-
Identifier
-
Eng
Catalog_1990-1991.pdf
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Title
-
Eng
Course Catalog, 1990-1991
-
Date
-
1990
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
Am I changingthe world? I like
to think so. I definitely hope to
be a force in the renaissanceof
animation. I hope to ride the
wave from trade to art to
political/socialtool. I want to be
ranked with Ralph Bakshi ("Fritz
the Cat") and be remembered
as one who changed the face of
the moving image.
-
Tanya Korpi is a 20-year-old junior from Anchorage, Alaska. During her freshman year, she produced a deeply moving, onewoman performance about gender, freedom and self. "No one talked about it for awhile," she says. "Some people got mad,
others commended me. People really reacted. It opened a lot of doors for me."
Contents
I'm a living contradiction: conservative, yet holding a lot of
liberal ideals; big-city but living
in a hick town; independent but
dependent on friends for fun. I
want to be rich, famous and
happy, yet be able to help the
less fortunate. I love a winner,
yet my passion lies with the
Chicago Cubs.
I
Peter Bacho, one of my
teachers, made me proud to be
Filipino-American. I didn't know
how much contribution Filipinos
made to U.S. history or the
extent of the history of Filipinos
in the Phillipines.
-
Michael Perez, a 20-year-old senior from Chicago, has his sights set on law school, hopefully Notre Dame. He's most proud
of the paper he did last year-a legal analysis of the U.S. government's role in Vietnam. Michael also served as chairman of
Evergreen's Student Activities Board which appropriates funds to the college's student groups. He advises new students to
check out the courtyard dances between A and C dorms. As a part-time DJ, he reports that the sound quality is
"awesome."
-
Education with a Difference
Major Modes of Study
4
9
10
The Center
II
A Message from the President
How the Curriculum
Works
of Learning
Our Community
Other
Evergreen
II
Differences
Picking Your Program
Frequently
Asked Questions
An Evergreen
Glossary
Admissions
Financial Aid
Tuition and Fees
Academic
Regulations
-
Academic Offerings
12
16
17
18
21
25
26
28
The Condensed
Curriculum
Special Features
of the Curriculum
Interdivisional
International
Core
34
37
Offerings
Specialty Areas and
Areas of Advanced Study
Studies
Expressive Arts
Humanities
Center
Management
and the Public Interest
Native American
Political Economy
and Social Change
and Health
Teacher Education
Evergreen-Tacoma
Special Forms of Study
and Academic Resources
Graduate Study at Evergreen
Master of Environmental
Access
Studies
Master of Public Administration
and Faculty
Index
Index
Campus Profile
45
53
61
67
75
Center for the Study of
Science and Human Values
General
Academic
70
73
Studies
Science, Technology
Physically Challenged
Administration
39
Language and Culture
Campus Album
Campus Map
Studies
Programs
Environmental
-
Campus Life
77
78
87
89
90
92
Contacting,
Academic
Evergreen
Calendar
94
103
104
106
109
110
112
112
113
If it hadn't been for Evergreen, I
never would have gotten my B.A.
Individual contracts and good
programs have allowed me to
meet my academic needs and my
son's needs. Other students have
given Nate lots of love and attention and tons of support to me.
It's been like a big family for us. I
encourage any parent, single or
married, to come here. I was 17
when I had my son and 18 when I
started Evergreen. I'll be
graduating two weeks after my
22nd birthday. I've done it!
-
Cere Demuth completed an internship this spring with a local child abuse prevention agency. She led two support groups for
parents of infants and one Parents Anonymous
group. She reports that it was challenging but rewarding work.
. learning
the
group's needs, setting boundaries and limits. encouraging group members to take risks and assume ownership of the group.
Cere's next step? She's applying to graduate school to pursue her goal of becoming a family therapist.
An Evergreen education is collaborative and interdisciplinarY. We help students understand the relationships
among the arts, humanities, natural sciences and social
sciences. We give you the opportunity to study the world
from diverse disciplinary and cultural perspectives and to
understand the world as an interconnected and interdependent entity. The college's curriculum has
established such a record of 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 to learn.
The problems of today's -worid are complex and
require you to draw on a wide range of fields; disciplines,_
and perspectives. Your ability to make reasoned choices J
by connecting information from a variety of sources and
points of view will be of vital importance to you and to
others. Learning to make those connections-fitting
the
pieces together-is
a major purpose of education at
Evergreen.
How the
Curriculum
Works
-
In the typical American college, students move
from entry level to advanced work by first
fulfilling general education courses and then
completing a major, wherein they pursue one
area of study in depth. Charted out, this curriculum would look like this:
Typical 4-Year-College
Academic Pathway
Freshman Year
Take general education courses, for example,
English 101 and 102, science course, math
course, social science course, foreign language
course.
Sophomore Year
Continue to fulfill general education requirements. Start to take entry level (100 level)
courses in major and related fields. By end of
sophomore year, declare area of emphasis"major."
Junior Year
Enroll in more advanced (200-300 level)
courses required to complete major. 'Iake
courses in fields related to major. Enroll in
more elective courses.
Senior Year
Complete major, emphasizing "advanced" (300
and 400 level) courses and related courses.
• Perhaps the best description of our curriculum
comes from a 1986 alumnae, who said:
"Evergreen is the first place where I
had the opportunity to integrate
the bits of information I was collecting and synthesize them into a new
understanding of the world. At the
'regular' universities I attended, I
got a load of bricks which collected
in piles that never added up to any
coherent whole. At Evergreen, I
was so intent upon building the
house that the bricks went into
place without having to memorize
each one. It's the difference
between collecting a pile of bricks
and building a hoase,"
-
Evergreen students pursue a different pathway
toward a four-year degree Opportunities to
move from beginning to advanced work are
both "vertical" and "horizontal." Because the
curriculum is aggregated to allow full-time
study in year-long integrated programs,
students move from entry level to intermediate
and often advanced work in a single year-a
horizontal progression. Vertical progression is
built into the curriculum as a student usually
moves from a Core Program to entry-level progress in the specialty areas, to more intermediate and advanced offerings.
In most curricular areas at Evergreen, two
years of study in a concentrated area is all that
you should take; this will be equivalent to a
"major" in another institution. In a few areas,
notably the sciences, and especially if you are
preparing for medical school, a third year of
study is available and necessary. Nonetheless,
the undergraduate degree should not be
overspecialized, and it is to your advantage to
pursue a broad course of study.
An Example of One Evergreen
Academic Pathway
Freshman Year
A Core Program for a general orientation to
college life and Evergreen, systematic work on
communication skills, problem solving and
quantitative reasoning, library research
methods, and exposure to different disciplinary
and cultural points of view.
Sophomore Year
An entry-level program in an area of major
interest, such as "Political Economy and Social
Change;' "Habitats" or "Matter and
Motion:'
Junior Year
Enroll in a more advanced program, such as.
"Molecule to Organism," "Environmental
Analysis and Governance" or continue to
broaden your education by taking a program
in any area.
Senior Year
Complete area of concentrated study emphasizing "advanced" work through honor's thesis,
internship, or relevant group contract. Each
area has some of its own options for advanced
work described in the area description in this
catalog. Examples are:
Evergreen's partnership with the University
of Washington Jackson School; year-long
exchange program with universities in Japan;
independent study through a senior thesis in
the Language and Culture studies area;
"Changing Minds, Changing Course" in
management; or "Computability and Cognition" in psychology and computer science.
How Our
Education Works
-
Most Evergreen freshmen begin with a Core
Program. These programs are broadly interdisciplinary and taught by a faculty team
whose expertise spans several academic fields.
Generally a year-long, Core Programs provide
opportunities for you to strengthen skills
you'll need at Evergreen and throughout your
life:college-level reading, writing, research and
discussion skills. Check page 39 for complete
details on Core Programs.
A Coordinated Study Program is interdisciplinary education at its finest. 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 assignme.vs,
You, the faculty team and 40 to 100 other
students become intensively involved in
reading and discussing the same books, attending lectures, going on field trips and other
activities. In frequent and regular seminars,
you'll have the opportunity to clarify your
questions and ideas. With this unified
approach, you'll improve your ability to
analyze problems and communicate findings.
Most importantly, you'll 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 to
study independently using the perspectives and
skills they acquire in Coordinated Studies or
Group Contracts. An Individuall.earning Contract is an agreement to study and conduct
research on a particular subject or issue with
the guidance of a faculty sponsor. Internships,
on the other hand, are opportunities to apply
what you've learned in a work situation with
the guidance of a faculty sponsor and an onthe-job field supervisor.
By learning through these different modes,
you will gradually progress from a multidisciplinary 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,
imagine you're generally interested in environmental studies. If you are a first-year student,
most of the Core Programs would make for a
good beginning. If you signed up for
"Cultures in Collision;' 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
"Wilderness and the Temporality of Man" or
to broaden your perspectives, a course such as
"Shakespeare and the Age of Elizabeth" in
the Humanities area.
As a senior, you might begin your transition
to the "real world" by doing a senior research
project on an environmental issue in the community, or perhaps by doing an Internship
with the Department of Natural Resources.
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's plenty of
room for flexibility and creativity as you plan
because the curriculum is not pre-structured
by departmental requirements.
Education
with a Difference.
