in art, art history, literature,
painting and photography.
This group contract focuses on the transitions that occur from the playwright's
original work, to that work's adaptation for
the stage, to the individual actors' and
ensembles' final performances.
Students will read original plays by
selected writers whose perspectives may
vary from psychological, sociological,
political and/or personal themes. After
reading the play and setting it in its
historical context, students will work at
text interpretation and analysis, using that
and related works as a basis for skills
development in scene workshops.
"Playwrights, Players, and Plays" will linkwith "Performance Art: Workshop" in
preparation for "The Act of Theater"
Winter and Spring Quarters. All students
from both group contracts will meet weekly
to discuss a common text and their individual work. This linking is required and will
be student facilitated and controlled. A
written synopsis of this seminar will be
presented to the faculty of each group contract for discussion in their faculty seminars.
Students in "Playwrights, Players, andPlays" will participate each week in at 'least
one acting skills workshop, one scenes
workshop, one perspective seminar and one
textlinterpretation
analysis. In addition,
each student will keep a performance/
scenes work journal and write a paper on
the theory, historical period, and cultural
perspective of one playwright. The journals
are due in weeks four and eight; the paper
in week nine. Finally, students will prepare
and present their scene work regularly, in
order to prepare for "an evening of worksin-progress" in week ten.
Th receive credit, students will be expected to participate fully, on time, and
finish all required work.
Planned equivalencies in quarter hours:
8-acting skills workshop and performance
4-text interpretation analysis: dramatic
criticism
4-expository research (paper)
Thtal: 16 credits
Pmgram is preparatory for careers and/or
future study in the humanities, teacher,
education and theater skills.
Program is preparatory for careers and/or
future study in theater, teaching, communications, humanities and performance.
Planned equivalencies in quarter hours:
16-intermediate
and/or advanced painting
or photography
8-basic painting or photography
12-art history
12-modern literature
Total: 48 credits
Serious Music
Fall, Winter / Advanced Group Contract
Sponsor: Andrew Buchman
Enrollment: 24
Prerequisites: Junior or senior standing;
ability to read music; portfolio review; faculty signature
Special Expenses: Private lesson fees, CD
charge, supplies, field trips
Part-time Options: No
Internship Possibilities: No '
Additional Course Allowed: Yes
Auditors: No
"Serious music" means classical "high art"
music to most people, Th us it will mean
serious study of music in a wide variety of
styles and forms. This contract will bring
together students who are seriously interested in doing advanced music performance,
music composition, song-writing, music
theory, music history, performance art, and
media art (visual music-film or video). An
aesthetic aim will be to widen our tastes in
music and avoid the cultural schizophrenia
so typical of advanced music study in traditional colleges and conservatories. And yes,
jokes are allowed,
Two weeks out of every three will be
devoted to studio work and group critiques
of that work. Every third week we will
recharge our creative batteries and seminar
on musical works in a diversity of styles
exploring a diversity of themes including
the cultural diversity of American society,
the tension between changing conceptions
of "high" and "low" art and culture, the
effect of technologies on the ways music is
made and listened to, and the tension
between creativity and commercialism in
popular music and art, Works studied may
include Sondheim's Sunday in the Park
with George; Shall We Dance, starring Fred
Astaire; Stephen Foster songs; performances by Louis Armstrong, Willie Mae "Big
Mama" Thornton and Elvis Presley;
• Beethoven chamber music; as well as the
works of Bruce Springsteen, RE.M_ and
other contemporary singer/songwriters
and
bands. We will take field trips to live concerts in addition to studying recordings.
Seeing What's There
Students will be expected to participate
in seminars and share their creative work
regularly, In addition, they should plan to
study an instrument or voice privately or in
group courses (instrumental study and performance may be the prime focus of some
students), Self-paced work in music theory
and music history will be assigned according to students' interests and previous
preparation, Ear-training, theory, and composition software will be available in the
MacIntosh Computer Lab. Music history
study materials will be available in the newly remodeled Library Listening Center.
Students may pursue a course in a field outside music if they wish, or take an additional course in music for credit.
The creative work of students will culminate in the playing and production of a
compact disk (and perhaps a videotape) of
student work in a variety of styles, including interpretive liner notes discussing
the works (subject to availability of funds).
A climactic public performance each
quarter is another possibility, if we have
enough energy and ability.
Presentation of a portfolio of work in an
audition/interview is required for entry,
Brief audition performance pieces, cassette
tapes, videotapes and/or scores are appropriate formats for the portfolio.
Planned equivalencies in quarter hours:
4-private lessons
4-music theory/ear-training
8-music history
8-individual or group creative projects
8-additional course in music or other area
Total: 32 credits
Program is prepamtory for careers and/or
future study in film, media, music and
theater.
Spring / Group Contract
Sponsor: Pete Sinclair
Enrollment: 48 Faculty: 2
Prerequisites: Interest in and demonstrable
skills with philosophy, writing, literature,
science and/or a craft. or art
Special Expenses: Food and transportation
expenses for field trips; binoculars, hand
lens, day pack, warm clothes, rain gear
(including rubber boots), journal supplies
and good spirit
Part-time Options: Possible but not recommended; permission of faculty
Internship Possibilities: No
Additional Course Allowed: Yes, if there is
no conflict with program activities
"Seeing What's There" is an introductory
program in the humanities. It is designed to
help students and faculty in the program
learn to see better in reading, writing, field
work and discussion; and to help each person learn to make better public use of what
he or she sees. Each week each member of
the program will participate in a workshop
in how to see in a concentrated, accurate
way as an act of will; a workshop in how to
make a field journal of exploration; one day
of field work in, around or away from Olympia; one book seminar on a small number of
primary texts by good seers; and a workshop in how to make good, public use of
what one has seen. By the end of the
quarter, each student will make a public
object-an essay, fiction or group of visual
images-in which he or she presents some
of the results of his or her best seeing.
Planned equivalencies in quarter hours:
4-seeing workshop
4-field journal workshop
8-introduction
to the humanities
Total: 16 credits
Progmm is prepamtory for doing more
advanced undergmduate work in the
humanities, social sciences, arts or
sciences.
S.O.S. (Student·Originated Studies)
Related offering from other area:
Winter / Group Contracts
Sponsor: Marilyn Frasca
Enrollment: 24 (each)
Prerequisites: Two years of college work at
Evergreen; signature of faculty
Special Expenses: As per contract design
Part-time Options: As per contract design
Internship Possibilities: As per contract
design
Additional Course Allowed: As per contract
design
Gender Images
"8.0.S:' is an opportunity for students to
originate their own program plan for
Winter Quarter. 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. Proposals
which are centered in the arts are most
appropriate, but others will be considered.
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:'
Th work with Marilyn Frasca Winter
Quarter, proposals must be submitted to
her by October 30, 1989.
For further information regarding the
selection process, please contact Marilyn or
the Expressive Arts convener, Paul Sparks.
Planned equivalencies in quarter how's:
Depends on design of student-originated
study.
Total: 16 credits
Program is preparatory for careers and/or
future study in the expressive arts.
Coordinator: Sally Cloninger
In this program we will investigate the
many dimensions of gender-as a cultural
category defining appropriate male and'
female behavior, as a principle of social
stratification, as the epistemological basis of
our formal knowledge-and
attempt to
understand its impact in human communities. We will look at gender historically and
anthropologically to understand the affects
of gender identity on the day to day
behavior of women and men as well as to
understand the origins and maintenance of
sexual inequality.
See the Applied Social Theory specialty
area for a complete description.
The Humanities Group is a policy and curriculum planning group of faculty from the
fields of literature, history, philosophy, anthropology, archeology, psychology, and art
history. We are committed to these subjects
and concerned within them about the
following themes:
-The nature and value of written, visual
and oral texts
Affiliated Faculty: Richard Alexander,
Gordon Beck, Stephanie' Coontz,
Argentina Daley, Virginia Darney, Leo
Daugherty, Don Finkel, David Hitchens,
Richard Jones, Hiro Kawasaki, Eric
Larson, Mark Levensky, Charles
McCann, David Marr, S.R. Martin Jr.,
Chuck Pail thorp, Mark Papworth, David
Powell, Gil Salcedo, Pete Sinclair, Nancy
Taylor and Kirk Thompson
TOM WILLIAMS
Tom was researching
colleges across
!(
Washingtortwhen he first set foot on
Evergreen's campus. He explored everything from the library at the campus'
center to the lawns at the perimeter. "I
was awestruck by the sheer physical
presence of the place:'
A year in the the "Political Economy"
and "Management in the Public Interest"
programs challenged his conservative
viewpoints of the world. "I'm really not the
'lead me to the water' type of student. I
have more of a 'show me what I gotta do
and I'll get on it' sort of approach. Evergreen forced me to take responsibility for
my education and lifestyle:' Tom plans to
enroll in Evergreen's Master of Public
Administration program next year.
-Connections between language, thought
value, and behavior
- Conceptions of the nature of a person or
people
These disciplines, themes, and these faculty
often are what make coordinated studies
programs interdisciplinary, and these faculty have been exceptionally active in Core
Programs. We do some work on one or more
of these themes in each of the programs in
which we teach. In addition, we in our programs work to:
-Emphasize great texts and/or artifacts
and their connections to our themes
-Require wide reading and the sister skills
of critical, independent and original
thinking
-Encoumge discussion in seminar groups
-The relationships between a person or
people and other men and women, private
and public institutions and the gods
-Attempts to imagine and make new relationships and new societies
-Help each student improve his or her
writing
-Do work at a level as advanced as the
knowledge and skill of the majority of
students allows
s
American Studies I: 1840-1910
Fall, Winter / Group Contract
Sponsor: David Powell
Enrollment: 24
Prerequisites: Two years of college work in
literature, history, philosophy
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This is an advanced group contract for
students in the Humanities who wish to
truly establish cultural literacy in their own
culture. The America of 1840-1910 went
from a backward agrarian culture to an
industrial giant; from cultural promise to
cultural ascendancy; from.a modest, essentially homogeneous population, to the
immigrant capital of the western world;
from a slave nation to one struggling with a
segregated fact and an egalitarian dream.
We will read and work hard to find out
what our roots as Americans are. In addition to the very large and difficult reading
list, each student will db outside readings
and discuss these in papers and class
presentations. Below is a partial reading
list:
w.E.B. Du Bois, The Souls of Black Folk
Booker T. Washington, Up From Slavery
Kate Chopin, The Awakening
Theodore Dreiser, Sister Carrie
Harriet Beecher Stowe, Uncle Tom's Cabin
Herman Melville, Moby Dick
Edgar Allen Poe, Selected Tales
Nathaniel Hawthorne, The House of Seven
Gables
Henry David Thoreau, Walden
Ralph Waldo Emerson, Essays
Walt Whitman, Leaves of Grass
Frederick Douglass, Narrative of the Life
Emily Dickinson, Collected Poetry
Alexis de Thcqueville, Democracy in
America
Jack London, Novels and Social Writings
Frank Norris, The Octopus
Upton Sinclair, The Jungle
Francis Parkman, The Oregon Trail
Mary Helen Washington, Invented Lives:
Narratives of Black Women·1860-1960
Paul C. Faler, Mechanics and Manufactures
in the Early Industrial Revolution
George Santayana, Character and Opinion
in the United States
Planned equivalencies in quarter hours:
16-American literature (1840-1910)
4-American intellectual history (1840-1910)
4-American ethnic literature (1840-1910)
4-American philosophy (1840·1910)
4-Specified credits for each student, based
on their supplementary reading list.
'Ibtal: 32 credits
Program is preparatory for careers and/or
future study in graduate school, law,
business or other professions.
s.o.s. (student-Originated Studies)
in the Humanities
Related offerings from other areas:
Gender Images
Fall, Winter / Individual Contracts and
Cluster Contracts
Coordinator: Leo Daugherty
Enrollment: 24
Prerequisites: Three quarters of successful
work at Evergreen (two quarters for upperdivision transfer students); plus faculty
approval of written academic proposal (see
below); faculty signature required
Special Expenses: No
Part-time Options: No
Internship Possibilities: Unlikely, but not
impossible
Additional Course Allowed: Yes, but only
one, not to exceed 5 credits
a
This "S.O.S." program is conceived as convenience for advanced-level students in the
humanities who wish to do individual contracts or small cluster contracts of their
own design during Fall Quarter 1989 and/or
Winter Quarter 1990. (Cluster registration
will be via individual contract.)
Interested students should send written
proposals to Faculty Member Leo
Daugherty at Library 2102. Proposals
should be carefully written and they should
be as specific as possible. Tentative
booklists will be especially helpful. Sug- '
gested length: one single-spaced typed page
(in addition to booklist).
Applicants for cluster-contracts should
work out their own unresolved differences
before submitting their proposal and the
collaborative writing of their proposal
should in fact serve as an early way for
them to do so.
"S.O.S. in the Humanities" is appropriate
for students interested in creative writing
and advanced-level expository writing. A
sizeable sample of recent work must accompany such proposals.
Proposals for Fall Quarter 1989 must be
sent to Leo Daugherty by March 1, 1989.
Proposals for Winter Quarter 1990 must be
sent by October 15, 1989. Proposals are
welcome at any time prior to those
deadlines.
Planned equivalencies in quarter hours:
Depends on design of student-orginated
study.
'Iotal: 16 credits per quarter
Program is preparatory for careers and/or
future study in the humanities.
Coordinator: Sally Cloninger
In this program we will investigate the
many dimensions of gender-as
a cultural
category defining appropriate male and
female behavior, as a principle of social
stratification, as the epistemological basis of
our formal knowledge-and
attempt to
understand its impact in human communities. We will look at gender historically and
anthropologically to understand the affects
of gender identity on the day-to-day
behavior of women and men as well as to
understand the origins and maintenance of
sexual inequality.
See the Applied Social Theory specialty
area for a complete description.
A Tale Of World Cities:
Anthropological Perspectives
Sponsor: Eric Larson
The course of human history changed
abruptly with the onset of settlement in
cities. Before cities, people hunted in small
bands, herded animals over country terrain,
or lived in small neolithic villages. From
4000 B.C. onwards, however, city dwellers
have been exposed to the enrichments and
deprivations associated with urban life and
the idea of civilization. A genuine social
revolution took place. This group contract
will study such settlement, choosing examples from pre-industrial times, the 19th
century and today's modern world. We will
read primarily in anthropology, social
history, and literature.
See the Environmental
Studies specialty
area for a complete description.
The Artistic Imagination
The Structure of Chaos
The Art of Conversation
Coordinator: Jean Mandeberg
This program will examine the artistic process through a fusing of studio work (twoand three-dimensional) and study in art
history. We are interested in understanding
how artists identify, develop, and present
visual ideas. How can ideas that are present
only in the artist's imagination be translated into a visual form that is communicable to others and transcends the artist's
personal experience? How does this process
help us make sense of the world and
heighten our attention? What is the
audience's role in appreciating visual work
and how does the artist-as-critic analyze
and write about an art work within its
historical context while also understanding
the spirit of the work?
See the Expressive Arts specialty area for
a complete description.
Coordinator: Bob Haft
Contemporary physics has demonstrated
that underlying many seemingly chaotic
events are elegant and often surprisingly
beautiful structures. We will look at this
phenomenon as it relates to the world of
art. The program is an intermediate-level
studio course in both painting and photography. We will deal with the notion that the
making of art is an attempt to bring structure out of chaos or, in some cases, chaos
out of structure.
See the Expressive Arts specialty area for
a complete description.
Sponsor: Susan Fiksdal
Have you ever had the feeling your timing
was off or that you had stumbled through a
conversation? In this group contract we will
study conversation from a linguistic perspective. The core elements of our study
will be an introduction to linguistics and to
conversational analysis. We will examine
job, survey, advising, and ethnographic
interviews in several cultural settings.
Students can expect to learn how to analyze
interviews from a number of perspectives
and how to build their own skill in
interviewing.
See the Language and Culture Center for
a complete description.
Playwrights, Plays and Players
Sponsor: TBA
This group contract focuses on the transitions that occur from the playwright's
original work to that work's adaptation for
the stage, through the individual actors'
and ensembles' final performance of the
original work. Students will read original
plays by selected writers whose perspectives may vary from psychological, sociological, political and/or personal themes.