9
-
Major Modes of Study
Coordinated
Study Program"
Individual
Learning Contract
Group Contract
Internship
Part-time
Study
-
-
Mostly Intermediate,
Advanced
-
-
Intermediate,
Advanced-Seniors
-
Typical credits
per quarter
12-16
12-16
8-16
8-16
4-11
Nature of
Study
• Two to five faculty
• One to two faculty
• 40 to 100 students
·20-40 students
• Study plan agreed on
by student and faculty
sponsor
• Usually taught on one
subject or narrow
focus by one faculty
• Students work with
several faculty,
primarily with their
seminar leader
• Integrates seminars,
lectures, etc., similar
to Coordinated Study
• Sponsor provides
consultation/advice
• Learning on the job
in business and public
agencies with guidance
of field supervisor
• Narrower, more
disciplinary focus than
Coordinated Study
• Contract includes
activities such as
readings, research
papers, field studies
Levels
of study
Beginning,
Intermediate,
Advanced
• Central theme studied
through different
disciplines
Mostly Advanced
• "RussiafUSSR"
• "Habitats"
• "Political Economy &
Social Change," and
many others throughout specialty areas
• Also part-time options
in full-time programs
• Also half-time
programs on Saturdays
and evenings
• Can be combined with
programs, courses and
Individual Learning
Contracts
• "Marine
Environments"
• A study of shorebird
habitat
• Assistant gallery
manager
• "Computer
Architecture"
• "Mythic Image"
• A study of the writings of Mark Twain
• Advertising account
management
• "Organic Chemistry"
• A study of passive
solar walls
• Psychological
counseling
• A study of the ethics
of warfare
• Legislative liaison
assistant
• Broadly
interdisciplinary
• Any Core Program
• Emphasis on practical
experience
• Similar to traditional
college course
• Can be combined with
self-paced learning,
work in programs,
courses and
internships
• Integrates seminars,
lectures, workshops,
field trips, etc.
Examples
• Supported by
academic activities
with faculty sponsor
Beginning,
Intermediate,
Advanced
• "Studio Project"
• "Principles of
Economics"
• Wildlife biology
For more
information
• Read Specialty Area
Offerings
• Read Core Descriptions, pages 39-42
• Read Specialty Area
Offerings, pages 46-91
• All students
Program,
specialty
10
are encouraged
whether
to begin their studies
at Evergreen
in a Coordinated
it is a Core Program or a more advanced Coordinated
areas.
• Education with a Difference
Study
Study
in one of the
• See Academic
Advising for list of
faculty contract
sponsors
• See Internships,
page 90
• See The Evergreen
Times, published
quarterly
The Center of learning ...
at Evergreen is you, the student. Evergreen
prides itself on being a distinctive studentcentered 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 a
student's 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, and (3) since learning is
by its nature a social activity, it is best fostered
in a collaborative rather than a competitive
learning environment.
Our Community
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 culturally diverse student body and to
presenting intercultural values and perspectives
across the curriculum.
The college considers a diverse student body
to be in itself a resource for learning. We invite
prospective students of all backgrounds to the
Evergreen community.
Evergreens
Two
Campuses
1988-89
Students
-
Caucasian
Students of Color
Female
Male
Evergreen Students, 1988-89
For more information,
see page 113.
-
Enrollment
Olympia
Graduate students
'Iacoma
3250
2957
160/ 5%
133
Race
Asian
Black
Caucasian
Mexican/Latino
Native American
4%
4%
91%
2%
2%
Age
18-24 years old
25-29 years old
30-39 years old
40 + years old
Median Age:
58%
12%
19%
11%
22
Total
.-
2893/89%
357/11 %
1815/56%
1435/44%
- Main campus
1iJcoma
Program
2834/91 %
283/ 9%
1734/56%
1383/44%
59/44%
74/56%
81/61 %
52/39%
Olympia-
Education with a Difference.
II
Other Evergreen
Differences
At Evergreen, You'll Become
an Independent Thinker
Our Faculty
At Evergreen, you'll find il 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' teaching become part of their
professional portfolios and are one of the main
measures of their effectiveness when they
undergo periodic evaluation by Evergreen's
academic deans.
Faculty are hired and 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.
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 a crucial topic or reading. Although
up to 100 students and a five-member faculty
team may be involved in a Coordinated Study
Program, much of a student's time is spent in
these small group discussions.
The faculty leader and students ready
themselves for seminars, which meet once or
twice a week, by reading the same materials,
by writing and by preparing brief reports.
Then they gather to share their understandings and sort out differences. Through this
close collaboration with faculty and fellow
students, you will learn to research your ideas,
to express yourself clearly, and to work
cooperatively-abilities Evergreen graduates
have found extremely helpful in their lives and
careers.
Narrative
Evaluations
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 em ployers
in "translating" the credit earned into approximations of traditional courses. Sometimes
these equivalencies are easy to make, i.e., "4
credits-Introductory
Psychology, 3 creditsTheoretical Physics"; but sometimes the program work resists simple translation. In either
case, these equivalencies are generally
indicated at the end of each program description in this catalog and initial program
materials.
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.
The criteria for awarding credit are spelled
out in program covenant's 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 withyour faculty.
Self-Evaluations
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 selfevaluation, 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.
12
• Education
with a Difference
Student Evaluations
of Faculty
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
specificallywhat 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.
Evaluation
Conferences
The final week of every quarter is Evaluation
Week. It corresponds to the conventional
"exam week;' except that it is devoted entirely
to 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 selfevaluation, your evaluation of the faculty, and
the faculty evaluation of your work are all part
of conference discussions.
A Week in the Life of an Evergreen
Student·
Monday
Tuesday
Wednesday
Thursday
Friday
Lecture
10:30 a.m12:30 p.m.
Skills workshop
or lab
9:30 a.rn12:30 p.m.
Library
research
8 a.m-noon
Lecture
10:30 a.m.12:30 p.m
Seminar
10:30 a.m12:30 p.m.
Individual
Conference,
Seminar
2-4 p.m.
Governance
1-5 p.m.
Field trip
1:30-6 p.m.
Study, write
papers
- - - - Study
1:30-3 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.
Your Transcripts
Student transcripts consist of both faculty
evaluations and student self-evaluations, along
with detailed program descriptions or actual
Individual Contracts. It also contains a cover
sheet listing the course equivalencies of your
work for readers who want a quick overview.
Thus, when you send your Evergreen transcript to another school or future employer,
they receive a detailed history and evaluation
of your work here, not a set of course titles
and letter grades. This transcript is hefty, but
written carefully, it can be a highly useful
document, lending the weight of substantial
evidence in support of your letters of reference.
Education
with a Difference.
IJ
But Does an Evergreen
Education Work?
Perhaps the best answer to the question can be
found in the results of a survey of Evergreen
alumni that was conducted by the college's Office of Institutional Research in 1989. A questionnaire was mailed to 600 of the 2,188
alums who graduated in 1985-1987. Completed
questionnaires were returned by 343 alumni, a
response rate of 57 percent.
Some of the questions on the survey
paralleled questions used on the American
College Testing Alumni Survey, so that the
responses of Evergreen alumni could be compared to national norms. Those norms represent 24,813 alumni of public colleges who
were surveyed in 1984-85 and 1985-86.
Personal Growth
Evergreen's questionnaire asked alums to
indicate whether the college had contributed
"very much:' "somewhat" or "very little" to
their personal growth in 22 areas. In comparison with national norms, far more Evergreen alumni said that their alma mater had
contributed "very much" in the following
areas.
Rating Personal
Growth
Understanding different
philosophies and
cultures
TESC
Alumni
National
Average
58%
31%
Understanding the interaction of man and the
environment
49%
26%
Would Evergreen Alums Do It Again?
Alums were asked, "If you could start college
over would you choose Evergreen again?"
Alums could respond on a five-point scale
between "definitely yes" and "definitely no."
As you can see, Evergreen alums were overwhelmingly positive.
Writing effectively
59%
38%
Recognizing rights,
responsibilities and
privileges as a citizen
37%
20%
Critical thinking
54%
37%
Still Learning and Self-Employed.
In comparison with national norms, a significantly smaller proportion of Evergreen alums
reported they were employed full-time, 49% to
70%. A significantly larger proportion of
Evergreen alums, 91 % to 30 %, however, indicated they were either self-employed, or
employed and continuing their education. The
latter category is three times the national
norm.
Working cooperatively
in a group
57%
40%
Defining and solving
problems
60%
44%
Understanding and
appreciating the arts
37%
24%
Speaking effectively
44%
34%
Working independently
62%
52%
If You Could Start College Over,
Would You Choose This College Again?
80%
I'm at Evergreen because my
first priority is to teaching, and
the college's educational philosophy allows-no encourages!one to truly enjoy teaching.
70%
60%
65'70
50%
-
Team-teaching is very demanding in terms of time and energy
but the payoffs-intellectual
stimulation, support, friendship,
new insights-far outweigh the
costs.
Larry Eickstaedt has been at Evergreen since the "Mud Days:' when the college operated out of trailers while the main campus was being built in 1970. A biologist who is deeply interested in the arcs. Eickstaedt has also served as an academic advisor. He holds a Ph.D. degree from Stanford University.
40%
30%
20%
10%
0%
Definitely
Yes
TESC
Alumni
Education
National
Average
with a Difference.
15
---.-----------------~-~--...,...
.•......,...-...-- •••..•..•.
- ..•.•--.-....,.."".'*"- .
Picking Your Program
1. Consider what you want to study.
Consider your career goals, if you already have them. Also consider anything else that interests you and is important to you. It is true that you
usually take only one program at a time at Evergreen, but those programs cover many different subjects. So, give yourself the chance to learn
.broadly.
Frequently
Questions
Asked
2. Read the catalog to find the appropriate program for you.
• If you are a freshman,
your choice should be one of the Core Programs. Core Programs are
described on pages 39-42. Almost any Core Program can lead into any
area of specialization.
• If you are a transfer student,
look up the subjects that interest you in the Academic Index, beginning
on page 111. This lists all the programs which cover your subjects.
Sometimes a Core Program will look just right, especially if you are
transferring as a first- or second-year student. For some transfers, an intermediate or advanced program in a specialty area may be the right
choice. If a specialty area is listed under your subject in the index, read
over all the offerings in that area.
3. Other things to look for in the catalog:
• Look at the Academic Pathways
described in the specialty areas where your interests lie. Pathways will
suggest a logical sequence for your years of study in a particular field,
and help you decide where to begin.
• Examine the planned equivalencies
at the end of each program description to see the full range ofsubject
matter it will cover. The equivalencies may change as faculty develop the
program's theme, but the catalog description will give you a general idea
of content. .
.
• Browse over a number of possibilities
before you settle on one. 1i:y to choose at least three alternates before you
take the next step.
I'm undecided about what I
want to study. Do I need to
know exactly what I want
to do?
Who will help me choose
which program to take each
quarter?
'
4. Discuss your choices and goals with your faculty, or with the faculty
and staff in the Academic Advising Office. Academic Advising keeps
program descriptions that will have been expanded and updated from
what you read in this catalog. Often, programs which appear only vaguely appropriate in the catalog reveal themselves as exactly appropriate
when you read the latest details. Academic Advising also gives you information about new or revised pr?grams.
5. Attend the Academic Fair,
which is described on page 18. The faculty will be assembled there, all in
one place at one time, sitting at tables marked with their program titles
You can discuss program content, style and requirements directly with
the program faculty.
.Who will help me plan my
degree program?
• Ask all questions, share your puzzlements
and enthusiasms. Don't hesitate to ask for advice. If a program isn't right
for you, faculty will direct you to other options.
6. Choose your program.
In all these discussions-with the Academic Advising Office, with
prospective faculty-keep your goals in mind and, also, the range of
your interests and needs.
• Ask for any help you need in making your choice.
7. Register.
You can register for the full duration of a program, whether it is one, two
or three quarters long.
8. Pay your tuition by the deadline,
and that's it! You're ready to attend your first seminar.
16
• Education with a Difference
Who is allowed to do an
Internship? When?
-
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.
-
The Academic Advising Office,
your current program faculty; the
faculty in areas which interest
you. Conversations with these
individuals and careful reading of
the catalog will give you the
information you need to make
curriculum decisions. Also, see
Academic Fair, page 18.
-
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
Ceriter.
-
Some programs incorporate
Internships in their learning plan.
Internships can also be arranged
outside of.programs through
Internship .Learning Contracts. A
limited number of Internships are
available, and priority is given to
juniors and seniors who have
completed one quarter of satisfactory work at Evergreen. All
Internships must be approved by
the Office of Cooperative Education, which is part of the Student
Advising Center. See page 90.
-
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 12 and 13.
Will I receive letter or
numerical grades?
Are all 1990-91 programs
listed in this catalog, or are
others added later?
What degrees and certificates
do you offer?
What are advanced study
opportunities at Evergreen?
'\
Where can I get more information about programs?
-
Can I take more than one program at a time?
-
Can I take courses in addition
to a full-time program?
-
Who is allowed to do an
individual learning contract?
-
-
Most full-time programs were
planned more than a year before
the 1990-91 academic year.
Information about changes and
additions will be available at the
Academic Advising Office. Parttime offerings, which are
described briefly in this catalog,
are planned shortly before the
quarter they are offered. They are
publicized in a quarterly publication distributed on campus, The
Evergreen Times.
-
The Bachelor of Arts, the
Bachelor of Science, the Initial
Teaching Certificate, the Master of
Public Administration and the
Master of Environmental Studies.
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 or
enroll in the student-originated
study programs available in the
humanities and the arts.
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.
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.
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.
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.
Education with a Difference.
17
An Evergreen
Glossary
Because Evergreen's approach
to education is unique, we've
devised a special termi~ology
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-todate information on programs, faculty and academic services. You'll also
receive advising-formal
and informal-on
an ongoing
basis from
faculty in your programs 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.
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 College Activities
Building. See page 96.
18
Career Pathways
The way to specialize in a particular
field of study at Evergreen is to plan
an academic or career "pathway."
Talk with Academic Advising or an
Evergreen faculty member teaching
in the field of your interest to find
out how to plan your own academic
pathway.
• Education
with a Difference
Chaos
Around here, it's spelled KAOS and
it means the college's FM community
radio station.
Cooper Point Journal
CPJ
Stands for the Cooper Point Journal.
Evergreen's student newspaper.
Credits
Full-time students at Evergreen earn
12-16 credits, or quarter hours, per
quarter; the maximum allowed is 16.
The amount of credit generated by a
program is clearly specified at the
end of the evaluation written by the
faculty member on the student's
academic performance. See program
descriptions, pages 40-89.
DTF
The initials stand for Disappearing
Task Force. Evergreen's planners
wanted to avoid permanent commit-
Contracts
There are three kinds of academic
contracts at Evergreen: Group Contracts, Individual Learning Contracts
and Internship Contracts. See the
chart, "Major Modes of Study," on
page 10.
tees, 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.
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.
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
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 39.
Courses
Part-time courses supplement the
main curriculum. For a sense of how
they fit in. see the "Major Modes of
Study" on page 10.
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
Equivalencies
The approximate course titles and
credit hours listed at the end of the
program 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.
Evaluation
Evergreen's grading system consists
of a narrative evaluation of a student's academic work at the end of
each quart~r. 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.
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.
community.
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, ete.
/
First Peoples
At Evergreen describes people of
color, commonly
referred
to in
America as minorities-Blacks,
include
Asians, Pacific Isle Americans, Native
Americans, Chicanos and Latinos.
photography, field studies and
research-whatever
suits your
See the First Peoples' Advising
academic needs and interests.
Services, in the section on the
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
Student Advising Center, page 91.
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.
Seminars
One of the central experiences
Individual Learning Contracts
An individual study plan agreed to by
a student and a faculty sponsor. May
readings.
information
writing.
an Evergreen
which faculty might be appropriate
sponsors.
the re.adings assigned in a particular
program. The discussion group consists of a faculty member and an
average of 20 students. The faculty
member
Potluck
A tradition
at Evergreen where a
faculty member and the students in
member's
home. These occasions
for mixing academic and
receives academic credit. Internships
require advance planning through the
is the equivalent of academic learn-
Office of Cooperative Education.
Seniors are generally given priority,
green may award academic credit.
as are students in academic programs
See page 90 for more information.
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
see the "Major
Interested
Farm
in learning about agri-
in governance along with staff and
faculty members-don't
be surprised
if you're asked to serve as a member
of a DTF. Participatory democracy is ••
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.
courses or
institutions,
the term "programs"
we use
to indicate an
Specialty Area
An interdisciplinary grouping of
Evergreen faculty, all of whom are
in a specific set of
disciplines or issues. Faculty within
plan curriculum
and often teach
together. Evergreen's eight specialty
areas are listed in "The Condensed
Curriculum" on page 34.
so. Students enroll in one program at
a time, often for a full year of study.
Also, the whole curriculum
is
planned at an annual Faculty Retreat.
The programs in this catalog were
planned at the Faculty Retreat of
spring, 1989.
Greener
Short for Evergreener.
tract. See The Evergreen Student
Handbook for a full copy.
each specialty area meet regularly to
classes of other
finale to an entire year's studies.
Evergreen if you choose to exercise
this unusual and valuable franchise.
and
social ethics into the Social Con-
from the traditional
Retreat
Many academic programs go on
retreat during the year, often off
campus. Retreats allow for secluded
work on a particular project or the
hard work and time-consuming, but ••
you have a voice in what happens at
their
interested
disciplinary and full-time or nearly
culture? See pages 5 I and 96.
so they wrote
Programs
To distinguish Evergreen's offerings
academic offering that is multi-
Organic
Evergreen to function as a
ing in that field, and for which Ever-
that require Internships. For addiModes of Study" chart on page 10,
read the information on page 91. and
visit the Coopera~ive Education
office.
Social Contract
Evergreen's planning faculty wanted
ideas about working together
Prior Experiential Learning
Practical knowledge of a subject that
tional information,
are expected to prepare for the
seminar by reading and analyzing tbe
book to be discussed.
community,
in a work
situation for which a student
a student leads or
his or her seminar bring food for
lunch or dinner, often at a seminar
social life.
Supervised experience
or, often,
facilitates the seminar. Participants
are perfect
Internships
of
seminars
usually meet twice weekly to discuss
painting.
on how to proceed and
education,
Self-evaluation
The Evergreen Student 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.