After reading the play and setting it in its
historical context, students will work at
text interpretation and analysis, using that
and related works as a basis for skills
development in scene workshops. Students
from "Playwrights, Players, and Plays" will
collaborate with students from another fall
group contract, "Performance Art:
Workshop:~ in preparation for "The Act of
Theater" group contract Winter and Spring
Quarters.
See the Expressive Arts specialty area for
a complete description.
Seeing What's There
Sponsor: Pete Sinclair
"Seeing What's There" is an introductory
program in the humanities. It is designed to
help students and faculty in the program
learn to see better in reading, writing, field
work and discussion; and to help each person learn to make better public use of what
he or she sees. Each week each member of
the program will participate in a workshop
on how to see in a concentrated accurate
way as an act of will; a workshop on how to
make a field journal of exploration; one day
of field work in, around or away from Olympia; one book seminar on a small number of
primary texts by good seers; and a workshop on how to make good, public use of
what one has seen.
See the Expressive Arts specialty area for
a complete description.
The Human Condition: Time, Place, Values
Coordinator: York Wong
Time keys much that we do and think. It
fosters ideas about origin, history, person
and notions of progress, civilization, purpose. Yet much of nature, community and
many individuals are organized by other
than linear time-e.g. by place, land,
spirituality-thus
meanings here call for
new reference matrices. This program's
goals are (1) to understand the scope and
. limitations of using time to filter knowledge
and values in the sciences and humanities;
(2) to study other organizing factors that
challenge these findings; (3) to re-interpret
conceptions of nature, people, person; and
(4) to imagine new relationships and
societies.
See the The Center for the StudiJ of
Science and Human Values for a complete
description.
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Language
and Culture Center
Director: Dr. Andrew Hanfman
The Language and Culture Center plans
and coordinates year-long programs and
courses in the area of foreign languages and
international studies on a two- to three-year
cycle. It also serves as source of information
and academic advice for students who have
interest in foreign languages and area
studies. The Center's director, Dr. Andrew
Hanfrnan, 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 and local universities with expanded
area offerings. The Center may also sponsor
individual contracts involving language and
culture studies in foreign countries.
In the 1989-90 academic year, three yearlong language and culture programs are being offered under the auspices of the
Center: "Classical World;' "German
Culture" and "Japanese Studies"
For students interested only in language
studies, Evergreen offers a series of parttime 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. In the 1989-90 academic
year, courses in first-year college French,
German, Spanish and Japanese will be
offered as well as second-year French.
The following list includes the academic
programs in this area planned through
1992:
KATHLEEN HANNA
One of the biggest hits on campus last
spring was a fashion show by Kathleen
and two friends who comprised the "sociopolitical" clothing-design group called
"Many Moods:' They made the clothing,
recruited the models and featured such
outrageous fashion that Evergreeners
talked for days. A Portland, Oregon, native,
Kathleen was attracted to Evergreen by its
style of education and the access students
have to all kinds of equipment-from computers to printmaking studios. Next year,
she plans to study in Europe.
1989-199Q
"Classical World;' FWS, study abroad to be
announced
"German Culture;'
"Japanese Studies," FWS, study abroad to
be announced
1990-1991
"RussiaIUSSR;' FWS, summer '91 trip to
the Soviet Union
"French Culture;' FWS, study abroad to be
announced
"Spanish FormS;' FWS
1991-1992
"Asian Studies," FWS, studies abroad tci be
announced
Tentatively, "Italian Studies," FWS, studies
abroad to be announced
Tentatively, "Central American Studies,"
FWS
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,
economics or international trade and affairs
as special students in the University of
Washington's Jackson School of International Studies. The School of International
Studies has been a pioneer in offering programs in non-Western languages and cultural studies. It offers interdisciplinary
curricula emphasizing both regional and
topical studies. Students may concentrate
their study on a major world area within
the context of 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 normally available through this program include: Chinese studies, Japanese
studies, Korean studies, Middle Eastern
studies, Russian and East European
studies, South Asian studies and compamtive religion.
.
Application to participate in a year at the
University of Washington 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 U niversity of Washington.
Student Exchanges with Japanese Universities
The Classical World
Japanese Studies
Evergreen has reciprocity agreements with
two Japanese universities, Miyazaki and
Kobe for exchanging two students with each
institution, tuition-free, for one calendar
year, beginning in Mayor October, 1989_
Interested and qualified students may obtain further particulars from the director of
the Language and Culture Center, The students who plan to apply for this exchange
program must have a sufficient proficiency
in Japanese as most of the teaching at both
universities is in lecture format in Japanese.
Applications should be submitted in the
form of a letter of intent accompanied by
portfolios to the director of the Language
and Culture Center no later than February
15. The applications will be screened by a
Selection Committee.
Fall, Winter, Spring / Coordinated Study
Coordinator: Art Mulka
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or one year of
college emphasizing critical thinking,
reading, writing and group discussiori
Special Expenses: $35 for field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allmoed: Yes, if language
study
Fall, Winter, Spring / Group Contract
Sponsor: TBA
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Courses Allowed: No
This program is a comprehensive study of
the Mediterranean, Greek, Roman and early Christian world from circa 2000 B.C. to
the sixth century A.D. with special emphasis on the foundations of western
civilization. In this era Judaism and Christianity were born; most of our political and
legal foundations were laid; eariy principles
of mathematics, science and medicine were
established; and our alphabet, language,
literary forms, artistic traditions, social
customs and central philosophies were
formed.
The study includes the Minoan and
Mycenaean civilizations; Dorian invasions;
Homeric, Classical and Hellenistic Greece;
rise and decline of the Roman civilization;
and the rise of Christianity within the
classical world.
Each quarter we will read six to eight of
the great. books of antiquity along with
modem interpretive works. These will be
analyzed according to social, political,
historical and literary perspectives. Each
quarter will include a correlating study of
the art and archaeology of the classical
world. Introductory Latin will be offered if
there is sufficient enrollment:
Interested students may participate in a
summer study tour of classical sites in
Greece and Italy that is planned to follow
this program. For details see Faculty
Member Gordon Beck.
Planned equivalencies in quarter houre:
12-Greek and Roman history
12-Greek, Roman and early Christian
literature
12-Greek, Roman and early Christian
philosophy and religion
12-Classical, Byzantine and early Christian art history; or introductory Latin
'lbtal: 48 credits
Program is preparatory for careers and/or
future study in humanities, classics,
history, philosophy and art historu.
Japan has become a highly industrialized
nation while maintaining a strong attachment to her cultural tradition. What were
the elements of Japan's cultural tradition
and how did they respond to forces of
change? How and with what consequences
did the new and sometimes disparate
elements contribute to conflict and contradiction? An inquiry into these questions
will go far toward the delineation of
Japanese society and culture.
Fall Quarter, we will explore the significant areas of conflict and contradiction
found in modem Japan from various perspectives, drawing on materials ranging
from literature to mass media, from
sociology to government and politics.
Winter Quarter will be devoted largely to
the historical and cultural context of Japan
in order to establish the salient features
that constitute her cultural tradition and to
probe the reasons and processes leading to
the conflicts and contradictions.
Spring Quarter, we will turn to the contemporary scene and examine Japan in its
microcosmic form of the daily life and lifestyle of the individual. The approach will be
largely ethnological and social, and involve
areas pertaining to clothing, food, dwelling
and cadences of life marked, for example, by
ritual and festivals. If circumstances permit, this phase of the program will be conducted in Japan to enable students to have
a direct experience with Japanese culture.
Language will be taught throughout the
y~ar on a daily basis. Emphasis will be on
developing skill in oral expression. The oralaUI-a1approach will be used throughout.
Planned equivalencies in quarter hours:
24-beginning or intermediate Japanese
12-Japanese literature in translation
12-social and cultural history of Japan
'lbtal: 48 credits
Program is preparatory for careers and/or
further study in the languages, humanities
or social sciences.
The Art of Conversation
Gennan Culture
Fall, Winter, Spring / Group Contract
Sponsor: Andrew Hanfman
Enrollment: 24
Prerequisites: Core Program or one year of
college
Special Expenses: $35-40 for field trips
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Only for parttime students
"German Culture" is an interdisciplinary
study of three important periods of German
political and cultural history. The contract
also has a language component which can
be taken separately and is open to outside
students on space available basis.
Fall Quarter: "The Reformation and Its
Aftermath;' 16th and 17th centuries. The
study centers on the rise of Protestantism,
the division of Germany into Catholic and
Protestant states, Martin Luther, the poets
and artists of the German Renaissance and
Baroque. The Thirty Year War and its impact on German history will be examined
through some literary works, such as
"Simplizissimus" by Grimmelshausen and
the poetry of German mystics.
Winter Quarter: "Storm and Stress,"
"German Classicism and Romanticism;' and
18th and early 19th centuries will be
discussed against the background of the
Seven Year War, the rise of Prussia and the
French Revolution. German culture during
this period is characterized by literature,
philosophy and historiography which aims
at establishing a national identity independent of foreign influences. Works by Goethe,
Schiller, the German Romantics, philosophers such as Kant, Hegel and Schelling; as
well as German Neo-Classic art and architecture, will illustrate these cultural trends.
Spring Quarter: "Imperial Germany" and
''The Weimar Republic;' late 19th and 20th
centuries. Beginning with the formation of
the German national state and Germany's
role during World War I, we will study the
Weimar Republic, 1918-1933, and then examine Hitler's Third Reich. The cultural
studies will deal with Expressionism in
literature, theater, art and film; the
Bauhaus movement; socially-oriented
writers and dramatists such as Bertolt
Brecht; and composers Weill, Berg and
Schoenberg.
Planned equivalencies in quarter hours:
12-German language
12-German history
12-German literature (in translation)
6-history of German art
6-history of German music
'lbtaJ: 48 credits
Program is preparatory for careers and/or
future study in literature, journalism and
the humanities.
Fall / Group Contract
Sponsor: Susan Fiksdal
Enrollment: 24
Prerequisites: One year of college
Special Expenses: $25 for equipment rental
Part-time Options: Yes, for 8 or 12 credits
Internship Possibilities: No
Additional Course Allowed: Yes
Have you ever had the feeling your timing
was off or that you had stumbled through a
conversation? In this group contract we will
study conversation from a linguistic perspective. The core elements of our study
will be an introduction to linguistics and to
conversational analysis. We will examine
job, survey, advising, and ethnographic
interviews in several cultural settings.
Students can expect to learn how to analyze
interviews from a number of perspectives
and how to build their own skill in
interviewing.
Planned equivalencies in quarter hours:
4-introduction
to linguistics
4-ethnography
of communication
4-sociolinguistics
4-conversational
analysis
'lbtaJ: 16 credits
Program is preparatory for careers and/or
'future study in linguistics, anthropology,
social science research, counseling,
management or medicine.
Management and the Publlc Interest
Management
and the Public Interest
Fall, Winter, Spring / Coordinated Study
Coordinator: Guy Adams
Enrollment: 96 Faculty: 4
Prerequisites: Microeconomics, principles of
accounting
Special Expenses: No
Pari-time Options: No
Internship Possibilities: Spring Quarter
Additional Course Allowed: No
Affiliated Faculty: John Filmer, VIrginia
Ingersoll, Duke Kuehn, Paul Mott, Art
Mulka, Chuck Nisbet, Dean Olson, Niels
Skov and Greg Weeks.
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. Students may take one or two
years of work in this area, 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.
"Management and the Public Interest:' or
"MPI:' teaches management concepts and
skills to upper division students. The program focuses on the private business sector,
but also gives attention to public and notfor-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 organizational 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, the public sector and 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 concurrent enrollment in these
offerings during Fall Quarter_
Planned equivalencies in quarter hours:
Will be distributed in accounting,
economics, management, managerial
economics, managerial finance, organizational behavior, marketing, statistics, case
studies in business and public
administration.
Thtal: 48 credits
Progmm is prepamtory for careers and/or
future study in business and public
administmtion.
Making a Difference: Doing Social Change
Related offering from other area:
Fall, Winter, Spring / Coordinated Study
Coordinator: Paul Mott
Enrollment: 24
Prerequisites: Senior standing; interview;
faculty signature
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
Tribal Resource Development
During the first years of college, we learn
about societal and environmental problems:
our homeless, misuses of natural resources,
questionable business ethics, and child
abuse are some examples. Many of us will
choose to devote our futures to solving
these kinds of problems.
The good news is that methods exist for
making a difference, for being an effective
advocate for change. Increasing students'
skills and knowledge about the ethics, goals
and practices of doing change is the purpose of this program. It is designed for
seniors with backgrounds in environmental
studies, helping professions, labor/management, education, and the social sciences,
who may want to include doing change in
their life's work.
"Making a Difference" will combine field
experience with seminar learning. In the
fall we will learn the techniques of doing
change and preparing for field studies.
Students are encouraged to negotiate in advance internships where they will specifically conduct field change projects during
Winter and Spring Quarters. For example, a
student may find a company that is going to
introduce a new automated information
system or an advocacy group that is working on natural resource improvement and
contract to be a participant/observer.
'
Students who do not have internships are
welcome in the program also, where they
will carry out their own projects.
Among the topics that will be covered:
-personal skills of change agents
-social goals and ethics of planned change
-assessing the capacities of organizations
to change
-change theory and techniques
-designs for field experiments
-participant
observation
-measurement
and evaluation of change
Planned equivalencies in quarter hours:
6-theories of social change
6-organizational
theory
6-field methods in research and evaluation
6-advocacy techniques
24-internship
(in human development, environmental studies, management, labor
studies, or other fields)
'lbtal: 48 credits
Progmm is prepamimy for ccreers and/or
future study in sociology, human services,
management, political economy and environmental studies.
Coordinator: Jovana J. Brown
This group contract will look at the radical
changes that have occurred in U.S. government Indian policy since the treaty period,
examine the trust relationship that exists
between the federal government and the
tribes, consider the current policies of selfdetermination and self-sufficiency, look at
state-tribal relationships in regard to
natural resource use and investigate the use
of tribal resources for economic development in Washington state.
See the Environmental Studies specialty
area for a complete description,
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 and several auxiliary programs. In addition, the area
collaborates with other specialty areas to
design symposium components on topics
such as health, science, environmental
studies and art.
Conveners: Craig Carlson and David
Whitener
Affiliated Faculty: Craig Carlson,
Rainer Hasenstab, Lovern Root King,
Carol Minugh, Mary Nelson, Sid White
and David Whitener
Associated Faculty: Betsy Diffendal,
Betty Kutter and Gail Tremblay
PABLO BELLON
When Pablo and his sister, Maia (see
page 3), decided they wanted to go to
Evergreen, their parents moved the whole
family from California to Olympia, keeping
the Native American family close.
"We're individuals," says Pablo, "but we
recognize accomplishments aren't made
alone. Someone had to raise you. Someone had to nurture you:'
Pablo recognizes similar supportive
traits in Evergreen's facuHy: "They see you
as someone with something to share, as
well as something to leam:~ The secondyear student also finds the college gives,
as well as receives: "It's not just going to
class, it's a total experience. It's total
involvement."
.
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.
Selection:
Strategies in Choice for the Open Moment
Fall, Winter, Spring / Coordinated Study
Coordinator: Carol Minugh
Enrollment: 72 Faculty: 3
Prerequisites: Faculty signature
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possihilities: Yes
Additional Course Allowed: Yes
"Selection" is a student-centered program,
institutionally designed to incorporate community interaction in the education process.
The student, community, and institution
will mutually share authority in developing
a valuable education within a constantly
changing plural society.
The program provides an academic
framework for students to clarify and
validate their educational experience in a
genuine community with a spirit of
hospitality and reciprocal respect.
'Selection" will encourage students to
assume responsibility for their choices.
Faculty will facilitate the internalization of
student motivation.
Four major questions frame the education
process for the program: (1) What do I want
to do? (2) How do I want to do it? (3) What
do I plan to learn? (4) What difference will
it make? Serious consideration of the questions provide a reliable structure for educational pursuit.
"Selection' is an 'open alternative education opportunity intended to include student designed projects into a coordinated
studies theme of recognition and respect.
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 preparatory for careers and/or
future study in education, archeology, the
arts, anthropology, multicultural studies,
trihal government and Native American
studies.