The
Evergreen
Student
Handbook
1989-1990
Your evaluation of your own
Part-time
Study
academic work,
Most Evergreen programs are
designed for full-time study, but
quarter
some offer part-time
your program,
options in the
evening for working adults. Ever-
as measured against
your objectives at the beginning of a
and the requirements
contract
of
or Intern-
ship. Evergreen believes that develop-
green offers some half-time
ing the ability to assess oneself is an
programs for working students,
important
usually on Saturdays, and there are
world. Student self-evaluations are
part of their formal academic
record.
also part-time
courses (4 quarter
hours) which can fit into most any
schedule. Sometimes part-time
ability in the modern
Transfer Credit
courses are available only to
Academic
credit transferred
regularly-admitted
Evergreen
from another
students.
to
institution
of higher learning. Usually given only
for academic, as opposed to
technical, coursework.
Education
with a Difference·
19
Admissions
Doug Scrima
Assistant to the Dean
Diane Kahaumia
Coordinator of First Peoples
Recruitment
Since the point at Evergreen is
not grades, I expect you, eventually, to forget them. You will
do as much or as little work as
you're going to do. I ask that
you level with me about that
effort, so we can both evaluate
your achievements fairly. Most
likely your self-evaluations will
become critical to you, the most
important papers emerging from
your time in college. I hope so.
After all, what you take away or
bring to these years is truly up
to you.
-
Evergreen is committed to fostering individual
and collective growth in a democratic society.
To that end, we welcome students of diverse
culture, race, age, previous educational and
work experience, geographical locations and
socio-economic backgrounds.
The college seeks qualified students who
demonstrate a spirit of inquiry and a willingness to participate in their educational process within a collaborative framework.
The college desires students who also
express an interest in campus or community
involvement, a respect and tolerance for
individual differences, and a willingness to experiment with innovative modes of teaching
.and learning.
First Year Students
Beginning in the fall of 1990, students entering directly from high school or students who
have earned less than 40 quarter credits of
transferable college work at the time of application will be considered for admission on
the following basis:
1. High school grade point average (GPA),
2. Test scores on the SAT, ACT or WPC (if
WPC was taken prior to 6/1/89),
3. Class rank (normally in the upper half of
the graduating class).
Because the college seeks to achieve a
diverse student body, special recognition will
be given to applicants who are Afro-American,
Native American Indian/Native Alaskan,
Asian-American/Pacific Islander, Hispanic,
physically challenged, Vietnam era veterans,
adults 25 years and older, and students whose
parents have not graduated from college
First year students are required to have completed the following college preparatory program in high school:
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 college 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.
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 disenrollrnent.
Note: First year students are admitted for
Fall Quarter only.
well-known in Olympia for her productions of "Correspondents Readers Theatre." The two-woman troupe
giving voice to the lives of women. Not only did Nisbet and fellow-actress Pat Larson draw from
but they used diaries and letters to portray the lives of women throughout history. A long-time
supporter of Evergreen. Nisbet has taught Core Programs for the last three years.
Sandie Nisbet is
toured the country,
Shakespeare and Chaucer,
Admissions.
21
Transfer Students
Transfer students, i.e., those who have earned
40 quarter credits of transferable college work
or more at accredited colleges/universities prior
to submitting their application, will be considered for admission on the following basis:
1. Grade point average (minimum 2.00
cumulative GPA).
2. Good standing at the last institution .
attended.
3. Satisfactory completion of a variety of
courses in the liberal arts and the sciences.
Because the college seeks to achieve a
diverse student body, special recognition will
be given to applicants who are Afro-American,
Native American Indian/Native Alaskan,
Asian-American/Pacific Islander, Hispanic,
physically challenged, Vietnam era veterans,
adults 25 years and older, and students whose
parents have not graduated from college. In
addition, special consideration will be given to
applicants who (a) have 90 quarter credits of
transferable college work or (b) have an
Associate in Arts from a Washington community college, or (c) have an Associate of
Technical Arts from a Washington community
college with which Evergreen has negotiated
an "Upside Down" degree program.
Applicants from other institutions who have
completed 40 quarter hours of college-level
academic transfer courses need not submit
high school transcripts. 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 fiflal satisfactory transcript, as well as all
transcripts of previous college work, will result
in disenrollment.
Note: Evergreen encourages all transfer
students to complete a variety of academic
courses in the arts, the humanities, mathematics, the sciences, and the social sciences
which will give the student solid foundation
for intermediate and advanced level work. We
.strongly encourage all transfer students to
have completed the English composition
course sequence (including research paper) at
their present college, if currently enrol:ed.
22
• Admissions
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. GED applicants must also submit
scores £~ the SAT, ACT or WPC (if WPC was
taken pr or to 6/1189).
2. A ternate Standards. Upon initial review
of the application materials, supplemental
information may be requested in support of
the student's application. Such information
will be considered on. a case-by-case basis.
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 $13,000 (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 40 quarter
hours- of transfer coursework, a record of com"
pleted 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 test scores on the ACT, SAT or
WPC (if WPC was taken prior to 6/1/89).
First year applicants are considered for Fall
Quarter only. Transfer applicants are considered for Fall, Winter and Spring Quarters.
Application Deadlines
Fall 1990: Applications will be accepted
from September 1, 1989 to March 1, 1990. All
application materials must be submitted by
5 p.m. on March 1, 1990. Note: First year
students are admitted only for Fall Quarter.
Winter 1991: Applications (transfer
students only) will be accepted from April 1,
1990 to October 1, 1990. All application
materials must be submitted by 5 p.m. on
October 1, 1990.
Spring 1991: Applications (transfer
students only) will be accepted from June 1,
1990 to December 1, 1990. All application
materials must be submitted by 5 p.m. on
December 1, 1990.
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.
Late applications will be accepted on a
space available basis only .
Notification and Deposit
Special Students
Iarget dates for notification of admission are
April 1, 1990, for Fall Quarter, 1990;
December 1, 1990, for Winter Quarter, 1991
and January 1, 1991, for Spring Quarter, 1991.
Upon notice of eligibility you will be asked to
send a non-refundable deposit of $50 by a
stateddeadline 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.
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-matriculated students is handled by the
Office of Registration and Records. Space is
limited for part-time students.
Special Student and Auditor are categories
for local residents interested in college work
but not currently seeking a baccalaureate
degree. Both categories may be limited in the
amount of credit for which students can
register.
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.
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'sfirst-come, first-served application
process.You may complete the housing application process even before notification of
admission.
Admission deadlines and scholarship
deadlinesoften vary. In order to be considered
for an Evergreen scholarship you should be
admittedto the college first. Contact the Dean
of Enrollment Services for scholarship
information.
and Auditors
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 two-year colleges is
90 quarter hours.
To 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 90). Work performed
should be equivalent to work for which a fouryear college or university would normally give
credit toward a B.A. degree, and is evaluated
on a case-by-case basis.
Admissions.
23
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 two-year community
college, you may be eligible for the UpsideDown 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 de!?-reeNon-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.
24
• Admissions
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 DO-214
and any certificates you earned while serving
in the military. The Office of Veterans Affairs
can assist you in obtaining copies of these
records if they are not part of your portfolio.
While no credit is granted for Basic Training, many other courses you have completed
and ratings you have achieved may be transferable This source of credit may also be
applicable to the bachelor of science requirements at both the lower- and upper-division
levels.
An earned pilot's license is 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.
-
For more information about Admissions call
(206) 866-6824.
'
Financial Aid
Georgette
Director
Chun
of Financial Aid
Karen Wade James
Financial Aid Counselor
John Mclain
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 midJanuary. Because funds are limited, it is
recommended you submit your 1990-91
Financial Aid Form to the College Scholarship
Service by March 1, 1990, 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 offcampus.
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
A variety of scholarships funded by the College's Foundation and private donors is
available. Most of these scholarships are
awarded on the basis of merit, e.g., high
academic achievement, community service,
artistic or musical talent, etc. For more information about these scholarships, please write
or call the Office of the Dean of Enrollment
Services (206) 866-6000, ext. 6310.
-
For more information about Financial
call (206) 866-6000, ext. 6205.
Aid,
Financial Aid Counselor
Financial
Aid.
25
Tuition and Fees
Residency Status for Tuition and Fees
To be considered a resident for tuition and fee
purposes, a nonresident must first establish a
domicile in the state of Washington in compliance with state laws. You must also establish
that you intend to remain in Washington for
other than educational purposes. Once
established, the domicile must exist for one
year prior to the first day of the quarter you
plan to enroll as a resident student.
If you are a dependent student (not responsible for your own expenses), you do not
qualify for residency unless one or both of
your parents or legal guardian has had a
domicile in this state for at least one year prior
to the first day of the quarter for which you
plan to enroll.
Applications to change residency status
must be made no 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.
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 may apply. Legislation in
process could affect the Washington/Oregon
reciprocity agreement. Washington and the
Province of British Columbia have a similar
reciprocity agreement. For information, contact the Office of Registration and Records.
Billing and Payment Procedures
Student Accounts assembles all student financial information, both charges and credits, and
prepares a periodic statement. This allows
registered students to submit a single check for
tuition, fees, housing and other charges by
mail or night depository. The Cashier's Office
is open 10 a.m.-3 p.m., Monday-Friday.
Tuition and fees are billed quarterly by mail
if you are "preregistered:' Payments must be
in the Cashier's Office by 3:45 p.m. of the
second class day. 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.
Students allowed to register during the
second class week must pay a $15 late registration fee. Students allowed to register after the
tenth class day must pay a $50 late registration fee. Students who are dropped after the
30th calendar day for non-payment of tuition
and fees must pay a $50 reinstatement fee to
re-enroll.
Estimated Expenses
These estimates are for a single student who
lives on or off campus during the nine-month
academic year. They are projections for the
1990-91 year and subject to change.
-
Residents
Tuition and Fees
(Full-time
undergraduate)
$1611
Nonresidents
$5649
Books and Supplies
495
495
Housin~ and Meals
3384
3384
Personal Needs
1080
1080
In-State Travel
720
720
$7290
$11,328
Total
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
Tuition and Fees
100 percent to fifth class
day of quarter, 50 percent to
30th calendar day; after
that, no refund.
-
Housing Deposit
-
Refunds
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.
-
For more information about tuition
call (206) 866-6000, ext. 6180.
and fees,
Tuition and Fees
Theseare projected tuition and fees' for the 1990-91 academic year"
-
Washington
Resident
Nonresident
Tuition
Tuition
Enrollment
Quarter
Sl4tUJ
Credit Hours
Full-time
undergraduate
students
10-16
$537 per quarter
$1883 per quarter
Part-time
undergraduate
students
9 credits
or less
$53.70 per credit;
2 credits minimum
$188.30 per credit;
2 credits minimum
-
Southeast Asian
Veteranundergraduate students'"
$53.70 per credit for 2 or
3 credits; 2 credits minimum
Does not apply
Full-time graduate
students
9-12
$819 per quarter
$2482 per quarter
Part-time
graduate
students
8 credits
or less
$81.90 per credit;
2 credits minimum
$248.20 per credit
2 credits minimum
$153 for 3 credits or more;
$163.80 for 2 credits minimum
Does not apply
Southeast Asian
Veterangraduate
students'" "
-
Miscellaneous
and may be subject to change.
Fees
$
Mandatory health fee (quarterly)
WashPIRG (quarterly; refundable)
Housing deposit/administrative fee
Rental contract
Unit lease
Transcript
Extra transcripts ordered
at same time
10 card replacement
Returned check
Application fee (non-refundable)
Admission deposit (non-refundable)
Late registration fee
Reinstatement/late registration fee
Graduation fee
Lab fee (varies)
Leisure Education (varies)
Students
Options
5
6
25
50
15
50
25
10-25
5-100
Year
$54
27
health insurance
for themselves
include either a major medical plan or
full health care coverage.
more are automatically
5
$22
11
.75
.75
may also purchase
and dependents.
60
100
10
Quarter
Per Day
Parking
Automobiles
Motorcycles
20·
2.50·
Students
enrolled
registered
for ten credits or
in the major medical plan
unless they submit a waiver card or full health care request
• A $74 fee for student
t.
Services and Activities
Tuition and fees may vary Summer
••. If registered before May, 1989
Quarter,
is included in tuition.
For other fees, see the "Miscellaneous
which is not part of the regular academic
year.
Fees" chart on this page.
Student
Accounts
Dependents
are not automatically
formally enroll at Student
Students
registered
coverage.
Students
special students
covered.
Accounts
Students
for additional
for less than eight credits or as
are not eligible for coverage.
is a consumer
by students.
Students
and environmental
Contact
Student
Research
organization
directed
52.50 special fee life
If you do not wish to support
who do not pay the
not blocked from enrollment.
WashPIRG,
must
coverage .
for eight or nine credits must request
registered
Accounts for more information .
•• WashPIRG, or the Washington Public Interest
Group,
to
by the fifth class day of each quarter.
you may waive the fee.
Tuition and Fees·
27
Academic Regulations
Registration
Arnaldo Rodriguez
Dean of Enrollment Services
Judy Huntley
Assistant to the Dean for
Records and Registration
28
• Academic Regulations
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 mid-May.
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, firstserved 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 offcampus publications.
Throughout the year, important information
will be mailed to you, therefore you are
required to keep a current address-even one
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 26.)
10 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 26.
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 26.
Enrollment
Status
-
Status"
Full-time
Status
Part-time
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. To be sure you meet
these standards, check
with Evergreen's Office of
Veteran Affairs.
•.Full-time enrollment
at another
must include any credit earned concurrently
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).
Academic Credit
General Policies
Youaccumulate academic credit for work well
doneand levels of performance reached and
surpassed.Only if you fulfill academic obligationswill full credit, expressed in quarter
hours,be entered on the permanent academic
record.Evergreen will not accept credit twice
forthe same coursework.
Partial Credit Options
Someprograms will make provisions for
partialcredit; others will not. That determination rests with the faculty of each particular
programor contract. Faculty will announce
their policy at the outset of the quarter. Exceptionsare made only with their approval.
Evaluation
Evergreen'scredit system distinguishes
betweenquantity and quality. The quantity of
your academic work is recognized by an award
ofcredit based on satisfactory completion of
program, contract 'or course requirements. The
qualityof your work is expressed in a written
evaluation.
To evaluate your work, you meet individuallywith the faculty member who leads your
seminar.At the en: of each quarter, two
evaluationsare 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 12.
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.
Academic Honesty
Academic honesty is a necessity in a learning
community. It makes coherent discourse
possible, and is a condition for all sharing,
dialogue and evaluation. All forms of academic
dishonesty, including cheating, fabrication,
facilitating academic dishonesty and plagiarism
are violations of the Social Contract. Cheating'
is defined as intentional using or attempting to
use unau thorized materials, information or
study aids in any academic exercise Plagiarism
is defined as representing the works or ideas of
another as one's own in any academic exercise
It includes but is not limited to copying
materials directly, failure to cite sources of
arguments and data, and failure to explicitly
acknowledge joint work or authorship of
assignments.
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 transcript is requested, although
graduate students who also attended Evergreen
as undergraduates may request transcripts of
only their graduate work. Please allow two
weeks for processing between your request
(and $10 fee) and mailing of the transcript.
Evergreen reserves the right to withhold
transcripts from students who are in debt to
the institution. If you need more information
on this issue, contact the Office of Registration
and Records.
You maintain your own portfolio, which
should include official descriptions of all your
programs and contracts, copies of faculty
evaluations, and your own self-evaluations,
particularly those not in the transcript. You
. should also include examples of your best
work and any other pertinent information.
The portfolio is your academic biography, to
. be shared with faculty during your learning
experience and with graduate schools and
prospective employers in future interviews.
Academic Regulations.
29
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 midqdarter 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 I10rning. 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.
This year I've been Programming
and Music Director for KAOS,
the college's FM radio station. I
was in charge of over 100
volunteers. Each volunteer brings
a different musical perspective:
independent rock, African,
bluegrass, women's music, etc.
Dealing with very different individual needs was an experience
that brought out a lot of creativity and tested my patience and
will. But I've learned things that
will carry me through anything,
and a conciousness of how different and distinct perspectives
can survive together and be
mutually enhancing.
-
2. Required Leave 0/ 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.
Graduation Requirements
The minimum requirement for awarding
either the Bachelor of Arts (B.A.) or the
Bachelor of Science (B.S.) is 180 quarter credit
hours. Continuation beyond 200 quarter credit
hours without graduating requires approval by
an academic dean.
If you transfer credit from another college,
you must earn at least 45 of the last 90
quarter credit hours while enrolled at Evergreen to be eligible for an Evergreen degree.
Prior Learning credit or CLEP tests do not
satisfy the 45 credit requirement.
If you have a baccalaureate degree from a
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. .
-
For more information about academic
regulations, call (206) 866-6000, ext. 6180.
Trace Dreyer describes himself as a "world citizen. a Euro-t-lediterranean
American who grew up in Latin America (EI
Salvador)," As for his career goals. he isn't sure there's a word to describe it. Trace would like to study consensus and group
processes from a psychological as well as spiritual viewpoint.
one way we affect social change.