Story and Image: Multicultural Perspectives
Related offering from other area:
Fall, Winter, Spring / Group Contract
Sponsor: Mary Nelson
Enrollment: 24
Prerequisites: Successful completion of it
Core Program or equivalent; faculty
signature; concurrent enrollment for 4
credits required in "Selection: Strategies
for Choice in the Open Moment:' this is a 12
quarter hour program
Specia-l Expenses: Field trips and art
supplies
Part-time Options: See instructor
Internship Possihilities: See instructor
Additional Course Allowed: In the
"Selection" program
Tribal Resource Development
This group contract will study the cultural
contributions of people of color in the
United States and their impact on American literature and art. We will explore
some of the following questions: How have
American people of color expressed themselves in word and image? What are the
dominant motifs and symbols and how are
these portrayed? How is time, place and
environment reflected?
These questions will be explored through
readings, lectures, films, field trips and
seminars. Students will develop their own
perspectives through art workshops and
through writing and research projects.
"Story and Image" will draw on a vital and
rich literary tradition. Some of the readings
which will guide our study include the
following:
Native Son by Wright
No No Boy by Akada
Bless Me Ultima by Anaya
Daughters of Copper Woman by Cameron
I Know Why the Caged Bird Sings by
Angelou
Planned equivalencies in quarter hours:
Will be distributed among multicultural
literature, art history, sociology, anthropology and history.
Total: 32 credits
Program is preparatory for careers and/or
future study in education, the humanities,
arts and social sciences.
Sponsor: Jovana J. Brown
This group contract will look at the radical
changes that have occurred in U.S. government Indian policy since the treaty period,
examine the trust relationship that exists
between the federal government and the
tribes, consider the current policies of selfdetermination and self-sufficiency, look at
state-tribal relationships in regard to
natural resource use and investigate the use
of tribal resources for economic development in Washington state.
See the Environmental Studies specialty
area'for a complete description.
Political Economy
and Social Change
Affiliated Faculty: Bill Arney, Priscilla
Bowerman, Ken Dolbeare, Betty Ruth
Estes, Jorge Gilbert, Angela Gilliam,
Jeanne Hahn, Peta Henderson, Jerry
Lassen, Russell Lidman, Alan Nasser
and Matt Smith
Political Economy and Social Change
integrates anthropology, economics, history,
law, political science, philosophy 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 problems related to class,
race and sex, We are interested in how such
problems interweave and overlap, how they
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, philosophical, 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,
Political Economy and Social Change
Fall, Winter / Coordinated Study
Coordinator: Alan G_ Nasser
Enrollment 96 Faculiv: 4
Prerequisites: At least one year of college
Special Expenses: No
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No
We will examine the nature and the workings of modern capitalism with the American experience as our focus- Special attention will be paid to the way issues and
problems of class, race and sex overlap and
interact in shaping the development of
American capitalism. We will examine the
dynamics of concrete institutions, like the
economy and the family, and we will
evaluate the philosophical, political and
social ideologies that underpin them.
The setting of our studies will be internationaL We will investigate, in particular,
the way in which the North and South
Americas have shaped each other's
historical development.
Planned equivalencies in quarter hours:
8-American history
4-the emergence of the international
economy
4-Latin America in the Americas:
dependency or cooperation?
8- Principles of Economics
4-the sociology of class, race and sex in the
modern world
4-social and political philosophy
Thtal: 32 credits
Program is preparatory for careers and/or
future study in economics, sociology,
history, political science and business.
Political Economy of the Family
Related offering from other area:
Fall, Winter / Group Contract
Sponsor: Stephanie Coontz
Enrollment: 24
Prerequisites: Upper-division standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Making a Difference: Doing Social Change
The family is usually thought of as a subject
for psychological or sociological inquiry.
"Political Economy of the Family" starts
from the premise that every mode of production is also a mode of reproduction,
creating characteristic kinds of family life as
well as work relations. We will examine the
history and political economy of American
families, paying particular attention to the
interaction between the dominant ideal as it
has evolved over time and the concrete
reality of different ethnic groups and
classes, as well as the different experience
of family life by gender and age. Reading
and writing demands will be heavy and
advanced seminaring skills are required.
Planned equivalencies in quarter hours:
Will be distributed in history, political
economy, sociology, economic history and
political science.
Total: 32 credits
Progmm is preparatory for careers and/or
future study in history, political science,
sociology, law, teaching, management and
social change.
Coordinator: Paul Mott
During the first three years of college we
learn about societal and environmental
problems. Our growing homeless population, misuses of natural environmental
resources, questionable business ethics, and
child and spouse abuse are some obvious
examples. Effective methods do exist for
making a difference, for being an effective
advocate for change. Increasing students'
skills and knowledge about the ethics, goals
and practices of doing change is the basic
purpose of this program.
See the Management and Public Interest
specialty area for a complete description.
The Human Condition: Time, Place, Values
Center for the Study of
Science and Human
Values
Fall, Winter, Spring / Coordinated
Coordinator: York Wong
Enrollment: 60 Faculty: 3
Prerequisites: One year of college
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
The aim of the Center for the Study of
Science and Human Values is to provide a
bridge between science and the humanities.
I t 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 har.mony within our species and within the
natural environment;
Affiliated Faculty: Beryl Crowe, Leo
Daugherty, Carolyn Dobbs, Phil Harding,
Hazel Jo Reed, Sandra Simon and York
Wong
-That the tmditional 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
fi!,ture (not to mention responsible and successful professionalism) requires a moral
vocabulary, draum from the humanistic
tmdition, that can genemte 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.
Study
Time keys much that we do and think. It
fosters ideas about origin, history, person
and notions of progress, civilization, purpose. Yet much of nature, corrimunity and
many individuals are organized by other
than linear time-e.g. by place, land, .
spirituality-thus
meanings here call for
new reference matrices.
This program's goals are (1) to understand
the scope and limitations of using time to
filter knowledge and values in the sciences
and humanities; (2) to study other organizing factors that challenge these findings; (3)
to re-interpret conceptions of nature,
people, person; and (4) to imagine new relationships and societies.
.
Sample topics: science and human values,
reflections on natural history, myths of
human evolution, indigenous cultures,
political economy and work, dreams and
metaphors, orality and literacy, literary
criticism, folkpopular culture, local
knowledge.
Planned equivalencies in quarter hours:
8-philosophy of science
8-social sciences
8-humanities
8-cultural studies
8-writing
8-directed research
Thtal: 48 credits
Program is preparatory for caree1'S and/or
future study in humanities, social sciences
and history of science.
Related offering from other area:
Science of Mind
Coordinator: David Paulson
A "cognitive revollition" has transformed
the intellectual landscape. There is renewed
interest in interdisciplinary study of the
human mind that brings together elements
of cognitive psychology, philosophy, com. puter science and neurobiology in order to
create a new systematic understanding of
how the human mind operates. The
"Science of Mind" program will explore this
new territory,
See the Science, Technology and Health
specialty area for a complete description.
Science,
Technology
and Health
Convener: Byron Youtz
Affiliated Faculty: John Aikin-Cushing,
Justino Balderama, Clyde Barlow,
Michael Beug, Judy Bayard-Cushing,
Rob Cole, Diana Cushing, George
Dimitroff, Tbm Grissom, Burton
Guttman, Will Humphreys, Ryo
Imamura, Neil Jacobsen, Linda Kahan,
Jeff Kelly, Rob Knapp, Betty Kutter, Sig
Kutter, Al Leisenring, Carrie Margolin,
John Marvin, Earle McNeil, Janet Ott,
Willie Parson, David Paulsen, Masao
Sugiyama, Fred Tabbutt, Terry Tafoya,
Les Wong and Byron Youtz
Associated Faculty: Hazel Jo Reed
AL FRASER
During his first year at Evergreen, AI
played a key role in a project in the
"Energy Systems" program. Local governments were involved with the feasibility
study, which was funded by the U.S.
Department of Energy. AI helped determine how much and what kind of energy
the buildings in downtown Olympia and on
the state Capitol campus use for their
heating and cooling systems.
AI came to Evergreen from a Midwest
university with an enrollment of 65,000
students. "What a relief:' he says, ''going
from that many faces to a college of 3,000:'
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
high-quality introductory and advanced
work for undergraduates interested in
careers or future work in science, technology or health; to investigate the relationship of science, technology and health to
social and individual human concerns; and
to make learning about science, technology
and health available to students who have
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, and also
arranged so students can balance Scien~e,
Technology and Health with studies in
other areas.
We do not want students to spend all
their time in a single subject, so they
should plan to select at least two quarters
of work from other Specialty Areas.
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.
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
Progmms 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 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
or about one-fourth to one-third of a fulltime load. These courses are useful for gaining prerequisites, for pursuing part-time
studies, or simply for gaining an acquaintance with a subject without making a fulltime commitment to it.
Important Note: Students who plan to
gain a given prerequisite by taking one of
these courses should pay close attention to
their timing. We offer most courses only
once each year. Courses are listed quarterly
in The Evergreen Times.
Career Pathways in Science,
Technology and Health
Chemical Systems
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 AT&T 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., pre-calculus math and
basic chemistry.
Second Thar:
"Matter and Motion"
Third Year and Fourth Year:
"Organic Chemistry I, II and III" course
sequence from "Molecule to Organism"; outside studies and senior thesis Computer
Studies
Computer Studies
Energy 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 rapidly-expanding 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 Energy Studies pathway leads to
careers in applied energy analysis and
development, energy-efficient design, and
energy policy analysis and implementation.
Opportunities for employment exist
throughout the industrial and commercial
sector, and in numerous local, state and
federal agencies.
The heart of the Energy Studies curriculum is the third-year program, "Energy
Systems," which is followed by fourth-year
work in either technical or policy areas.
The suggested pathway:
The structure
of the pathway:
First Thar:
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 Thar:
Advanced offerings alternate, with one
group of topics offered in even years (e.g.,
1990-91) and another group in odd years
(e.g., 1989-90). The programs in each are:
Even years:
"Computability,
ing of Mind"
Cognition and the Model-
Odd years:
"The Business of Computers;' "Science of
the Mind:' or an advanced Group Contract
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 quarter's worth of programs from
other Specialty Areas related to their
interests.
First Thar:
Any Core Program
Second Thar:
Electives (Introductory calculus and physics
are useful though 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 programs in other
Specialty Areas.
Human Health and Behavior
Laboratory Biology
Mathematics
The Health and Human Behavior pathway
has three main, often intersecting branches:
psychological counseling, human services
and health sciences. Workers inall 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
appreciation and awareness of the impacts
of all three sets of factors and of the complementary roles of the other health and
human service professionals. The entry-level
program, "Human Health and Behavior;' is
designed to provide this shared perspective
as well as a common language and the skills
needed by alL More specialized programs,
courses and Internships develop the special
skills needed in each area.
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
their curriculum 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 taken
by students in this branch 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
paraprofessional 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 in this branch should
expect to study inorganic chemistry
(possibly coupled with physics and math in
the program "Matter and Motion"), organic
chemistry and the "Molecule to Organism"
program. They often select additional work
in such programs and areas as additions;
family, community and personal life; the
"Psychological Counseling" and "Nutrition"
programs; health policy planning; computers; and statistics and experimental
design.
This pathway focuses on studies of
molecular and organismic biology in the lab,
using concepts and methods from biochemistry, molecular and cellular biology,
genetics, and development and physiology.
It is distinguished from basic ecological
studies (see Environmental Studies) that
entail more field work.
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.
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 the
"Matter and Motion" program (or "Matter
and Motion" itself 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
Third Year:
"Molecule to Organism" or outside studies
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).
Fourth Year:
"Molecule to Organism" or individual study
or an advanced biology Group Contract
Second Year:
"Matter and Motion" full-time, or calculus
course portion, part-time.
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.
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: "Computability"
1990-91.
will be offered in
SCIENCE, TECHNOLOGY AND HEALTH
~
3/2 Engineering Partnership
with the University of Washington
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!'
Second Year:
"Matter and Motion"
Third or Fourth Year:
Chemistry emphasis in "Chemical Systems"
or physics emphasis in "Physical Systems"
•
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 and admission on a competitive basis into professional programs
(junior and senior years) in the University's
School of Engineering. A recommendation
by the Evergreen faculty does not
guarantee admission into the University's
School of Engineering. On completing both
parts of the program (three years at Evergreen, two at the University), students
receive two degrees, a B.A. from Evergreen
and a B.S. in a specific engineering field
from the University of Washington.
At present, this program allows entry to
five engineering departments at the
University of Washington: Aeronautical!
Astronautical, Chemical, Civil, Electrical
and Mechanical Engineering. A limited
number of places are available and only
students with excellent academic records
will be recommended .
The suggested academic pathway for 3/2
Engineering is as follows:
First Year:
Any Core Program, plus courses if
necessary, to meet prerequisites for "Matter and Motion!'
Second Thar;
"Matter and Motion"
Third Year:
"Physical Systems" (Fall, Winter, Spring)
with some options available from "Energy
Systems" upon advisement.
Matter and Motion
Molecule to Organism
Data to Information
Fall, Winter, Spring / Coordinated Study
Coordinator: Fred Thbbutt
Enrollment: 60 Faculty: 3
Prerequisites: Proficiency in algebra,
trigonometry and high school chemistry
(entrance exam in algebra and trigonometry); faculty signature
Special Expenses: Up to $40 per quarter
lab fee
Part-time Options.' Calculus I, II, III;
university Chemistry I, II, III, university
Physics I, II, III
Internship Possibilities: No
Additional Course Allowed: By permission
of faculty; only as substitute for portion of
program which student has already
completed
Fall, Winter, Spring / Coordinated Study
Coordinator: Burton Guttman
Enrollment: 48 Faculty: 2
Prerequisites: General chemistry and
general biology recommended
Special Expenses: Lab fee
Part-time Options: Consult faculty
Internship Possibilities: No
Additional Course Allowed: Possibly
Fall, Winter, Spring / Coordinated Study
Coordinator: Will Humphreys
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
'intermediate algebra; math placement exam
required; faculty signature
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Possibly, if
math background is extensive
This program is designed for students with
a keen desire to develop a firm physical
science and mathematics background- as
preparation for 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 cannot- contribute
to human affairs.
Planned equivalencies
12-calculus
12-chemistry
12-physics
9-chemistry, physics
3-seminar on science
Total: 48 credits
in quarter hours:
Progmm is prepamtory for careers and/or
future study in engineering, medicine,
biology, chemistry, computer science,
mathematics and physics.
This upper-division program is basically an
intensive study of experimental biology, It
includes an introduction to organic chemistry which may lead to advanced organic
chemistry Spring Quarter. Most of the program, however, is a survey of the major concepts of experimental biology, especially
molecular, cellular, genetic and developmental biology.
In the fall, as we develop an understanding of organic chemical structure, we will
also look at the other end of the size
scale-at general biological structure and
organization. Since the program assumes no
previous study of biology, although general
biology is· recommended, we will examine
the nature of organisms within an
ecological-evolutionary framework and
develop a conception of organisms as
genetic systems. We will then consider
organisms from the chemical level upwards
starting with biochemistry, spending much
of the year on.genetics and molecular and
cellular biology, In the spring, we will offer
some options for study, most likely immunobiology, nutrition and physiology.
We will take the viewpoint that learning
to ask questions is more important than
learning a lot of specific answers. The most
general questions we can ask are about the
nature of science itself, so we will conduct a
seminar series that focuses on the philosophy of science, especially of biology. We
will ask how we know anything and how the
methods of modern biology may yield information we believe.
The program will include intensive lab
experiences to develop competence in
modern techniques of biochemistry and
molecular biology. There will be opportunities to explore, to become deeply
involved in experiments, and to spend long
hours happily losing track of time amidst
stacks of petri plates.
Planned equivalencies in quarter hours:
12-organic chemistry
8-biochemistry
10-molecular and cellular biology
5-genetics
4-topics in biology
9-philosophy of science
Total: 48 credits
Progmm is prepamtory
for careers and/or
future study in biology, chemist1'Y and
health sciences.
"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 preparatoru for careen; and/or
future study in computer science,
mathematics and information. systems.
Student-Originated Software
Fall, Winter, Spring / Group Contract
Sponsor: Judy Bayard-Cushing
Enrollment: 24
Prerequisites: "Data to Information" or
equivalent
Special Expenses: $40 per quarter for com- puter supplies
Part-time Options: Part-time students only,
4 or 8 quarter hours
Internship Possibilities: Yes
Additional Course Allowed: Yes, up to 4
quarter hours
Intended for advanced students in computing, this group contract is conceived to
teach students about the software development process and the contextual forces
which affect it. Throughout the academic
year, students will have the opportunity to
work in teams to identify, design and implement a software project. Projects may
include: feasibility study, requirements
analysis, user interface design, system and
program design documents, user manuals
and maintenance planning. During the Fall
Quarter students will enhance their understanding of the concepts, language and
technical tools used to create a useful software product.
Specific topics in design methodology
addressed throughout the year will include
systems analysis, requirements specification, project and team management, and
market research. In Winter and Spring
Quarters students will have explicit opportunities to improve development skills both
through specific programming assignments
and through their project work. Students
can opt to complete a development project
by working with local businesses or state
agencies or by working with a team within
the group contract.
All students will attend weekly seminars
and lectures. Likely seminar topics include
(1) the computing industry, (2) the ideals of
individualism in a market context versus
the necessity of attending to the common
(collective) goals of team or community, (3)
the rationalist tradition as it has shaped the
disciplines of computer science and management, (4) the nature and practice of design,
(5) aesthetics of technology, and (6) computer technology policy.
Planned equivalencies in quarter hours:
12-seminar
8-software design methodology
28-computer software development
Thtal: 48 credits
Program is preparatory for careers and/or
future study in computer science, software
applications and software systems in a
variety of areas_
Energy Systems
Physical Systems
Chemical Systems and Environmental Analysis
Fall, Winter, Spring / Coordinated Study
Coordinator: Robert Cole
Enrollment: 48 Faculty: 2
Prerequisites: "Precalculus Math;" 12 hours
college-level science preferred
Special expenses: Above-average textbook
costs; drawing supplies; field trips
Part-time Options: Yes, with faculty
permission
Internship Possihilities: Yes, Spring
Quarter
Additional Course Allowed: Yes, with faculty permission
Fall, Winter, Spring / Group Contract
Sponsor: TBA
Enrollment: 24
Prerequisites: One year of calculus and of
quantitative physics or engineering
Special Expenses: No
Part-time Options: Yes
Internship Possihilities: No
Additional Course Allowed: Yes
Fall, Winter / Group Contract
Sponsor: TBA
Enrollment 24
Prerequisites: "Matter and Motion" or
"Habitats" or equivalent, especially college
chemistry with sizable lab component
Special Expenses: Lab fee up to $40 per
quarter
1
Part-time Options: 4, 8, 12, 16 credit hours
Internship Possihilities: No
Additional Course Allowed: Yes
This program's goals are to develop an
understanding of energy-related issues; to
achieve some ability to deal with energy
policy, economics and politics; to acquire
technical ability to deal with passive and
active energy systems; and to learn the
elements of good design.
Fall Quarter, we will focus on solar
science, conservation and conventional
energy sources. Through regular reading
and a weekly seminar, we will learn to
analyze energy and materials flow and
apply these methods to over-developed and
less-developed regions. We will work on
perspective drawing, design and model
building. Students are expected to improve
their mathematical abilities, either through
"Applied Calculus" or more advanced
mathematics.
Winter Quarter, we will emphasize
renewable energy systems (solar, wind,
water, biofuels). Each student will engage
in the design and analysis of a passive solar
home. We anticipate one or more three-day
. field trips to renewable energy sites.
Students will continue studying mathematics and will engage in a detailed study
of thermodynamics.
Spring Quarter, we will study active solar
systems, including technical and economic
factors. Seminars will continue, but time
will be made available for student projects
or internships. Group projects will be
shared in an Energy Symposium.
Planned equivalencies in quarter hours:
6-energy and society
6-energy systems, conventional and
alternative
4-energy economics
4-engineering
thermodynamics
12-applied calculus or advanced math
2-perspective
drawing
6-solar design: active and passive systems
8-energy project or internship
Thtal: 48 credits
Program is preparatory for careers and/or
future study in engineering, energy
technology or energy policy.
This contract will meet the needs of students in the physical sciences, applied
mathematics and engineering. It will meet
the requirements of 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: Dynamicsdifferential 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; topics in modern physics.
Components: Statics-a full introduction
to engineering statics; Linear Algebra and
Multivariable Calculus-vectors,
matrices,
determinants, systems of linear equations,
eigenvalues and eigensolutions, partial differentiation and multivariable integration;
Dynamics-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-firstand secondorder ordinary differential equations; div,
grad, curl, and Laplacian operators; Modern
Physics-the
development of quantum
mechanics; Schrodinger equation, harmonic
oscillator, and hydrogen atom; Partial Dif
ferential Equations-second-order
differential equations of physics; separation of
. variables; boundary conditions; Fourier
series, Legendre and Bessel functions;
Sturm-Liouville theory; and Topical
Discussions-qualitative/semi-quantitative
analyses of topics in applied 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
Preparatory for careers and/or future study
in physics, engineering, energy-related
fields and applied mathematics.
Overall Fall and Winter Quarters, we will
cover chemical equilibrium, chemical thermodynamics, chemical kinetics, and quantum chemistry and examine applications of
each to environmental modeling and environmental problems. A separate component will develop the instrumentation and
techniques used in environmental analysis
and apply them to an environmental
research project.
Planned equivalencies in quarter hours:
8-physical chemistry
8-instrumental
analysis
16-laboratory and research project
Thtal: 32 credits
Program is preparatory for careers and/or
future study in chemistry, physics, environmental analysis and biomedical
research.
.
Mathematical Systems
Science of Mind
Human Health and Behavior
Fall, Winter, Spring / Group Contract
Sponsor: Hazel Jo Reed
Enrollment: 24
Prerequisites: One year of college
Special Expenses: No
Part-time Options: Yes, see the following
description
Internship Possibilities: No
Additional Courses Allowed: Yes
Fall, Winter, Spring / Coordinated Study
Coordinator: David Paulsen
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing;
other students with faculty signature
Special Expenses: $30 per quarter lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This contract will study particular mathematical structures-geometric,
topological
and algebraic-from
historical and psychological points of view as well as the purely
mathematical. We will consider such questions as: Are such systems discovered or
created? Why does a particular culture
allow some to flourish and ignore others?
What are some of the ramifications of
embracing one model instead of another?
Why are there so few ranking women
mathematicians?
The contract is designed for people intending to pursue studies in mathematics
and the sciences, for those who plan to
teach in the area and for those who simply
want to know more abou~athematical
thinking,
.
"Mathematical Systems" is divided into
seminars, workshops and coursework.
Students may enroll in the seminarworkshop portion, in individual courses or in the
entire constellation of activities. If you have
questions about the appropriateness of your
background for the various segments, consult the instructor,
Fall Quarter Courses: ''Advanced Calculus
I" (a year of calculus is a prerequisite);
"Geometry?'
Winter Quarter Courses: ''Advanced
Calculus II" (''Advanced Calculus I" is a
prerequisite); "Topology" (strong collegelevel algebra is a prerequisite).
Spring Quarter Courses: ''Advanced
Calculus III" (''Advanced Calculus II" is a
prerequisite); ''Abstract Algebra" (strong
college-level algebra is a prerequisite).
A "cognitive revolution" has transformed
the intellectual landscape. Interdisciplinary
study of the human mind is correlating
cognitive psychology, philosophy, computer
science and neurobiology, creating a new
systematic understanding of how the mind
operates.
"Science of Mind" program will consider
theories of contemporary cognitive psychology and neurobiology, issues in philosophy
of science, of mind and of language, as well
as computer models of mental activity.
Emphasis will be placed on theories about
the nature of reasoning and attention as
well as current developments in the use of
neural nets for computer simulation. The
program will cover basic cellular neurobiology; production of simple and complex
behaviors by simple neural networks; and
other biological topics, including techniques
of experimental cognitive psychology,
psychological research design, and statistics
with psychological applications, as well as
computer simulations.
Fall and Winter Quarters: extensive work
in statistics and research design, as well as
a survey of historical and contemporary
research in cognitive psychology, neurobiology and related philosophical fields.
Spring Quarter: a research project in experimental cognitive psychology, neurobiology, computer modeling, or library research.
The program is for students in experimental or cognitive psychology, neuroscience,
computer science, or philosophy. No special
preparation in psychology, biology, philosophy or computer science will be assumed,
but the program presupposes that students
will move fairly rapidly to intermediate and
advanced work.
Fall, Winter / Coordinated Study
Coordinator: Earle McNeil
Enrollment: 96 Faculty: 4
Prerequisites: Core Program or one year of
college work
Special Expenses: Transportation, food,
lodging for possible retreat
Part-time Options: Yes, 12 credits, with
faculty permission
Additional Course Allowed: Yes, students
with a strong entering background in
science and/or psychology are encouraged
to substitute a course-i.e. chemistry, college algebra, media production, language or
statistics (4 credits per quarater)-which
helps meet needs for future work. Details
need to be discussed with the faculty.
Planned equivalencies in quarter hours:
4-abstract
algebra
12-advanced calculus
4-geometry
4-topology
8-history of mathematics
8-psychology of mathematics
8-individual projects
lOtal: 48 credits
Progmm is prepamtory for careers and/or
future study in mathematics, education
and humanities.
Planned equivalencies in quarter hours:
3-cognitive psychology
3-experimental
psychology
3--neurobiology
4-philosophy of science
4-philosophy of mind
6-topics in cognitive science
3-introduction
to descriptive and inferential statistics
3-multivariate
statistical techniques
3-research
design
4-data analysis and computer modeling
12-research project
lOtal: 48 credits
Prepamtory for careers and/or future study
in psychology, computer science, biology,
the humanities and philosophy.
In "Human Health and Behavior" we will
investigate the biological, psychological,
spiritual and social forces that affect human
behavior in order to develop a strong foundation for further work in the areas of
health, human services, education and
counseling. Program material will be
presented on the basis of two important
assumptions. First, behavior and health are
mutually influenced by psychological,
biological and spiritual forces. Second,
culture defines and influences our
understanding and facilitation of health.
Drawing particularly from human biology,
sociology, anthropology and psychology, the
program will examine physiological development, the roles of gender and culture in differentiating human behavior, the central
importance of self-esteem, and the guiding
psychological processes. Emphasis will be
placed on cognitive development, nutrition,
perception, mind-body interactions, the impacts of social and community structure,
and sociological and ecological forces influencing mental and physical health. Students
will be encouraged to develop analytical
skills in reading, writing, discussion and
research, as well as programs to facilitate
their own good health.
Planned equivalencies in quarter hours:
Will be distributed among psychology,
human biology, nutrition, sociology, anthropology and health.
Total: 32 credits
Program is prepamtory for careers and/or
future study in human services, education,
health sciences and psychology.
Health and Risk in Modern Society
Psychological Counseling
Helping Relationships
Fall, Winter, Spring / Coordinated Study
Coordinator: Justino Balderrama
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent;
recommended for juniors and seniors
Special Expenses: No
Part-time Options: No
Internship Possibiliiie»: Yes, Spring
Additional Course Allowed: No
Fall, Winter, Spring / Group Contract
Sponsor: TBA
Enrollment: 48
Prerequisites: Background in psychology;
senior standing
Special Expenses: Travel to internship
Part-t~e Options: No
Internship Poesioiiuies: Yes
Additional Course Allowed: Consult faculty
Fall, Winter, Spring / Group Contract
Sponsor: Greg Stuewe-Portnoff
Enrollment: 24
Prerequisites: Background in psychology;
senior standing
Special Expenses: Lab/conference fee;
travel to internship
Part-time Options: No
Internship Possibiliue«: Yes
Additional Course Allowed: No
Can we know the health risks we face as
individuals in a modern society, now or in
the future? Some risks are known; many
are not. But we survive in a culture which
proposes that knowledge informs and allows
us to respond to complex health problems
and dilemmas. Assuming a social systems
perspective, this program will study the
medical-industrial complex within a capitalistic political economy, We will examine the
social, economic and political, as well as the
cultural environment which gave rise to
American medicine and the current thought
on illness, health, healing and risk. We will
study major care systems, as well as 'proposed alternative care systems, as part of a
larger system of available resources (e.g.,
capital, labor and technology). We will be
particularly interested in the relation of
race, gender, and ethnicity to the provision
of health care.
The second major area of emphasis will
be research methods. This will include using
the library, and studying social science
research methods and statistics, as well as
alternative views of social research. Spring
Quarter we will do independent research on
related problems. At the end of the year,
students will present their research findings at a symposium on health and healthrelated issues in modern society. The
symposium will be planned and conducted
by students in the program.
This advanced group contract offers preparation for paraprofessional jobs in psychological services; and academic, as well as
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, (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:
Fall:
4-political economy
4-library research
4-American history
4-multicultural
health and healing
Winter:
4-literature:
fiction and health
4-social research methods
4-social statistics
4-alternative
research methods
Spring:
4-contemporary
health issues
12-individual projects
Total: 48 credits
Planned equivalencies in quarter hours:
8-psychology, introduction to clinical
practice
8-introduction
to family therapy and
systems analysis
8-structure,
dynamics, development of
personality
8-abnormal psychology
16-clinical practicum
Total: 48 credits
w
Program
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 will have three major
components: (1) the study of material
usually prerequisite to graduate work, (2)
development of interpersonal skills in oneto-one, small group and large group contexts and (3) 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 (one day
in the spring), we will explore theories and
models of human growth and change,
primarily through interactive modes,
lecture discussions and seminar discussions.
Experiential workshops led by faculty and
others will provide only one of several
means of skill development and growth.
Students will study re-evaluation counseling
and participate in a co-counseling relationship throughout the year. After completing
crisis intervention training, students will
volunteer four to six hours weekly in a helping role.
Throughout the year, social activities,
frequent opportunities for feedback in all
directions and the program retreat, we will
create a supportive, nurturing, stimulating
and exciting learning community.
Planned equivalencies in quarter hours:
8-personality
theory
8-childhood development
8-theory and methods of counseling
4-abnormal psychology
4-statistics
8-communications
skills
8-practicum/internship
Total: 48 credits
w
Program
preparatory for careers and/or
future study in the helping professions.
Program is preparatory for careers and/or
future study in law, teacher education,
social science, health and human services,
social work, management and public
adminwtration.
III
SCIENCE, TECHNOLOGY AND HEALTH
Global Studies: The Riddle of the Circle
Fall, Winter, Spring / Coordinated Study
Coordinator: w.J. Hardiman
Enrollment: 120 Faculty: 5 112
Prerequisites: Junior or senior standing
Special Expenses: No
Part-time Options: No
lmernship Possibilities: No
Additional Course Allowed: No
Serving a student population composed
primarily of working adults, The Evergreen
State College-Tacoma provides a broadbased liberal arts education in the arts and
sciences which recognizes the importance of
good communication skills to work effectively in today's society. The Evergreen offcampus program in downtown Tacoma
features two-year, upper-division studies
leading to a Bachelor of Arts degree.
Classes are scheduled at times convenient
for working people. Both daytime and evening classes are available. Students wishing
to enroll in an off-campus program must
have completed 90 quarter hours of transferable college-level work before entering.
Detailed information on admission is also
available through the Admissions Office in
Olympia. Tacoma Community College and
Evergreen also offer a two-year, lowerdivision liberal arts program for freshman
and sophomores in the evenings at the same
site as the upper-division program. More
detailed information can be obtained by contacting Director W. J_ Hardiman in Tacoma
at (206) 593·5915 or through the main campus in Olympia, (206) 866-6000, ext. 6004.
This year-long advanced interdisciplinary
program will examine the cyclic nature of
global knowledge, history and hegemony
from ancient times to the present. Throughout the year we will be looking at the interplay between cultural continuity and
natural and historical cycles. Fall Quarter,
the program emphasis will be on natural
cycles and their impact upon the development of epistemological systems and on
self-perception. Winter Quarter the program emphasis will be on global history and
its relationship to notions of cultural, scientific and technological progress. Spring
Quarter the emphasis will be on the exploration of the possible human and global
destinies that could result from the application of a cyclic world view.