Understanding
and effectively
using these processes, he says. is
Academic
Regulations'
31
Condensed
Curriculum
Special Features of the Curriculum
Interdivisional Offerings, 3 7
International Studies, and
Opportunities to Study Abroad, 37
Special Forms of Study and
Academic Resources, 90
Core Programs
Credits
F
Great Books, 40
48
Cultures in Collision: The Americas, 40
48
~~~
~ ~ ~
~ ~~
~ ~~
~ ~~
~~~
~
~
Life on the Edge of a Continent, 40
48
Pacific Northwest: Her Story/His Story, 41
48
Problems Without Solutions???, 41
48
Reflections of Nature, 41
48
Society, Social Change and Expressive Arts, 42
48
16
Documentation: A Clear View, 42
Environmental
Studies
Credits
F
The Marine Environment, 46
32
16
Invertebrate Life in the Sea, 46
16
~ ~
~
~
Topics in Marine Biology, 4 7
8
Habitats: Aquatic,
Terrestrial and Human, 46
Sustainable Community Systems, 47
Third World Service in Agriculture
and Environmental Studies, 4 7
Internships in Organic Agriculture, 48
Environment, Regions and Governance, 48
Evolutionary Ecology, 48
Geology and Chemistry of Pollution, 49
Principles of Biology
Cells and Organisms, 49
48
WS
~.~
WS
~
~ ~ ~
Convener: Paul Sparks
48
4-16
32
8
16
~ ~ ~
~ ~ ~
~ ~
~
~
Expressive Arts
Credits
Collaborations: Music and Dance, 54
32
Good Fences Make Good Neighbors:
The Unknowing of Mexico, 54
48
Politics and Theater, 54
8
The Nature of Natural History, 49
16
Field Natural History, 50
16
Ecological Agriculture (1991-92), 50
48
~
~
~~
~
~
Studio Project: Drawing, 55
48
16
Studio Project: Thematic Studies, 55
16
~ ~~
~ ~~
~
~
~
Studio Project: Sculpture, 55
16
East West: The Twain Do Meet, 56
32
Form and Function, 56
24
~ ~
~~
The Heart of the Matter: Creative
Response to Women Writers, 56
32
~ ~
Recording and Structuring
Light and Sound, 57
32
Media Lab, 57
32
~ ~
~ ~
Patterns: Commonalities Between
Art, Music and Science, 58
Student-Originated Study, 58
Convener: Pat Labine
ws
~ ~
F
12/16
~ ~
~ ~
~ ~
The Televised Mind, 59
32
16
The Musical Mind, 59
12/16
~
The Rites of Spring: _
Rebirth of the Arts, 59
12
~
Humanities
Credits
F
Shakespeare and the Age of Elizabeth, 62
48
The Mythic Image, 62
48
The Craft of Character, 62
32
Modern Worlds, 63
32
Music Drama: Public Ritual, 63
32
~~~
~~~
~~
~~
~~
Wilderness and
the Temporality of Man, 63
16
Theory of Knowledge, 64
16
Philosophy of Science, 64
16
~
Chaucer: Life, Times,
Work and Peers, 64
32
~~
WS
~
~
-
Secretory:
Director: Dr. Andrew Hanfman
Con_ers:
Language and Culture Center
Credits
F
[apanese Language and Civilization, 68
48
~~~
French Culture: Voices of Revolution and Tradilion, 68
48
RussialUSSR,68
48
W S'
~~~
~~~
Pete Sinclair
Craig Carlson and David Whitener
Native American Studies
Credits
F
Nation Within a Nation, 74
48
~~~
Quinault Community-Determined
Education, 74
30
~~~
Political Economy and Social Change, 75
32
~~
Non-Capitalist Economic Systems, 76
16
The International Political
Economy of Drugs, 76
32
WS
Political Economy
and Social Change
Management
and the Public Interest
Management
and the Public Interest, 70
48
Changing Minds: Changing Course, 71
48
Con_er:
~~~
~~~
Chuck Nisbet
Con_er:
~
~~
Alan G. Nasser
Key
• F- Fall Quarter
W-Winter
S-Spring
The Condensed Curriculum.
35
Center for the Study of
Science and Human Values
The Human Condition:
Science as Social Construct, 77
. Credits
F
W S
48
Convener: Betty Ruth Estes
Convener: Byron Youtz
Science, Technology and Health
Credits
F
Foundations of Natural Science, 8]
48
Matter and Motion, 81
48
Molecule to Organism, 82
48
~ ~ ~
~ ~ ~
~ ~ ~
Undergraduate Research in
Molecular Bioiogy, 82
4·]6
~~~
Advanced Chemistry:
Dynamic Systems, 83
]6
~
Advanced Chemistry: Structures, 83
16
~
~
~ ~ ~
~ ~ ~
~ ~ ~
Advanced Study in Biology, 83
16
Physical Systems, 84
48
Data to Information, 84
48
Personality, Society and Culture, 84
48
Computability and Cognition:
The Scope and Limits of Human Reason, 85
48
The Aesthetics of Healing, 85
48
~ ~ ~
~ ~ ~
Psychological Counseling:
Multicultural Focus, 86
48
~~~
Director: John Parker
Credits
Teacher Education,
F
W S
Graduate Study at Evergreen
87
Master of Environmental Studies (MES), 92
Tacoma
Body and Soul: An Holistic
Approach to the 21st Century, 89
Master of Public Administration (MPA), 92
48
Director: W. J. Hardiman
WS
MES Director: Ralph Murphy
MPA Director: Priscilla Bowerman
Special Features of
the Curriculum
Interdivisional
Offerings
A well-known aspect of Evergreen's interdisciplinary curriculum is the way academic
programs integrate several disciplines in the
study of one problem or theme. The programs
listed below are especially interdisciplinary
because they are team-taught by faculty from
divergent specialty areas and are possibly of
equal interest to students with widely different
fields of interest.
Environments, Regions and Governance,
page 48
Sustainable Community Systems, page 47
Politics and Theater, page 54
Patterns: Commonalities Between Art, Music
and Science, page 58
Music Drama: Public Ritual, page 50
Personality, Society and Culture, page 85
International Studies
and Opportunities to Study Abroad
Evergreen offers a variety of ways to study different cultures both in Olympia and abroad.
The curriculum offers year-long programs
with an international theme within the various
specialty areas and the core curriculum.
Opportunities are also available for part-time
language study. Each 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 WashingtonEvergreen will offer 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. 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, as the students and faculty will
come from the nine southwest Washington
community colleges and 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 studyabroad programs are being developed including
one in Latin America. For more information,
contact Administrative Assistant Kris
Johansson, Library 3130, or ext. 6402.
Other programs in the curriculum offer an
international focus. The Language and Culture
Center, in particular, usually offers one or
more programs each year that travel abroad
for a portion of its studies. Evergreen programs which have an overseas component are
indicated with an (").
RussialUSSR'
Japanese Language and Civilization
French Culture'
East West: The Twain Do Meet
Good Fences Make Good Neighbors: The
Unknowing of Mexico'
Special Features
of the Curriculum'
31
Core Programs
Core Programs are designed to give students
in their first or second year of college a solid
foundation of knowledge and skills as preparation for more advanced studies. Core Programs
will introduce you to the central mode of
study at Evergreen-the Coordinated 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, reason quantitatively, 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 section is an integrated study program that combines several activities: seminars, individual
conferences with faculty members, lectures,
field trips, laboratories-whatever is appropriate. In a Core Program you learn about the
program theme or topic 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.
I was amazed at how friendly
people are here. On my first day
here, I had just unpacked and six
people who I'd never seen
before came into my room and
asked if I'd like to play frisbee
with them. I was immediately at
ease here.
Since that first day, I've really
blossomed. My life is becoming
more of what I want it to be.
-
The best thing about Evergreen. according to Freshman Julian Scaff. is the school's low-pressure atmosphere. "Yet:',he adds.
'"I've accomplished more than I have in the past three years:' Those accomplishments include reading a book and writing a
paper a week for one program,
making technical drawings of timepieces
for an imaginary society that views time
"circularly:' and producing a half-hour video about romantic poets of Victorian England.
Core
L;it
_..••..•..••...•.,~
••..
L~~
__
>
Programs.
39
Great
Books
-
Cultures
-
in Collision: The Americas
Fall, Winter, Spring / Coordinated Study
Coordinator: Charles McCann
Enrollment: 88 Faculty: 4
Prerequisites: No
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Brian Price
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: Field trips (one or two)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
All cultures have important stories that are
transmitted in a variety of forms through time
and are often transformed into guidelines for
proper conduct. In each culture tensions often
develop between codes of conduct and individual responses for or against this conventional wisdom. "Great Books" will consider
this process in Western culture by reading its
great stories and a variety of individual
responses, and trace the rise of science in
Western civilization.
Planned reading:
Fall Quarter: The Gilgamesh Epic, The Iliad,
The Odyssey, Hesiod, Sappho, The Old Testament, The Aeneid.
Winter Quarter: The Oresteia, Antigone,
The Bacchae, The New Testament, St.
Augustine s Confessions, The Inferno,
Erasmus and Luther on Free Will, Paradise
Last.
Spring Quarter: The Prince, Richard III,
Leviathan, Candide, the Social Contract,
Debates on the Federal Convention; plus
selections from writings of Hume, Kant,
Galileo, Newton, Darwin and Freud.
We will discuss the readings in twice-weekly
seminars; twice-weekly lectures will supplement the reading. Regular writing workshops
will help students to improve the papers that
they will submit each week.
In North and South America today, women
and men from almost every culture on earth
interact-though not without conflict. Until
only 500 years ago, native women and men
arrayed in hundreds of spectacularly diverse
ways of living in, and knowing the world were
isolated from the rest of the world's peoples.
Since Columbus' arrival, their cultures and
numbers have been decimated, chiefly by
disease. Willing and unwilling immigrants
from Europe, Africa and Asia have flooded
into the homelands of indigenous peoples,
interacting with them and creating new
cultures, languages, religions, and economic
and political forms. These newcomers have
profoundly changed the Americas. The indigenous peoples of the Americas have deeply
affected the rest of the world.
How do women and men from such diverse
cultures meet, interact, understand each other
and learn to live together? How do their interactions change their ways of living? How do
new cultures form? Who gains? Who loses?
We will study the interactions of the Native
American, African, Asian, and European
peoples of North and South America from
before Columbus to the present through a
range of archeological, artistic, anthropological, autobiographical, mythological, fictional,
historical, sociological and ecological texts. We
will address the questions above, trying to
understand how cultures collide, create new
worlds, and new ways of living and knowing.
By doing so, we will re-experience the
Americas from thoroughly multicultural and
gender-balanced points of view and from a
global perspective. By doing so, we will,
hopefully, experience ourselves anew.
Planned equivalencies in quarter hours:
8-epic poetry
8-the Old and New Testaments
8-Western civilization
4-political philosophy
4-philosophy and history of science
8-writing expository prose
8-individual project: library research and
writing
Total: 48 credits
Program is preparatory for careers and future
study in all fields. The emphasis of Spring
Quarter makes this program also appropriate
for students who plan further study in
mathematics and the sciences. Such students
should have had adequate high school
preparation in these subjects.