The core texts of the program will be
historical and contemporary autobiographical and biographical vignettes that
chronicle the lives, decisions and achievements of persons who stand out in the
midst of shifting global realities as strong
models of truth, power, and ethical wisdom.
Faculty with expertise in geography,
history, anthropology, humanities and in the
social, mathematical and natural sciences
will form the core resources.
Planned equivalencies in quarter hours:
Will be distributed among the social
sciences, natural sciences, mathematical
sciences, history, humanities and advanced
research methodology.
ThtaJ: 48 credits
FELICITY scan
At first, Felicity didn't believe her younger
brother when he continually touted Evergreen as the college to attend. "But over
time:' she says, "I noticed positive
changes in him, and thought Evrgreen
could do that for me:' Felicity had been
away from school for ten years when she
enrolled with plans to learn a little about
everything-to get a liberal arts education.
Determined to excel, she soon realized
she was far too critical of her ability as a
student. "I was so anxious over a midterm exam in logic, but I ended up doing
quite well:' she says. That was the turning
point. Four years later, she's gearing up for
graduation.
Program is preparatory for careers and/or
future study in international studies,
teacher education, public policy,
humanities and applied social science.
EVERGREEN-TACOMA
Special Forms of Study
and Academic Resources
Internships and Cooperative Education
Part-time Studies
More than half of Evergreen's students
Part-time courses are offered throughout
the year at Evergreen. Please check with
complete one or more Internships by the
time they graduate. This compares with a
the Admissions Office, however, if you only
nationwide figure of fewer than two perwant to enroll part-time, as priority goes to
full-time students. Up-to-date descriptions
cent. Although most Interns work in
businesses, schools, government agencies, or
of part-time offerings are published
nonprofit organizations in southwest Washquarterly in The Evergreen Times.
ington, Internships are also available
Prior Learning from Experience
throughout the state, outside the state, and
even in other countries, in both the private
and public sectors.
Prior Learning from Experience is a strucEach Internship must be approved in
tured program for adult students who want
to examine their pre-college experience for
advance by the Office of Cooperative
Education, which is part of Evergreen's
academic and personal relevance, often as a
Student Advising Center (see page 93).
prelude to setting new academic and career
Opportunities to conduct Internships are
objectives. PLE students plan, develop and
built into many academic programs. They
write an extended paper which discusses
the content and significance of their
also are available for upper-division
experiential learning, and evaluates that
students through Individual Learning Contracts. Unless an Internship is required as
_ learning in the context of their broader
part of one's work in a Coordinated Studies
educational goals.
Program or Group Contract, students are
The program offers both a supervised
eligible to conduct Internships only after
non-credit independent study option and a
they have been enrolled at Evergreen for at
credit-generating instructional option for
writing the paper. The instructional option
least one quarter. Priority access to Internships through Individual Learning Conis "Writing from Experience;' a part-time
tracts is given to seniors.
course usually offered in the summer, which
Each Internship is sponsored by an Evergrants credit in writing. Qualified papers
green faculty member (or approved staff
are then submitted to the PLE Credit
sponsor) who works closely with the Intern
Evaluation Committee for assessment of
and her or his field supervisor for the term
credit for prior learning.
of the Internship contract. Activities at the
Applications for enrollment in PLE are
due early in Spring Quarter. When space is
Internship site are guided by a field supervisor. At the end of the quarter, the faculty
available, applications may also be accepted
sponsor, with the benefit of the field superFall Quarter. Enrollment is limited. Intervisor's evaluation, determines the amount of ested students are encouraged to contact
credit to be awarded for Internship-related
the PLE office early. Most students comlearning and performance.
plete their papers in a two-quarter
Each quarter of an Internship is planned,
sequence; a third quarter is required for
arranged, conducted and evaluated based
evaluation.
For application forms and further inforon the student's academic objectives for
that quarter. Those objectives and all other
mation about PLE, request the "Learner's
Internship-related
matters are negotiated
Guide to Prior Learning from Experience"
and agreed to by the student, sponsor and
from the Admissions, Academic Advising or
PLE Offices.
field supervisor before the Internship
For information on other forms of prior
begins. These agreements are formalized in
learning credit, see "Credit for Military and
an Internship contract that is signed by all
parties. Internships invariably include a
Flight Training" and "Credit for Training
Sequences," page 26.
strong component of academic activities
such as related reading, a daily journal,
weekly conferences with one's sponsor and
Writing Center
various written reports.
The Office of Cooperative Education is
The Writing Center is available to students
the central source of current information
who would like help with reading, study
about Internship program policies and proskills, or writing. Priority is given to
cedures, available Internship positions and
assisting students within their academic
programs. Diagnostic testing and individual
Internship sponsors. Co-op staff are available throughout the year to answer quesconferences are available to help determine
tions about the program and to assist
needs. Students can work on reading and
students, sponsors and field supervisors
writing improvement with self-paced prowith all activities involved in planning,
grams, in small groups, or with individuarranging and conducting Internships. You
alized help from the Writing Center profesare encourged to plan for your Internship at
sional staff and student tutors on a first
least a quarter ahead of time. For more
come, first served basis.
information, call or write the Office of
Cooperative Education, The Evergreen
State College, Olympia, Washington 98505.
Self·Paced Learning
Computer Services
The Hillaire Student Advising Center
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.
In Academic Computing, the emphasis is on
students and technology. Students are provided 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 networking, and
as more academic programs incorporate
computing. There is no charge to students
for the use of computing facilities. Through
Media Loan, students may check out a
terminal like a book, take it home, and communicate with the college's mainframe via
telephone.
Located in Library 2408, the Computer
Center is a place where individual attention
comes first. Direct your questions to the
Computer Center's student consultants.
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
MVI0000 "super-mini" computer, which
offers several computer languages, in-:
eluding Pascal, COBOL, LISP and BASIC,
as well as software like SPSSx and DBMS.
In 1986, Evergreen received a National
Science Foundation grant to create the
Microcomputer Laboratory, which now
offers 30 AT&!' microcomputers, video projection equipment and access to the Data
General computer.
.
The college has received computer equipment grants totaling nearly $1 million from
AT&!'. The equipment allows Academic
Computing to upgrade the Microcomputer
Lab, increase the number of microcomputers and improve computer networking.
Evergreen recently created a MacIntosh
laboratory of 18 Max II computer stations;
these are networked to share printing and
peripheral resources. Complementing
Evergreen's mainframe and other micro
resources, the Mac Lab provides students
with graphics, word processing, imaging,
and desktop publishing capabilities for
academic projects.
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 computerassisted instruction in BASIC and Pascal.
Microcomputers designed for natural
science applications are located in LAB II,
see page 100.
Evergreen has established several microcomputer purchase plans for student use at
substantial educational discounts through
the college Bookstore. Systems are available from Apple, 1MB, AT&!', Zenith and
others. We encourage you to consider purchase of a computer for your academic work
at Evergreen.
The Mary Ellen Hillaire Student Advising
Center (SAC) exists to coordinate academic
advising services among 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 92;
KEY-Special Senrices, 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 1460 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. The
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 career and
academic planning. See the Academic
Advising Office's publication, the Student
Advising Handbook, for more about the
SAC and advising at Evergreen.
Library
To complement its extensive resources, the
Daniel J. Evans Library hires people who
are not only experts in media and information management and retrieval, but 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
218,000 books, 30,000 reference volumes,
four well-equipped recording studios, a complete video production system, films,
recordings, maps, documents, editing
benches, drafting tables, and 1,645
periodical subscriptions. In addition to
resources on hand, 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
Comix 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.
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. Career
Development, the First Peoples' Coalition
and Key-Student Services are located in
the Hillaire Student Advising Center, and
are offices under Student Development that
are devoted to supporting the academic and
personal development of students. Unit programs include Student Activities, the
Counseling and Health Center, Upward
Bound, the Evergreen Childcare Center,
the Cooper Point Journal, and KAOS (Campus radio station). See the Student Advising
Handbook for more about the Office of Student Development, or contact the Dean of
Student Development in the 1400 wing of
the Library, ext. 6034, or the office that is
directly related to your area of concern.
SPECIAL FORMS OF STUOY AND ACADEMIC RESOURCES
Master
Graduate Study
at Evergreen
or Environmental
Studies
Director: Thomas B. Rainey
M ES Director:
Thomas B. Rainey
MPA Director:
Priscilla Bowerman
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 or 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 a balanced 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, most
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 fun-time students can
complete their work in as few as six
quarters. All students are expected to have
coursework or work-related experience in
both the social and natural sciences before
entering the program.
The MES Program consists primarily of
three parts: (1) a required 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)
Processes
Population, Energy and Resources
(8 quarter hours)
Quantitative Analysis for Environmental
Studies
(8 quarter hours)
Case Studies: Environmental
Assessment, Policy and Management
(8 quarter hours)
Electives include land resource, natural
resource economics, environmental policy,
ecological methods, environmental management, ecological principles, environmental
philosophy and ethics, American environmental history, and watershed management. 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.
Master of Public Administration
Graduate Program Procedures
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 arid
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. It 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. Th 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 six quarters.
Students lacking significant public sector
experience are expected to complete an internship for at least one academic quarter.
Th satisfy the degree requirement, a student must participate in a sequence of five
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 students to
broaden their 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 a group- or
individually-authored research effort, usually with current practical impact for public
agencies. The topic, form and content of any
project will vary with the students interests, opportunities and development, but
every project represents the culmination of
work in the program and provides a document which demonstrates hislher
knowledge and ability.
The MPA curriculum is:
Admissions
The application deadline for early admission
is March 15. After that date, applications
will be considered as they are completed.
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 is competitive. Admission decisions are based on a thorough review of the
following (see graduate catalog for details
regarding these procedures):
Core Programs
Brief essays by the applicant
The Political and Economic
Public Administration
(8 quarter hours)
Context of
Academic transcripts including certification of receipt of a bachelor's degree
GRE score
Letters of recommendation.
1
Managing Human Resources
(8 quarter hours)
Research Methods for the Public Sector
(8 quarter hours)
Fiscal Policy
(8 quarter hours)
Public Policy and Its Administrative
Implications
(8 quarter hours)
Application Project
Administration
(8 quarter hours)
in Public Policy and
Electives
(12 quarter hours; typically, three 4 quarter
hour courses)
Inquiries about the MPA program should
be addressed to Priscilla (Pris) Bowerman,
Director, Graduate Program in Public
Administration, Seminar Building 3127, The
Evergreen State College, Olympia, WA
98505; (206) 866-6000, ext. 6706
For some who apply, the transcript or
admissions material may be an incomplete
reflection of their interests and abilities.
Our admissions process considers 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 the Admissions Office. It contains a full description of the curriculum,
academic policies, and admissions procedures for both the MPA and MES
programs.
Financial Aid
Financial aid is available in the forms of
fellowships; assistantships, scholarships,
work-study assistance and guaranteed student loans. The Financial Aid application
must be completed before any financial aid
decision can be made. 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 financial aid are available to fulltime 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.
GRADUATE STUDY AT EVERGREEN
into/~is Evergtee
studying math and scIence
in'progra",
"Energy Systems:' to
helping build a huge sculpture on campus,
to talking with the Dall Lama during a year
of study in Nepal, to learning how to build
a small hydroelectric dam.
"I'm interested in mountaineering and
appropriate Third WOrld aid:' he says. "H
you're a motivated student, you can go a
lot further than you can at a conventional
college. Eve Igg I've done at Evergreen
has pre
rwhat I'm interested i
doing:'
Campus Directory
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 a listing of many
of these resources, with brief descriptions
where needed.
Admissions,
see page 24.
Academic Advising
see page 93.
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 and Van Service
between campus and the Olympia, Lacey,
Thmwater areas is provided Monday
through Saturday by Intercity Transit (IT).
Buses leave from the Library loop and earnpus housing every 30 minutes on weekdays
and every hour during evenings and on
Saturdays. Evergreen's Van Service runs
additional, limited routes to downtown
Olympia from 9 p.m. to midnight. 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,
is provided by the Evergreen Childcare
Center, which usually has a waiting list.
Contact the Center as soon as possible in
person or by calling ext. 6061. Also, see
Student Development; page 93.
Computer Services,
See page 93.
Cooperative Education,
see page 92.
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.
Counseling Services,
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.
Financial Aid,
see page 27.
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 food bar and
more. The Deli on the floor above has sandwiches, 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 55.
Handicapped Access,
see Physically Challenged Access.
Health ServiceslWomen's Clinic,
see Student Development, page 93.
Information Center,
operated by students and volunteers, 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, the
Student Communications Center in the
CAB keeps students abreast of campus
governance and decision making.
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.
Legal Aid
for students in need of legal advice is available through the student organization,
Evergreen Legal Counseling Services.
Leisure Education Pathways to Wellness
The Leisure Education program offers noncredit workshops for children and adults in
Physical Wellness, Outdoor Pursuits and
Enrichment activities. Workshops, offered
on a quarterly basis, last from one day to
ten weeks, depending upon the offering.
Workshops include aerobics, weight training, racquetball, yoga, meditation, massage,
children's American Red Cross swim lessons, adult aquatic instruction, fencing
karate, Ki and Aikido, Thi Chi Ch'uan,
ballet, jazz dance, scuba diving, basic sailing, whitewater rafting, sailing cruises,
bicycle maintenance, rock climbing, mountaineering, printmaking, photography, drawing, watercolor, weaving, spinning and
dyeing, financial planning, grantwriting,
importing, writing and personal growth
workshops. Costs range from $4 to $225. An
average workshop price is $30. Registration
occurs on a quarterly basis. Th obtain a
brochure, call 866-6000, ext. 6530.
Library,
see page 93.
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, Wash41gton 98505.
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-, twoand three-bedroom 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, cross-country,
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 31-33.
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.
Student Activities,
Student fees ($74 per quarter paid with
tuition) fund more than 30 student organizations. Some of the services and organizations include Asian Pacific Isle Coalition;
Bike Shop; Bus System; The Cooper Point
Journal, student newspaper; Environmental Resource Center; Evergreen Childcare
Center; Evergreen Info. Political Center;
Evergreen Indian Center; Graduate Student Association; Information Desk;
Innerplace; KAOS FM, community radio
station; Lesbian/Gay Resource Center;
Maarava; MEChA; Organic Farm; Parent's
Resource Center; Peace Center; Recreational sports; Recycling Center; Recycling
Center; S&A Board Coordinator; Slightly
West, student literary magazine; Student
Art Gallery; Student Communication
Center; Students with Challenges; UMOJA;
WashPIRG; Wilderness Center; Women of
Color Coalition; Womens 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
engages Washington's college and university
faculty in public policy research 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.
Writing Center
see Special Forms of Study and Academic
Resources, page 92.
The Physical Campus
Arts and Sciences Laboratory Building
provides a learning environment and
facilities to support the arts and sciences.
There's space and equipment for large
groups and small groups to carry out
research, and individual students to pursue
special projects.
Lab I
houses a lab supply store, a number of
teaching and research labs, electron microscope, advanced microscopy lab, and several
instrument labs which feature spectrophotometers, chromatographs, ultra-centrifuges,
scintillation counters and other equipment.
The entrance to Lab I contains a vivarium
of exotic plants.
The Arts Annex
houses a ceramic studio; a large area for
sculpture, shop work, casting, welding,
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,
printmaking, neon, batiking, jewelrymaking, drawing and design facilities; and
general laboratory science space.
The Computer Applications Lab provides
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. Acquisitions were made possible by donations from
the Intel, AT&r, Microsoft, the M.J.
Murdock Charitable Trust, Conrac and
Polaroid Corporations, and the National
Science Foundation.
Library
See Library and Computer Services on
page 93.
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 degrees for media presentations
such as 16mm feature-length movies, 35mm
slide shows, video recording and playback,
and overhead or rear-screen projections.
Some program lecture sessions meet in the
Lecture Halls 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 Cooper
Point 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 ll-lane
swimming pool complete with a separate
diving well, competition. timing system and
power lift for the handicapped; sun deck;
two sauna baths; showers and locker rooms;
multipurpose dance room; martial arts,
exercise and weight training rooms, and five
racquetball courts.