Planned equivalencies in quarter hours:
Will be distributed among Native American,
Latin American, Afro-American and women's
studies; anthropology; history; literature;
psychology; political economy; sociology and
human ecology.
Total: 48 credits
Program is preparatory for careers and future
study in multiculturalism and any of the
fields mentioned in the credit equivalencies
above.
Life on the Edge of a Continent
-
Fall, Winter, Spring / Coordinated Study
Coordinator: Ren-Hui (Rose) ]ang
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: $10 per quarter film rental
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: Yes, language or
by faculty signature
"Life on the Edge of a Continent" is a
multicultural comparative study of two
societies, diverse by geographical location,
language, religion, arts and history: each also
has an opposite dream. 'Iaiwan's dream is to
once again become one with China; whereas
Latvia dreams to once again be independent
from the Soviet Union.
The purpose of this study is to help understand and appreciate the diversity of global
cultures and to introduce the student to two
world giants, China and the Soviet Union, in
relationship with cultural roots, political.
demands and artistic expression of their small
"subjects" (Taiwan and Latvia).
During Fall Quarter we will examine the
concepts of reality of culture and our own
political dynamics between 'Iaiwan/China and
Latvia/Soviet Union and how the cultural
dilemma/conflict is manifested through such
dynamics.
During Winter Quarter we will look at
various factors that shape a complex cultural
entity. Some examples are: Confucianism/Cornmunism/ChristianitylPaganism; and the
guiding principles for moral and political practices. We will look at cultural symbols and
how they influence the performing arts and
literature. We will look at the Chinese love of
moon (a symbol of unity) and jade (a symbol
of good fortune) as an interesting parallel to
Latvian dedication to sun and the fossil amber.
We will also experience the intricate art of
Chinese opera as a comparison to the Latvian
choruses, songs and dance festivals.
In addition to a continuous study of the
Taiwanese/latvian arts and literature, Spring
Quarter will include a practical application of
what we are learning. This will take the form
of short, faculty-guided presentations, community projects and research objectives.
Planned equivalencies in quarter hours:
12-world literature
8-expository writing
6-Chinese history
6-Baltic history
12-comparative cultural studies:
Chinese/Soviet
4-performing arts practicum
Total: 48 credits
Program is preparatory for careers and future
study in multicultural studies and comparative cultural studies .
•
40
• Core Programs
Pacific Northwest:
-
Her Story/His
Story
Fall, Winter, Spring I Coordinated Study
Coordinator: Yvonne Peterson
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: Field trips; art and special
project supplies; resource people
Part-time Options: No
Internship Possibilities: No
Additional Course allowed: No
This program is planned as a learning community designed to investigate and assess the
role of women in Pacific Northwest history.
Because history, as the term suggests, has
traditionally focused on events as perceived
from a male perspective, our studies will direct
attention to the neglected but no less impor- .
tant views and significant activities of women
in this region. In approaching this topic from
an interdisciplinary perspective, students will
engage in a wide range of subject activities:
anthropology, art, literature, sociology, history,
geography,environmental studies and public
policy.Student-generated research projects to
study women's contributions will be available
in a variety of fields of study, be it art or
public policy.
Through faculty lectures, readings, seminars,
writing, field trips, and student initiated
research projects, students will acquire a
deeperappreciation of Pacific Northwest
environments and cultures and of themselves
asproducts of a culture that has historically
excludedor devalued the contributions of half
ofits people.
Planned equivalencies in quarter hours:
8-environment and culture
8-literature
6-art
6-seminar skills
6-writing
6-research
4-cultural history
4-project(s)
Total:48 credits
Program is preparatory for careers and future
study in social sciences, environmental
studies, teacher education and law.
-
Problems
Without Solutions???
Fall, Winter, Spring I Coordinated Study
Coordinator: Chuck Nisbet
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
"Of course, ·there are solutions," insisted one
student. Another shook her head and replied,
"No solutions can be forged in these areas."
A third interjected, "I don't know enough to
state an opinion;' This program will focus on
the hostilities in Northern Ireland, in
Palestine, and in South Africa. We will concentrate on each area for a quarter, studying the
conflicts among Irish Catholics-ProtestantsBritish, Palestinian Arabs and Israeli Jews, and
South African Blacks and whites.
These warring regions are deeply immersed
in moral, social, economic and political crisis.
We aim to move beyond simplistic versions of
conflicts, to hear diverse viewpoints, to begin
to unfold the complexities of each dilemma.
With this goal in mind, then, we will pay attention not only to the religious and racial
issues but to the roots of the conflictshistorical, cultural, political and economic.
To this end we will raise such questions as:
can these crises be resolved peacefully? How?
Will revolutionary movements continue to
grow until they seize power through force?
How does the geography of each region relate
to the conflict? How are issues of race, gender
and class involved? What is power? Who has
it? How is it wielded and sustained? How is it
redistributed? What role has resistance played
in promoting change? How is ideology formed
and conveyed? What strategies have been proposed by such groups as the ANC, PAC, Pill
and IRA? Is a one-country solution possible or
must separate territories be set aside for the
conflicting parties?
Subjects close to the heart of these crises are
nationalism, democracy, limitations of basic
freedoms, impact of military occupation, rights
of prisoners, and development of myth and
propaganda in constructing an ideology.
Literature and social science theory and
technique will be used toward achieving one or
more of the following goals: (1) informed
understanding, (2) advocate for a particular
position/solution, (3) commitment to become
involved.
Planned equivalencies in quarter hours:
Will be distributed among world history,
economics, political science, statistics, research
methods, political philosophy, religion, critical
reasoning and expository writing.
Total: 48 credits
Program is preparatory for careers and future
study in all of the liberal arts.
Reflections
-
of Nature
Fall, Winter, Spring I Coordinated Study
Coordinator: Rob Knapp
Enrollment: 100 Faculty: 5
Prerequisites: None
Special Expenses: Drawing and natural history
supplies, field trip expenses, possible lab fee
($20)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, Spring
Quarter only
Being out in the natural world is a pleasure. It
is also one of the primary inspirations for
biology, physics, visual art, literature and
mathematics. This program will present an integrated introduction to the college-level study
of these five subjects based on their connections to natural patterns and processes. Science
and art will receive equal weight, and the connections between the two will be special objects of study. Both beginners and more
knowledgeable students will find challenges appropriate to their level.
Fall Quarter will focus on the art and
science of observing and describing nature,
especially outdoor nature. Students will learn
how to draw, write a natural history field journal, and use mathematics for description, at
the same time as they do background studies
in the five program subjects.
Observing and background studies will continue in Winter Quarter, and we will start to
investigate some important creations of art and
science whose authors have been strongly
moved by the natural world. These might include Impressionist painting, the theory of
evolution or a major novel.
In Spring Quarter the work of previous
. quarters will support the study of moral and
ethical questions about the proper role of
human beings in the natural world. In what
ways should people make use of living things,
minerals, or other natural resources, or intervene to change nature's course? Are there
times or places when nature should be undisturbed? How have different cultures
handled these questions?
The program will give students a substantial
introduction to what the five program subjects
have to say about the natural world, and to the
ideas and techniques they employ.
Planned equivalencies in quarter hours:
Will be distributed in natural history
(biological and physical), visual arts (drawing,
design, art history), introductory mathematics
and computer applications, literature, expository writing.
Total: 48 credits
Program is preparatory for careers and future
study in a wide variety of natural sciences,
humanities and arts.
Core Programs.
41
"
,
Society, Social Change
and Expressive Arts
.Documentation: A Clear View of Life
Fall, Winter, Spring / Coordinated Study
Coordinator: Paul Mott
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: Art supplies
Part-time Options: Winter/Spring, if student
wants to take math or science
Internship Possibilities: No
Additional Course Allowed: Winter/Spring,
math or science
Spring / Coordinated Study
Coordinators: Susan Aurand and Sally
Cloninger
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: $50 for art and
photographic supplies, $15 screening fee, and a
field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
-
Contrary to the popular image of artists as
being withdrawn from social events, many have
raised our consciousness, causing changes in
the ways we conduct our lives. Goya and
Rivera made us more aware of the conditions
of the working classes and the poor, as did
Harrington in his book, The Other ~merica.
The plays, essays and novels of Henrik Ibsen,
Betty Friedan and Marilyn French have increased awareness of the submissive roles of
women in Western cultures. Artists' portrayals
of the effects of war, pollution, slavery and
colonialism, have greatly affected our attitudes.
Sometimes art is used politically with great
calculation, as with the propaganda -during the
1930s and '40s. Warring nations manipulated
patriotism and productivity through movies,
songs, poster art, political cartoons and radio
programs. But often, it is the single artist,
possessed of a new insight and working alone,
who has the greatest impact. Congressional
hearings on the conditions of American sailors
resulted from Charles Dana's novel, Two ~ars
Before the Mast. The poems of Wordsworth
and other Romantics warned of the dangers of
industrialism. Stowe on slavery, Duchamp on
order, and Warhol on blandness all illustrate
the power of the artist.
The purposes of this program are to:
(1) show via concrete examples how the arts
have influenced social values and actions;
(2) study the expressive arts as arts; and
(3) learn about the causes of social change and
opinion formation. Case studies of works
which have changed public opinion and values
will be examined. Students will also be given
opportunities to develop skills in one or more
of the expressive arts. Equivalent materials
(and credits) for introductory sociology and
psychology will also be offered.