The Recreation Equipment Center is
where you can rent sailboats, kayaks,
canoes, Nordic skis, backpacking equipment
and, for day use, volleyballs, nets and softball equipment.
A new addition to be completed in 1989
will feature a multipurpose gymnasium
with seating for 3,100, a Wellness Lab, two
studios, two classrooms, three conference
rooms and improved locker rooms.
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 2O-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 smallscale agriculture. You can raise crops
through academic programs such as
"EcologicalAgriculture,"
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. Thke
Driftwood Road west and go south on
Lewis Road to reach the Farm by car, or
walk the quarter-mile footpath from central
campus. Don't miss the annual Harvest Fair
held on the Farm every fall, or the fresh
flowers and produce sold on campus from
spring through fall. Also see page 55.
The Seawulff
and Malheur Bird Observatory,
see page 55 for information about these
facilities which complement Evergreen's
environmental studies.
PHYSICAL CAMPUS
Path to
Geoduck
Beach
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~
,
,
Organic
Farm
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Path to
Organic
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o
To Mud Bay Road
WAC 174-120-020 The Social Contract:
College Philosophy
General
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 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)
Purpose
(a) 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.
(b) 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.
(2)
(3) Freedom and Civility
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.
Individual and Institutional
Rights
Each member of the community must
protect:
(a) The fundamental rights of others in
the community as citizens;
(b) The right of each member in the community to pursue different learning objectives within the limits defined by Evergreen's curriculum or resources of people,
materials, equipment and money;
(c) The rights and obligations of Evergreen as an institution established by the
state of Washington; and
(d) Individual rights to fair and equitable
procedures when the institution acts to protect the safety of its members.
(4)
(5) Society and the College
.
(a) 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.
(b) All members of the Evergreen community should strive to prevent the financial, political or other exploitation of the
campus by any individual or group.
(c) Evergreen has the right to prohibit
individuals and groups from using its name,
its financial 01' other resources, and its
facilities for commercial or political
activities.
(6) Prohibition Against Discrimination
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. To this end the college has adopted
an affirmative action policy approved by the
state Human Rights Commission and the
Higher Education Personnel Board. Affirmative Action complaints shall be handled
in accordance with state law, as amended
(e.g. Ch. 49.74 WAC; RCW 28B.16.100; Ch.
251-23 WAC).
(7) Right to Privacy
(a) 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.
(b) 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.
(c) Evergreen does not stand in loco
parentis for its members.
(8) Intellectual Freedom and Honesty
(a) 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.
(b) 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.
(c) 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) Open Forum and Access to Information
(a) 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.
(b) 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.
(c)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.
(d) 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
. (e) 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, however, college policies and rules shall
not conflict with state law 01' statutory,
regulatory and/or contractual commitments
to college employees,
Political Activities
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.
(10)
The Social Contract is currently !\.nder
revision and may change by 1989-90.
GOVERNANCE
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.
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 allcollege events, then for events related to
special interests of groups of students,
faculty or staff, and then for alumnisponsored events. Last priority goes to
events sponsored by individuals and
organizations outside the college.
No admission fee may be charged or contributions solicited at on-campus events or
meetings without written permission from
the Production Clearance Coordinator or
Conference Services.
Special event or outside speakers that are
sponsored by S&A funded organizations are
scheduled through the Student Activities
office. Evergreen students, faculty and staff
who want to schedule a special event must
go through the Space and Scheduling
Office, Seminar Building, room 4109.
All private and student vendors must
schedule tables through Student Activities
office. Student vendors are provided with
tables and the fee is $2. Private vendors,
and alumni will have to provide their own
table and the fee is $15. Non-student vendors will be limited to two tables per table
and three days per quarter.
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.
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 south 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
carryon 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:
Per Day Quarter
Thar
Parking
Automobiles
.75
$22
$54
Motorcycles
.75
11
27
Daily permits can be purchased at the information booth on the front entrance road to
campus. Parking is permitted in designated
areas only. 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.
To 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.
Student Conduct Code
Current copies of this document, which
describes students' rights and responsibilities, are available through the office of
the Vice President for Student Affairs.
Trustees, Administration
and Faculty ,
Board of Trustees
September 1988
David K.Y.Tang, Chairman, Seattle
Herblll1 Gelman, Vice Chairman, Tacoma
Kay Boyd, Secretary, Lacey
George E. Mante, Ocean Shores
Richard S. Page, Seattle
William T. Robinson, Seattle
Allan M. Weinstein, Vancouver
Administration
Joseph D. Olander, President
Patrick J. Hili, Provost and Academic Vice President
Gall E. Martin, Vice President for Student Affairs
Kenneth Winkley, Vice President for Finance and
Administrative
Services
Vice President for College Advancemen~ vacant
Kathleen Garcia, Executive Assistant to the President
Barbara L. SmHh, Academic Dean
Michael W. Beug, Academic Dean
ClI'OlynE. Dobbs, Academic Dean
Chilies Palllhrop, Academic Dean
Malthew E. SmHh, Academic Dean
Sarah A. fed_n,
Dean of Library Services
Amaldo Rodriguez, Dean of Enrollment Services
Ernest L. Thomas, Dean of Stndent Development
Faculty
This is a listing of Evergreen's faculty as of 1988-89. A
more extensive detailing of Evergreen faculty members'
areas of expertise can be found in the Stndent Advising
Handbook, available at the Student Advising Center
Humanltles·Art
Richard W. Aleunder, English and Literature, 1970; Assistant Academic Dean, 1980-82;
B.A., English, Emory University, 1956; M.A., English,
Tulane University, 1961; Ph.D., English, University of
Illinois, 1966.
Nancy Allen, Literature and Languages, 1971;
B.A., Comparative Literature, Occidental College, 1963;
M.A., Spanish, Columbia University, 1965.
Susan M. Aurand, Art, 1974;
B.A., French, Kalamazoo College, 1972; M.A., Ceramics,
Ohio State University, 1974.
Gordon BeCk, Art History and Cinema, 1971;
A.B., Speech, Bowling Green University, 1951; M.A.,
Drama, Western Reserve University, 1952; Ph.D.,
Theater, University of Illinois, 1964.
Andrew Buchman, Music, 1986
B.A., Liberal Arts, The Evergreen State College, 1977;
M.M., Music History, University of washington, 1982;
D.M.A., Music Composition, University of Washington,
1987.
Craig B. carlson, Communicatwns,
1973;
B.A., English, College of William and Mary, 1965; Ph.D.,
English, University of Exeter, England, 1972.
Sally J. Cloninger, Film-Televisinn, 1978;
B.S., Syracuse University, 1969; M.A., Theater, Ohio
State University, 1971; Ph.D., Communications-Film,
Ohio State University, 1974.
Adenlyl Coker, Theater, 1988;
B.A., Dramatic Arts, University of Ife, Nigeria, West
Africa, 1983; M.F.A., Theatre Directing, Brooklyn College, 1987.
Doranne Crable, Expressive Arts: Performance A~
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..
Argentina Daley, American Studies, 1988;
B.A., Comparative Literature, University of Washington,
1971; M.A. English, University of washington, 1973;
Ph.D., University of Washington, 1988.
Leo Daugherty, Literature and Linguisitics, 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 'Iexas State University, 1970;
Postdoctoral year in Linguistics, Harvard University,
1970-71.
Susan R. Fiksdal, Linguistics and 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, A~ 1972;
B.F.A., Fine Arts, San Francisco Art Institute, 1961;
M.A., Art, Bennington College, 1964.
Angela Glillam, Anthropology, 1988;
B.A., Latin American Studies, University of California at
Los Angeles, 1958; M.S., Ethnology and Anthropology,
National School of Anthropology and History, Mexico
City; Ph.D., Union Graduate School, 1975.
Jorge Gilbert, Sociology, 1988;
M.A., Licenciado en Sociologia, Universidad de Chile,
1971; M.A., Sociology, University of Thronto, 1975; Ph.D.,
Sociology, University of 'Ibronto, 1980.
Ellen R. Grant, Coardinator of Media Services, 1987;
A.B., Political Science, Occidental College, 1972; J.D.,
Washington School of Law, 1976.
Bob Halt, Expressive Arts;
B.s. Psychology, Washington State University, 1971;
M.F_A., Photography, washington State University, 1975.
Patrick Hall, Librarianship, 1988;
B.A. and M.A.R., Religious Studies/Education/Anthropology, Canisius College, 1976; M.L.S., Library Science,
University of Washington, 1983.
Andrew M. Hanfman, Senior Member oflke Faculty, 1983;
Lang'lw,ge Studies; Russian-Soviet Area Studies, 1972;
Ph.D., Modern 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, Philosophy, 1983; Provost and 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, Philosophy; 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, Thmple University, 1972.
Bernard Johansen, Dance, 1972.
Kazuhlro Kawasaki, Art History, 1976;
B.A., Art History, University of Washington, 1970; M_A.,
Art History, University of washington, 1972.
Ernestine Kimbro, Librarianship, 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.,
Metalsmithing-Jewelry
Making, Idaho State University,
1977.
David Marr, American Studies and 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 and Compositwn, 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.
S. R. Martin, Jr., English and American 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, Washington State University, 1974.
Patricia Matheny·White, Librarianship, 1978;
B.A., Music, Macalester College, 1967; M.A., Library
Science, University of Denver, 1968.
Charles J. McCann, English, 1968; President, 1968-77;
B.A., Naval Science, Yale University, 1946; M.S.,
Merchandising, New York University, 1948; M.A.
English, Yale University, 1954; Ph.D., English, Yale
University, 1956; M.P.P.M., (Honorary), Yale School of
Organization and Management, 1979.
Carol Mlnugh, Native American Studies, 1988;
A.A., General Education, Grays Harbor Community College, 1973; B.A., Liberal Arts, The Evergreen State College, 1974; M.S., Education Administration, Washington
State University, 1975; D.Ed., Higher Education Administration, Pennsylvania State University, 1981.
TRUSTEES, ADMINISTRATION AND FACULTY
Frank Motley, Librarianship; 1978;
B.8., Psychology, Portland State University, 1965; M.8.,
Librarianship, University of Oregon, 1968.
Alan Nasser, Philosophy, 1975;
A.B. Classical and Modern Languages, St. Peter's
College, 1961; Ph.D., Philosophy, Indiana University,
1971.
Mary F. Nelson, Art, Anthropo/1)gy, Minority Studies,
1972;
B.F.A., Art Education, Washington State University,
1966; M.A., Art Anthropology, University of Idaho, 1968.
Sandra l. Nisbet, Drama, 1988;
B.A., Speech and Drama/English, San Jose State
University, 1958; M.A., Theater Arts, Indiana University,
1962.
Charles N. Pallthorp, Philosophy, 1971; Academic Dean,
1988·;
B.A., Philosophy, Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh, 1967.
David Paulsen, Philosophy, 1978;
B.A., Philosophy, University of Chicago, 1963; Ph.D.,
Philosophy and Humanities, Stanford University, 1971.
David l. Powell, Literature, 1972;
B.A., English, Pennsylvania State University, 1960;
Ph.D., Literature, University of Pennsylvania, 1967.
S.ah Rideout, Librarianehip; 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. Seller, Music and Audio, 1983;
B.A., Music Composition, University of California, San
Diego, 1973; M.A., Music Composition, Theory,
Technology, 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. Sincialr, Liieraun .•• 1971;
B.A., University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Paul J. Sparks,Art and Photography, 1972;
B.A., Art, San Francisco State College, 1968; M.A. ArtPhotography, San Francisco State College, 1971.
Charles B. Teske, Literature, 1970; Academic Dean,
1970·75;
B.A., English, Lafayette College, 1954; M.A., English,
Yale University, 1955; Ph.D., English, Yale University,
1962.
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;
B.A., Psychology; Teaching license in English and
Guidance and Counseling, 1965; M.A., English, 1978;
Ph.D., Comparative Literature, 1985.
Sidney D. White,Art, 1970;
B.A., Art Education, University of New Mexico, 1951;
M.S., Philosophy-Aesthetics,
University of Wisconsin,
1952.
Ainara D. Wilder,Theater and Drama, 1972;
B.S., Speech, General Science, Wisconsin State
University, 1968; M.A., Theater Arts, University of
Wisconsin, 1969.
WIlliam C. Winden, Music, 1972; Assi.,tant 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.
Natural Sciences
Clyde Barlow, Chemistry, 1981;
B.8., Chemistry, Eastern Wasbiiigton University, 1968;
Ph.D., Chemistry, Arizona State University, 1973.
Michael W. Beug, Chemistry, 1972;
B.8., Chemistry, Harvey Mudd College, 1966; Ph.D.,
Chemistry, University of 'MIshington, 1971.
Richard B. Brian, MatAematics, 1970;
B.8., 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. Cell.ius, Plant Biology, Biophysics, Enviromnental 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. Dlmllroft, Mathematics, 1973;
B.A., Mathematics, Reed College, 1960; M.A.,
Mathematics, University of Oregon, 1962; Ph.D.,
Mathematics, University of Oregon, 1964.
Larry l. Eickstaedt, Biowgy, 1970; Academic Advisor,
1978-81, 1986-88;
B.8., Biology, Buena Vista College, 1961; M.8., Zoology,
State University of Iowa, 1964; Ph.D., Biology, Stanford
University, 1969.
Belly R. Estes, History of Science, 1971;
B.8., 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.8.,
Physics, University of Mississippi, 1964; Ph.D., Physics,
University of Tennessee, 1970.
Burton S. Gullman, 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;
Aademic Dean, Natuml Sciences and Mathematics,
1970·73;
B.S., Physical Education, University of Iowa, 1949; M.8.
Physical Education, University of Washington, 1950;
Ph.D., Zoology, Oregon State University, 1956.
Neil Jacobsen, Chemistry, 1986;
B.8., 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.
Jeftrey J. Kelly, Chemistry and Biochemistry, 1972; Director of Laboratory Comp"tting, 1984;
B.8., Chemistry, Harvey Mudd College, 1964; Ph.D.,
Biophysical Chemistry, University of California at
Berkeley, 1968.
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. Kuller, Biophysics, 1972;
B.S., Mathematics, University of Washington, 1962;
Ph.D., Biophysics, University of Rochester, New York,
1968.
G. Siegfried Kutter, Astrophysics, 1972;
B.8., Physics, University of Washington, 1962; M.A.,
Physics, University of Rochester, New York, 1965. Ph.D.,
Physics, University of Rochester, New York, 1968.
Patricia Labine, Ecological Agriculture, 1981;
B.A., Zoology, Mount Holyoke College, 1961; Ph.D.,
Biology, Stanford University, 1966.
Kaye V. Ladd, Inorganic Chemistry, 1975;
B.A., Chemistry, Reed College, 1963; M.A., Physical
Chemistry, Brandeis University, 1965; Ph.D., Inorganic
Chemistry, Brandeis University, 1974.
Albert C. leisenring, Mathematics, 1972;
B.A., Mathematics, Yale University, 1960; Ph.D.,
Mathematics, The University of London, 1967.
Carrie M..-golln, Psychowgy, 1988;
B.A., Hofstra University, 1976; Ph.D., Dartmouth Col·
lege, 1981.
John Marvin, Mathematics, 1988;
B.A., Mathematics, University of Montana, 1954; M.A.,
and A.B.D., Mathematics, Johns Hopkins University,
1961.
Donald V. Middendorf, Physics, Physiowgy, 1987 (visiting);
B.A., Biology, University of Missouri, 1977; M.8. Applied
Physics, Cornell University, 1980; Ph.D., Plant
Physiology, 1984.
David H. Milne, Biowgy, 1971;
B.A., Physics, Dartmouth College, 1961; Ph.D.,
Entomology, Purdue University, 1967.
Janet Oil, Biology, 1985;
B.8., St. Lawrence University, 1975; Ph.D., Biology,
University of Southern California, 1982.
Willie l. Parson, Microbiology, 1971; Academic Dean,
1974·78;
B.8., Biology, Southern University, 1963; M.8.,
Bacteriology, Washington State University, 1968; Ph.D.,
Microbiology, Washington State University, 1973.
John H. Perkins, Biology, History of Technology and
Environmen~
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, Managemen~ 1972;
B.8., Mechanical Engineering, Thknikum, Copenhagen,
Denmark, 1947; M.8., Physical Oceanography, Oregon
State University, 1965; Ph.D., Physical Oceanography,
Oregon State University, 1968.
Robert R. Sluss, Biowgy, 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 Gradnuue Progmm 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.
Masao Sugiyama, Mathematics, 1988;
B.A., Eastern Washington University, 1963; M.S.,
Western Washington University, 1967; Ph.D., Washington
State University, 1975.
Frederick O. Tabbull, Chemistry, 1970
B.8., Chemistry, Haverford College, 1953; M.A.,
Chemistry, Harvard University, 1955; Ph.D., Physical
Chemistry, Harvard University, 1958.
Peter B. Taylor, Oceanography, 1971;
B.S., Biochemistry, Cornell University, 1955; M.8.,
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.
Allred M. Wiedemann, Biowgy, 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 Prevost; 1978-83;
B.8., Physics, California Institute of Technology, 1948;
Ph.D., Physics, University of California at Berkeley, 1953.
Social Sciences
Guy B. Adams, Public Administration,
1978; Director of
Graduate Progmm in Public Administration,
1980·81;
B.A., History, Temple University, 1970; M.A., Public
Administration, University of New Mexico, 1973; D.P.A.,
George Washington University, 1977.
Bill Aldridge, Education-Social
Psychology, 1970;
B.A., Mathematics, Oregon State University, 1959;
M.Ed., Guidance, Oregon State University, 1964; D.Ed.,
Educational Administration, University of Oregon, 1967.
William Ray Arney, Sociowgy, 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, 1984;
B.A., Sociology, California State University, 1962; M.S.W.,
Social Work, San Jose State University, 1975.
Peter G. Bohmer, Economics, 1987;
B.8., Economics and Mathematics, Massachusetts Institute of Technology, 1965; Ph.D., Economics, University
of Massachusetts, 1985.
Priscilla V. Bowerman, Economics, 1973; Director of
Gmduate Progmm in Public Administration,
1986·89;
A.B., Economics, Vassar College, 1966; M.A., Economics,
Yale University, 1967; M.Phil., Yale University, 1971.
Jovana J. Brown, Lihmry and Information Studies, 1974;
Dean of Library Services, 1974·81;
A.B., Political Science, University of California Riverside,
1959; M.L.8., 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, Geogmphy, 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, History and Women's Studies, 1974;
B.A., History, University of California at Berkeley, 1966;
M.A., European History, University of Washington, 1970.
Beryll. 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.
Villlinia 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.
Uyn De Danaan (formerly Lynn D. Patterson), Anthropology, 1971; Academic 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.
Ellzabelh DIHendal, 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 Gr aduate School, 1986.
Carolyn E_ Dobbs, Urban Planning, 1971; Academic Dean,
1987-89;
B.A., History-Political Science, Memphis State
University, 1968; 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, Yale 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, Community Planning, 1972; Academic Advisor. 1981-83;
B.A., Mathematics, University of California at Santa Barbara, 1966; M., Urban Planning, University of
Washington, 1971.
Margaret H. 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, Architectu?'!', 1971;
B., Architecture, University of Oregon, 1968; 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.
Ryo Imamura, Psychology, 1988;
B.A., Mathematics, University of California, Berkeley,
1967; M.S., Counseling, San Francisco State University,
1978; Ed.D., CounselinglEducational
Psychology,
University of San Francisco, 1986.
VlllIlnla Ingersoll, Communications,
1975;
B.A_, Journalism-Philosophy,
Marquette University, 1964;
Ph.D., Communications and Organizational Psychology,
University of Illinois, 1971.
WlnllTed 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 fucific College, 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 Institute for Public
Policy, 1984-85; Director of Graduate Program in Public
Adniinistration,
1983-84;
B.A., Sociology, University of Redlands, 1967; M.A.,
Sociology, University of Washington, 1969; Ph.D.,
Sociology, University of Washington, 1973.
Eric H_ larson, Anthropology, 1971;
B.A., San Jose State College, 1956; M.S.,San Jose State
College, 1957; Ph.D., Anthropology, University of
Oregon, 1966.
Gerald lassen, P,thlic Administration,
1980;
B.A., Mathematics, University of Texas, 1960; M.A.,
Economics, University of Wisconsin, 1967.
Daniel B_ leahy, P,thlic Administration,
1985; Director of
Labor Center, 1987;
B.A., Economics, Seattle University, 1965; M.P.A., NYU
Graduate School, 1970.
Russall Udman, 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 Gr a duate
School-West, 1977.
Paul Mon, 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;
RA., 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.
Dean Olson, Managemen~ 1988;
B.A., International Business, University of Washington,
1964; M.A., International Business, University of
Washington, 1965; Ph.D., Business Finance, University of
Washington, 1968.
Mark Papworth, Anthropology, 1972;
B.A., Centr a1 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 Civilization, 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;
B.A., Elementary Education, Western Washington
University, 1973; B.A., Ethnic Studies, Western
Washington University, 1973; M.A., Political Science,
University of Arizona, 1982.
RHa Pouglales, Education, 1979; Acad",nic 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.
Barbara L Smllh, 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. Smllh, Political Science, 1973; Academic Dean,
1987-88;
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-PortnoH, 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 lIIoya, 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.
Kirk Thompson, Psychology (tnd 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;
Postdocton a1 studies, Psychology, C.G. Jung Institute,
1975-77.
Sherry l. Walton, Education, 1987;
RA., 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.
leslie Wong, Psychology, 1988;
B.A., Psychology, Gonzaga University, 1972; M.S.,
Experimental Psychology, Eastern Washington
University, 1974; Ph.D., Education Psychology,
Washington State University, 1986.
York Wong, Management iuui Computer Sci""ces, 1975;
Director of Computer S""v;ces, 1973-75; Assistant
Acad",nic Dean, 1979-81; B.s., Electrical Engineering,
University of Arkansas, 1956; M.B.A., Columbia
University, 1970.
TRUSlHS,
ADMINISTRATION AND FACULTY
A
Academic Advising, 22, 93
Academic Credit, 32
Academic Fairs, 20, 22
Academic Subject Index, 111
Accreditation, 1
Address, changes, see Registration, 31
Admission, 24, 98
conditional, 24
notification, 24
requirements and procedures, 24
Advanced Programs, 39
Affirmative Action, 106
Alcohol, 106
Appeals, 29, 32
Application deadlines, 25
Application fee, 25, 30
Applied Social Theory, 47
Arts and Sciences Laboratory Building, 100
Athletics, 22, 99
Auditors, 25, 31
B
Bachelor of Arts, 21, 33
Bachelor of Science, 21, 33
Bicycles, 106
Billing Procedures, 29
Bookstore, 98
Branch Bookstore, 98
Bus Service, 98
C
Calendar, 113
Campus Profile, 113
Campus Recreation Center, 101
Career Development, 93
Center for the Study of Science and Human Vaz,tes,
79
Child Care, 93
College Activities Building, 22, 101
Communications Laboratory, 100
Computer Services, 93
Condensed Curriculum, 36
Conditional Admission, 25
Conferences, 19
Confidentiality of records, 33
Contacting Evergreen, 113
Contracts,
see Group, Individual, Social
Cooper Point Journal, 22, 98
Cooperative Education, 92
Coordinated Study, 6, 7, 22
Core Programs, 6, 7, 22, 45
Corner, 98
" "
Counseling Services, 93
Academic Advising, 93
Career Development, 93
First Peoples Coalition, 93
KEY-Special Services, 93
Psychological counseling, 93
Courses, 7, 22
Credit, 22, 32
Curriculum, 36, 37
o
Deferred Admissions, 25
Degree requirements, 33
Deposits, 25, 29, 30
Directory, 113
Disappearing Thsk Force, 22
Disciplines, 5
Drops, program changes, 31
GENERAL
INDEX
E
Emergency loans, 27
Enrollment deposit, 29, 30
Enrollment figures, 31
Environmental Studies, graduate program, 94
Environmental Studies, 6, 51
Equivalencies; see also Narrative Evaluations, 19,22
Evaluations, 19, 22
•
Evergreen Expressions, 98
Evergreen Legal Counseling Services, 98
Exit Interviews, 33
Expenses, estimated yearly, 29
Expressive Arts, 57
F
Facilities
academic, 100, 101
use regulations, 106
Faculty, 18, 107
evaluations, 19
Fees and charges, 29
Financial aid, 27, 94
Firearms, 106
First People, 22, 93
First Peoples' Coalition, 93
Food services, 98
Foreign language study, 69
Foreign students, 25
Foundation scholarships, 27
Freshman admission requirements, 24
Full-time status, 31
G
Gardening, 23, 55
General Education Development Tests, 25
Geoduck,23
Governance, 22
Graduate study, 94, 95
Graduation requirements, 33
Group Contracts, 6, 7
H
Handicapped Access, see Physically Challenged, 99
Health insurance, 30
Health Services, 93
Housing, 101
Hwmaniiies, 65
I
Individual Learning Contracts, 6, 7, 22
Information Center, 98
Insurance, 30
International students, 25
International studies, 39, 69
Interdisciplinary programs, 6, 23
Internships, 9, 21; 23
Intramurals, 99
J
Jackson School of International Studies, 69
K
KAOS, 22, 98
KEY-Special Services, 93
L
Lab buildings, "100
Language and Culture Center, 69
Leaves of absence, 31
Lecture Halls, 100
Legal aid, 98
Leisure Education, 99
Library, 93
Loans, 27
M
Mail service, 99
Malheur Bini Observatory, 55
M.m,agement and the Public Interest; 73
Maps, campus and vicinity, 102, 103
Master of Emnronmenuil Studies, 94
Master of Public Administration, 95
Minority affairs, 93
N
Narrative Evaluations, 18,22
Native American Studies, 75
o
Off-campus Program, 91
Organic gardening, 23, 55, 101
P
Parking, 23, 106
Part-time study, 7, 22, 92
Payment procedures, 29
Pets, 106
Physically Challenged Access, 99
Placement, 11
Planned equivalencies, 22
also see Narrative Eval1wtions, 18
Political Economy and Social Change, 73
Portfolios, 32
Prior Learning Program, 23, 92
Program planning, 20
Property cards, 99
Public Administration, graduate program, 95
Public events, 98
R
Reciprocity, 29
Record keeping, 33
Recreation, 22, 99, 101
Refunds, 29
Registration, 31
Academic Credit, 32
Academic Standing, 33
Academic Warning, 33
Withdrawals, 24
Residency, 29
Returning students, 25
S
Scholarships, 27
Science, Technology and Health, 81
Seawulff, 55
Security, 99
Self-Evaluations, 19
Self-Paced Learning, 93
Seminars, 23
Seminar Building, 100
Services and activities, 22, 98, 99
Smoking, 106
Social Contract, 22, 104
Special forms of study, 93
Special Students, 31
Specialty Areas, 6, 20, 23
Sports, 22, 99, 101
Student Activities, 99
Student Advising Center, 93
Student Development, 93
Student evaluation of faculty, 19
Study abroad, 39, 69
Subjects, academic, III
Summer Qualter, 26
T
Tacoma Program, 91
Teacher Education, 49
Third World Coalition, see First Peoples' Coalition,
93
Transcripts, 32
Transfer of Credit, 23, 26
Transfer students, 25, 26
Tuition, 29
U
University of Washington, 69, 84
Upside-down Degree Program, 26
Upward Bound, 93
V
Vacations, 113
Veterans, 31, 99
W
Warning, academic, 33
Washington Public Interest Research Group
(WashPIRG), 30
Washington State Institute for Public Policy, 99
Western Washington University, 49
Withdrawals, 24
Women's Clinic, 93
Writing Center, 92
What follows is a listing of the academic
subjects that will be offered at Evergreen
during the 1989-90 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, 72
Agriculture
Ecological Agriculture, 46
Anthropology
Reconstructing the Past, 43
Wlys of Knowing, 44
Gender Images, 48
AThie of World Cities: Anthropological Perspectives, 54
Story and Image: Multicultural Perspectives, 76
Human Health and Behavior, 83
Archeology
Reconstructing the Past, 43
Art
Ways of Knowing, 44
The Secret Garden, 45
Studio Project, 59
Diversity in American Art, 60
The Artistic Imagination, 60
The Structure of Chaos, 61
The Classical World, 70
German Culture, 71
Story and Image: Multicultural Perspectives, 76
B
Biology
Evolution, 42
.Exploration, Discovery and Empire, 44
Principles of Biology: Cells and Organisms, 52
Mammalogy, 52
Ecological Agriculture, 53
Molecule to Organism, 85
Botany
Habitats: Marine, Terrestrial and Human, 52
Principles of Biology: Cells and Organisms, 52
Business
Management and the Public Interest, 72
C
Calculus
Matter and Motion, 85
Energy Systems, 87
Physical Systems, 87
Chemistry
Habitats: Marine, Terrestrial and Human, 52
Ecological Agriculture, 53
Matter and Motion, 85
Molecule to Organism, 85
Chemical Systems and Environmental Analysis, 87
Communication
Earth, Wealth and Democracy's Promise, 43
Ways of Knowing, 44
The Art of Conversation, 71
Selection: Strategies in Choice for the Open Moment, 76
Helping Relationships, 88
Computer Science
Data to Information, 85
Student-Originated Software, 86
Counseling
Psychological Counseling, 88
Helping Relationships, 88
Cross-Cultural Studies
Ourselves Among Others: Cultural Perspectives in
Arts, 44
Gender Images, 48
Tribal Resource Development, 54
Diversity in American Art, 60
Selection: Strategies in Choice for the Open Moment, 76
The Human Condition: Time, Place, Values, 79
Health and Risk in Modern Society, 88
o
Dance
Performance Art: Workshop, 60
The Act of Theater, 61
Design
Studio Project, 59
Energy Systems, 87
Drawing
The Secret Garden: Landscape into Art and Science, 45
Studio Project, 59
E
Ecology
The Secret Garden: Landscape into Art and Science, 45
Habitats: Marine, Terrestrial and Human, 52
Ornithology, 53
Ecological Agriculture, 53
Landscapes and Biogeography, 53
Natural History of Hawaii, 54
Energy Systems, 87
Economics
Management and the Public Interest, 72
Political Economy and Social Change, 77
Political Economy of the Family, 78
Energy Systems, 87
Engineering
3/2 Engineering, 84
Energy Systems, 87
Physical Systems, 87
Entomology
•.
Ecological Agriculture, 53
Environmental Science
Earth, Wealth and Democracy's Promise, 43
Habitats: Marine, Terrestrial and Human, 52
Making a Difference: Doing Social Change, 73
Chemical Systems and Environmental Analysis, 87
Energy Systems, 87
Master of Environmental Studies, 94
Ethics
Ways of Knowing, 44
Data to Information, 85
F
Film
Gender Images, 48
Recording and Structuring Light and Sound, 58
Folklore
Mass Media, Popular Culture and Folklore, 48
G
Genetics
Molecule to Organism, 85
Geography
Exploration, Discovery and Empire, 44
Landscapes and Biogeography, 53
Natural History of Hawaii, 54
Geology
Natural History of Hawaii, 54
Landscapes and Biogeography, 53
Geomorphology
Landscapes and Biogeography, 53
H
History
Rags and Riches: The United States at the end of the
20th Century, 42
States of Nature, 43
Earth, Wealth and Democracy's Promise, 43
Wlys of Knowing, 44
Exploration, Discovery and Empire, 44
Ourselves Among Others: Cultural Perspectives in
Arts, 44
The Secret Garden: Landscape into Art and Science, 45
AThie ofWorld Cities: Anthropological Perspectives, 54
Studio Project, 59
Diversity in American Art, 60
The Artistic Imagination, 60
The Structure of Chaos, 61
Serious Music, 61
American Studies I: 1840-1910,66
The Classical World, 70
Japanese Studies, 70
ACADEMIC INDEX
p
German Culture, 71
Painting
Selection: Strategies in Choice for the Open Moment, 76
The Secret Garden: Landscape into Art and Science, 45
Story and Image: Multicultural Perspectives, 76
The Structure of Chaos, 61
Political Economy and Social Change, 77
Philosophy
Political Economy of the Family, 78
Great Books: The Pursuit of Virtue, 42
Health and Risk in Modern Society, 88
States of Nature, 43
Global Studies: The Riddle of the Circle, 91
American Studies I: 1840·1910,66
Humanities
The Classical World, 70
Rags and Riches: The United States at the End of
Selection: Strategies in Choice for the Open Moment, 76
.the 20th Century, 42
Political Economy and Social Change, 77
Evolution, 42
The Human Condition: TIme, Place, Values, 79
Reconstructing the Past, 43
Molecule to Organism, 85
Ways of Knowing, 44
Data to Information, 85
Seeing What's There, 62
Photography
The Human Condition: TIme, Place, Values, 79
The Secret Garden: Landscape into Art and Science, 45
Global Studies: The Riddle of the Circle, 91
Studio Project-Photography, 59
I
The Structure of Chaos, 61
International Studies
Physics
Ecological Agriculture, 53
Matter and Motion, 85
Classical World, 70
Physical Systems, 87
Japanese Studies, 70
Poetry
German Culture, 71
Great Books: The Pursuit of Virtue, 42
Political Economy and Social Change, 77
Political Economy
L
Earth, Wealth and Democracy's Promise, 43
Language Studies
Ways of Knowing, 44
The Classical World, 70
Gender Images, 45
Japanese Studies, 70
Making a Difference: Doing Social Change, 73
German Culture, 71
Political Economy and Social Change, 77
Linguistics
Political Economy of the Family, 78
The Art of Conversation, 71
Health and Risk in Modern Society, 88
Literature
Political Science
Great Books: The Pursuit of Virtue, 42
Tribal Resource Development, 54
States of Nature, 43
Political Economy of the Family, 78
Exploration, Discovery and Empire, 44
Habitats: Marine, Terrestrial and Human, 52
Ways of Knowing, 44
Psychology
Ourselves Among Others: Cultural Perspectives in
Ways of Knowing, 44
Art, 44
Psychological Counseling, 88
Landscapes and Biogeography, 53
Helping Relationships, 88
A Tale of World Cities: Anthropological Perspectives, 54
Public Administration
The Structure of Chaos, 61
Management and the Public Interest, 72
American Studies I: 1840·1910,66
Master of Public Administmtion, 95
The Classical World, 70
R
Japanese Studies, 70
Religion
German Culture, 71
Great Books: The Pursuit of Virtue, 42
Story and Image: Multicultural Perspectives, 76
The Classical World, 70
Health and Risk in Modern Society) 88
S
Logic
-Sculpture
Data to Information, 85
The Secret Garden: Landscape into Art and Science, 45
M
Studio Project-Sculpture, 59
Management
Social Science
Ecological Agriculture, 53
Rags and Riches: The United States at the End of
Management and the Public Interest, 72
the 20th Century, 42
Making a Difference: Doing Social Change, 73
Ways of Knowing, 44
Data to Information, 85
Making a Difference: Doing Social Change, 73
Marine Science
The Human Condition: TIme, Place, Values, 79
Exploration, Discovery and Empire, 44
Global Studies: The Riddle of the Circle, 91
Habitats: Marine, Terrestrial and Human, 52
Sociology
Marketing
Ways of Knowing, 44
Management and the Public Interest, 72
A 'Paleof World Cities: Anthropological Perspectives, 54
Mathematics
Making a Difference: Doing Social Change, 73
Evolution, 42
Story and Image: Multicultural Perspectives, 76
Reconstructing the Past, 43
Political Economy and Social Change, 77
States of Nature, 43
Political
Economy of the Family, 78
Exploration, Discovery and Empire, 44
Statistics
Data to Information, 85
Rags and Riches: The United States at the End of
Energy Systems, 87
the 20th Century, 42
Physical Systems, 87
Habitats: Marine, Terrestrial and Human, 52
Global Studies: The Riddle of the Circle, 91
Management and the Public Interest, 72
Media
Data to Information, 85
Earth, Wealth and Democracy's Promise, 43
Health and Risk in Modern Society, 88
Mass Media, Popular Culture and Folklore, 48
Helping Relationships, 88
Gender Images, 48
T
Music
Theater
Ways of Knowing, 44
Ourselves Among Others: Cultural Perspectives in
Introduction to Music and Theater, 58
the Arts, 44
Performance Art: Workshop, 60
Introduction to Music and Theater, 58
Serious Music, 62
Performance Arts: Workshop, 60
German Culture, 71
Playwrights, Plays and Players, 61
N
The Act of Theater, 61
Natural History
Exploration, Discovery and Empire, 44
V
Video
Habitats: Marine, Terrestrial and Human, 52
Gender Images, 48
Natural Science
Recording and Structuring Light and Sound, 58
Evolution, 42
Visual Arts
Reconstructing the Past, 43
Form and Invention, 58
Environmental Studies, 50
Global Studies: The Riddle of the Circle, 91
Ornithology
Ornithology, 53
W
Writing
Rags and Riches: The United States at the End of
the 20th Century, 42
Great Books: The Pursuit of Virtue, 42
States of Nature, 43
Earth, Wealth and Democracy's Promise, 43
Exploration, Discovery and Empire, 44
Ourselves Among Others: Cultural Perspectives in
Arts, 44
The Secret Garden: Landscape into Arts and Science, 45
A Tale ofWorld Cities: Anthropological Perspectives, 54
Introduction to Music and Theater, 58
Seeing What's There, 62
The Human Condition: TIme, Place, Values, 79
Z
Zoology
Habitats: Marine, Terrestrial and Human, 52
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,
Vitenam era or disabled veteran status, or the presence
of any sensory, physical or mental disability 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 enrollment or funding, and to phase out
any program. Registration by students signifies their
agreement to comply with all current and future
regulations of the college. Changes become effective
when Evergreen so determines and apply to prospective students as well as those currently enrolled.
<>1988by The Evergreen State College
The Evergreen State College Production Team:
Editing: Keith Eisner, Barbara Smith, Mark
Clemens; Research, Writing and Copywork:
Arnaldo Rodriguez, Mike Wark, Judy Saxton, Pat
Barte, Roberta Floyd; TYPesetting and Design:
Marianne Kawaguchi, Mary Geraci, Shirley Greene,
Cindy Broadbent, Allison Stark; Photography: Steve
Davis, TESC Photo Services; Purchasing: Vern
Quinton; Distribution: Everett Fortin, Laura Allen,
Eddie Batacan; and a host of others with special
thanks to the subjects of student portraits, and the
students and faculty of "Word and Image?'.
C>1988
by The Evergreen State College
I am applying to the campus in:
Uniform Undergraduate Application for Admission to
Four-Year Colleges and Universities in the State of Washington
Section I
D
o Olympia
o Tacoma (upper
division students only)
PLEASETYPE OR PRINT
Beginning
Freshman
la. Application
D
Transfer
PLEASEATIACH THE APPROPRIATE
APPLICATION FEE: See Below
to (Name of College or University)
The Evergreen
State College, Olympia, WA 98505
2a. Have you ever applied for admission to the institution
to which you are now applying?
Year
DYes
DNa
11 b. For admission to (check one term)
D Fall
D Spring
D January Interim
D Winter
D Summer
D Summer only
2b. Have you previously attended this institution?
DNa
Year
DYes
First
Last
D Extension
D Evenings
D Correspondence
4. Former Name (if previous academic
records under another name)
Middle
5. Social Security Number
/
D Female
6a. Mailing
(until)
mo.
Address
Number and Street
City
County
State
Zip
yr.
7a. Permanent Address
if different
Number and Street
City
County
State
Zip
)
7b. Phone (include area code)
(
8. Birthdate
9. Washington
Resident?
DYes
DNa
Birthplace
Length of latest period lived in Washington
(must be answered)
From ___
/ ___
to ___
/ ___
yr.
mo.
yr.
mo.
lld.
111 b. Months of Active 111 c. Separation Date
Duty?
13. (Optional) Do you have a physical or learning disability?
DYes
Are you the child of
a deceased veteran?
DYes
DNa
/
6b. Phone (include area code)
(
11a. Are you a military
veteran?
DYes
DNa
Year
D Days
term
3. Name as you wish it to appear on your record
DMaie
19__
)
lOa. Country of Citizenship
lab. Type of visa
or classification
12. Religious preference (optional)
If yes, please describe.
DNa
This information is being requested solely for the purpose of offering appropriate accommodations to disabled students, in accordance with the provisions of Section 504 of the Rehabilitation Act of 1973. Your response is voluntary and will be kept confidential. Failure to provide the information will not subject you to any
adverse treatment.
14. Ethnic origin
(optional)
D American Indian or Alaskan Native
D Asian or Pacific Islander
D Black Non-Hispanic
15b. Location of high school
City
D Hispanic
D White Non-Hispanic
DOther
Date of graduation
15a. High School attending
15c. If you do not intend to graduate from high school, indicate highest grade completed and
last year attended
State
Grade ___
16. List all colleges/universities
in order of attendance
Institution
City
(no exceptions).
Year___
If still enrolled
G.ED. test taken? ___
in a college.
State
I
From
2.
From
yr.
I
date:
3.
From
I
4.
From
I
17. Indicate your educational objective at the college to which you are applying
D First Bachelor's degree D Second Bachelor's degree D Courses for personal enrichment
18a. Intended major area of study
mo.
yr.
yr.
I
mo.
yr.
yr.
I
to
mo.
yr.
I
to
mo.
(yr.)___
I
mo.
yr.
(rno.) ___
Degree or diplomas
completed or expected
to
mo.
mo.
D Certification
yr.
D Other (specify)
18b. If undecided, what subject area or career interests you?
Living?
(City)
DYes
20a. Name of mother or legal guardian
DNa
(State)
(Zip)
Living?
DYes
DNa
20b. Address if different from father's
19c. Telephone number
(
leaving
to
mo.
19b. Address (Number and Street)
indicate
When?
Dates attended
1.
19a. Name of father or legal guardian
or last attended
20c. Telephone number
)
(
19d. Colleges attended by father
Degrees
)
20d. Colleges attended by mother
(over)
Please Attach a non-refundable
S25.00 Check or Money Order
Degrees
88-89
21a. APPLICANTS MUST COMPLETE: if enrolled in high school, list all courses completed or to be completed
during your senior year. Indicate number of years completed or to be completed.
Total Years
Completed
Additional
Years To Be
Completed
21b. If enrolled in high school or college, list all
courses to be completed during the current
academic year.
(Please indicate total number of years to be
completed in each subject through grade 12.)
English
Compllit
Math
Alg 1
Geom--Alg
Other
Science
Bio
Chem ___
2rrrig ___
Physics
Social Science
Span___
Foreign Language
Fr
Ger___
Other ___
Fine and Performing Arts
22. List your significant school and community
activities and awards (attach additional
page if needed).
23. Describe any special circumstances which you believe should be considered in connection with this application (attach additional
page if needed).
25. Do you plan to apply for financial aid from this institution)
DYes
DNo
24. Do you plan to apply for college residence hall accommodations?
DYes
DNo
If you plan to apply for financial aid from this institution. you must
contact the Financial Aid Office of the specified college or university.
If you plan to apply for college residence hall accommodations. you
must contact the Housing Office of the specified college or university.
26. I understand failure to submit complete official transcripts from all schools, colleges, or universities attended may result in the denial of this application or my subsequent dismissal from this institution. I certify that to the best of my knowledge, all statements I have made in this application are complete and true. Permission is
hereby given to release appropriate test score and academic records requested by said university or college.
NAME OF APPLICANT (print)
SIGNATUREOF APPLICANT
DATE
BEGINNING FRESHMEN MUST complete Section I and leave this application with your high school counselor or principal, who will complete Section II and forward it
to the Office of Admissions of the institution you have named.
TRANSFER APPLICANTS NEED NOT complete Section II but should forward the application to the appropriate Office of Admissions and have the registrar of each college or university previously attended send an official transcript to the Office of Admissions. Some Washington colleges and universities require transfer applicants to
submit a high school transcript and test scores. Check the admissions information section of undergraduate catalogs for this requirement.
Section
II
(Beginning freshman only)
To be completed by high school official
Please complete the following, enclose an official transcript and forward to the institution to which the candidate is applying. Washington high schools may substitute
the Washington Pre-College Test Guidance Report if the student has not completed the first term of grade 12. In case the applicant will need special consideration, a
transcript should be included with the WPCT Guidance Report.
Dwas
This will certify that the student named above
Dwillbe
D
graduated
month
He/she has a grade point average of
Class rank and grade-point
year
in a class of
and ranks
orwas not
graduated
Class average
th semesterltrimester.
average above are based on grades earned through the
College Admission Testing Data (Report standard scores only. Do not list percentiles.)
1. WPCT
Date taken
VC
QC
V
2. SAT
Date taken
V
M
TSWE
3. ACT
Date taken
Engl.
Math
Sac. St.
Date taken
V
M
Selection Index
4. PSAT-NMSQT
Comments:
M
Nat. Sc.
Comp.
This space may be used to list special circumstances that may be of assistance to admission officers in considering the student (attach additional
needed).
Name of high school
Signature of high school official
Address of high school
Title
(
ETS/ACTSchool Code Number
WPC School Code Number
page if
Date
)
High school telephone
"Washington four-year colleges and universities subscribe to the principles and laws of the state of Washington and the federal government, including applicable executive
orders pertaining to civil rights. These institutions are committed to the policy that all persons shall have equal access to programs and facilities without regard to age, color,
creed, marital status, national or ethnic origin, physical handicap, race, religion, or sex."
Publications Rev. 6-88
Campus Profile (1987-88)
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
150
74%
-33%
-67%
12%
9%
50%
-33%
-20/1
-368
3055
154
2901
-2816
-108
131
-
-
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
1657
1398
-86%
14%
Male
Female
Students of color
--
54%
14%
21%
11%
1200
9%
3%
3%
2%
1%
7%
108
41%
59%
55%
131
36%
64%
9%
Entering Class
Applicants, degree-seeking
Admitted
70%
65% .
Enrolled
1310
2705
1899
1225
85
1089
88
30
81
22
N ondegree-seeking enrollment
Washington
Region (OR, ID, MT, AK, HI)
California
Other states
Other countries
Financial aid
Students receiving aid
Average award
Placement
1985-86 classes
Employed
Graduate school
Travel, homemaking, etc.
Graduating class (1987)
55%
$5500
90%
69%
12%
9%
840
Academic Calendar
1989-90
Begins
Ends
Evaluations
Vacations
----
Fall
Sept. 25
Dec. 16
Dec_ 11-16
Winter
Spring
Summer
First Session
Second Session
Jan. 2
March 17
March 12-17
March 26
June 9
June 4-9
June 25
Aug. 31
June 25
July 28
July 25-28
July 30
Aug. 31
Aug. 29-31
Second Session
Fall
Winter
Spring
Summer
First Session
Thanksgiving
Nov. 19-26
Martin Luther
King Day
TBA
Memorial Day
May 28
Independence
Day, July 4
Independence
Day, July 4
Winter Break
Dec. 17-Jan. 2
President's
TBA
Day
Spring Break
March 18-25
Contacting Evergreen
Dial 866-6000, then ask for the office or extension listed below, Inquiries about admission should be directed to: Director of
Admissions, The Evergreen State College,
Olympia, Washington 98505, or (206)
866-6824. 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.
Academic Advising
ext. 6312
Academic Deans .. __..
.. __ext. 6870
Admissions _
see above
Community and Alumni Relations _ext. 6192
Controller/Business Office _
_ ext. 6450
Development
_ext. 6565
Financial Aid. __
__.
.. _. ext. 6205
Hillaire Student Advising Center . ext. 6560
Housing
ext. 6132
Information
ext. 6128
President's Office .
..
ext. 6100
Recreation Center. _
Registration and Records
Student Accounts. _.
Tacoma Campus ....
..
Vancouver Campus
.
Vice Presidents:
Academic Affairs __....
College Advancement _.
Finance and Administration
Student Affairs
ext. 6530
.. __ext. 6180
.. _.. _ext. 6447
_.(206) 593-5915
(206) 699-0269
..
.....
. _..
,
ext.
ext.
ext.
ext.
6400
6551
6500
6296
Catalog_1989-1990.pdf