Planned equivalencies in quarter hours:
12-art history and analysis (FWS)
12-media workshops (FWS)
12-writing (FWS)
4-social change (FW)
4-mass communications (WS)
4-psychology of attitudes (FS)
Total: 48 credits
Program is preparatory for careers and future
study in the humanities, expressive arts,
social sciences, helping professions, manage·
ment and education .
• Core Programs
.....
-
This one-quarter Core Program will involve
the study of the methods, aesthetics, politics
and ethics of documenting and representing
"reality:' Through lectures, seminars, workshops and field projects, students will be asked
to examine the parallels among various forms
of documentation. These forms will include:
scientific experimental design, mass media
messages, creative writing, ethnographic
research, contemporary art, and statistics as an
aesthetic endeavor. We expect to take a very
practical and hands-on approach to this study.
Our central concern will be the issues of truth
and bias in the practice of representation.
Planned equivalencies in credit hours:
4-introduction
to field methods
4-media ethics
4-visual communications
4-tba
Total: 16 credits
Program is preparatory for careers and future
study in visual arts, social sciences and
science.
Environmental
Studies
Convener: Pat Labine
Affiliated Faculty: Michael Beug, Paul 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, John
Perkins, Tom Rainey, Robert Sluss, Oscar
Soule, Jim Stroh, Pete 'Iaylor and Al
Wiedemann
Associated Faculty: Rob Cole, Rainer
Hasenstab and Matt Smith
The philosophy of Environmental Studies is
that the interaction of human societies and
natural systems must be managed in a manner
that ensures the prosperous survival of both. It
is our primary goal to help people develop the
know ledge, skills and experiences to express
that philosophy in many different roles in
society.
Specifically, the goals of Environmental
Studies are:
To understand the nature, development and
interactions of terrestrial and marine
ecosystems, and human societies;
To learn the richness and the limits of the
environmental and social resources available
to sustain both human environments and
natural systems;
To study the cultural values and philosophies
that shape environmental behaviors; and
Through applied work, to develop the skills
necessary to handle our resources wisely.
Janet Ott is at the top of my list
of great faculty. When I expressed interest in her research
on neuroplasticity in goldfish she
gave me access to a lab, equipment and her time. The latter
has been the most important.
I've struggled with defining a
role for myself as a woman
scientist who is also very interested in the humanities.
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.
We met every week during the
summer, despite the fact that
she wasn't on the payroll then.
We talked about Hinduism,
Faulkner, literature by concentration camp surviviors, the
necessity of learning to speak
and write well, and, of course, a
lot of neurology. Although she's
listed as a science faculty, I've
learned more about writing
from her than any other faculty
member.
-
"1 want to understand how the mind works:' saysCharmane Ashbrook. a senior from Colfax. Washington. Her pursuit of
knowledge of the mind has been truly interdisciplinary at E'lergreen. incorporating studies in physiology. psychology. d'rawing
and literature.
Charmane
received honors from Sigma Xi, a national science organization.
for her research work on
vestibular compensation in goldfish.
_
~'~rt~·".~'!'~"_~"·_·~'_~.~.
~~~
r~ ~·)i·r_\..;.....,.••i.~,.j,
Environmental Studies.
.,..,. '.,". "" .•..,...
'~-'.',"'.'
~\
45
Career Pathways in Environmental
Studies
Major curricular pathways in Environmental
Studies' include (1) Field Biology and Natural
History, (2) Marine Studies, (3) Ecological
Agriculture and (4) Environmental Assessment
and Design. Additional strengths of the Environmental Studies faculty include ecological
physiology, environmental chemistry, environ.mental 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.
.
EnoironmentalStudies
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 Environ·
mental Studies are also affiliated with Evergreen's Graduate Program in Environmental
Studies (MES). Advanced undergraduates may
be able to enroll iri a graduate course with the
permission of the instructor if it is appropriate
to their curriculum and if they have the
necessary prerequisites.
HabItats: AquatIc,
Terrestrhd and Human
-
Fall, Winter / Coordinated Study
Coordinator: Pete Thylor .
Enrollment.: 72 Faculty: 3 .
Prerequisites: Core Program or equivalent
Special Expenses: About $60 for field trips
Part-time Options: No
.
Internship Possibilities: No
Additional Course Allowed: No
.>,
First Year:
Any Core Program. Students interested in
Environmental Studies may want to consider
the following Core Programs: "Reflections of
Nature;' "Pacific Northwest" and "Cultures
in Collision."
Second or Third Years:
"Habitats" (FW)
"Principles of Biology" (F)
"The Nature of Natural History" (W)
"Field Natural History" (S)
"Sustainable Community Systems" (FWS)
"Political Economy and Social Change" (FW)
"Ecological Agriculture" (FWS, 1991-92)
Third or Fourth Years:
"The Marine Environment" (F)
"Invertebrate Life in the Sea" (W)
"Topics in Marine Biology" (S)
"Geology and Chemistry of Pollution" (F)
"Evolutionary Ecology" (F)
"Third World Service in Agriculture and Environmental Studies" (FWS)
"Environment, Regions and Governance" (FW)
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
Y.Ladd.
4'
• Environmental Studies
This program introduces students to the concepts and techniques of environmental science
and policymaking. Natural science and social
science are integrated in examining aquatic
and terrestrial environments, including analyzing the interactions of humans with natural
environments. Specific environmental issues
are featured, e.g., the preservation or management of wetlands, fisheries, water quality, land
use and biodiversity.
During Fall Quarter we will learn the principles of ecology, political economy, chemistry,
and quantitative methods as they apply to
analyzing environmental issues. During Winter
Quarter we will continue tobliild knowledge
of aquatic and, terrestrial biology, chemistry,
and quantitative methods, and examine natural
resource economics and policy A research
project integrates our understanding of the
interactions of natural environments and
human' social systems.
.
The major goal of the program is to introduce the 'skills necessary to understand and
work toward resolving environmental issues.
Planned equivalencies .in quarter hours:
Will be distributed in ecology, aquatic and
terrestrial biology, political science, economics,
chemistry and quantitative methods.
Total: 32 credits
Program is preparatory for careers and future
studies in environmental and social science.
The Marine Environment
-
Fall / Group Contract
.. Sponsor: David H. Milne
Enrollment: 24 Faculty: 1
Prerequisites:' "Habitats" or equivalent, junior
or senior standing
Special Expenses: About $20 for day-long field
trips
Part-time Options: No
Internship Possibilities: No
. Additional Course Allowed: No
.This program will focus on the sea as a habitat
. for marine life; and the relationships between
marine organisms and properties of the sea.
Properties studied and observed include water
salinity, temperature; dissolved oxygen,
nutrients, light levels, andPl-l. Tides, currents,
waves,'pressure, sound transmission, and other
physical phenomena will be covered. Water
pollution and its effects on aquatic life will be
examined. Mathematical approaches will be
emphasized where appropriate.
Planned equivalencies in quarter hours:
4~physical properties of the s.ea.
4-chemical properties of the sea
4-oceanography
4-dynamics of water pollution
Total: 16 credits
Program is preparatory for careers and ftlture
study in environmental and marine sciences,
Sustainable Community Systems
-
-
InvertebrateLife in the Sea
Winter/ Group Contract
Sponsor:David H. Milne
Enrollment:24 Faculty: 1
Prerequisites:"Habitats" or equivalent, junior
orsenior standing
SpecialExpenses: About $20 lab fee, about
S60 for 5-day field trip
Port·timeOptions: No
InternshipPossibilities: No
AdditionalCourse Allowed: No
Thisprogram will survey marine invertebrates.
Phyleticrelationships, the principal anatomical
characteristicsof the phyla, ecological relationshipsand identification of local species will be
emphasized.The organisms of sand, gravel,
rock,mud and algal communities will be
examinedin detail. Program includes field and
labwork, lectures, seminars and independent
researchon historically or commercially
significantspecies.
Plannedequivalencies in quarter hours:
6-invertebrate zoology
6-invertebrate ecology
2-seminar in marine ecology
2-invertebrate studies: research
Total:16 credits
Programis preparatory for careers and future
studyin environmental and marine sciences.
Topics in Marine Biology
-
Spring / Group Contract
Sponsor: David H. Milne
Enrollment: 24 Faculty: 1
Prerequisites: "Habitats" or equivalent, junior
or senior standing
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
The "Topics" program involves: (1) reading
and seminar discussion of marine ecological
literature and/or (2) an overview of earth
history and marine life of the past acquired via
reading and discussion of text and literature. A
student can elect to take either option, or
both, for 4 credits each. Although the work is
mainly focussed on literature, field trips to
shore sites and a fossil site will be conducted.
Planned equivalencies in quarter hours:
4-seminar in marine ecology
4-seminar in marine paleo biology
Total: 8 credits
Program is preparatory for careers and future
study in environmental or marine sciences.
Fall, Winter Spring / Coordinated Study
Coordinator: Robert Cole
Enrollment: 36 Faculty: 1.5
Prerequisites: Junior or senior standing;
previous academic experience in "Habitats" or
"Energy Systems;' or "Political Economy and
Social Change" or some equivalent; faculty
interview and signature
Special Expenses: Above-average book costs;
field trip expenses
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
This program will explore some of the systems
necessary for creating sustainable communities
that do not destroy or deplete their environment to survive We will study the relationships between community support systems
(energy, food, water, shelter and transportation),
the patterns of power and influence, and the
needs of the community. Issues in conventional
and renewable energy systems, recycling and
solid waste management, and economics will
be studied and examined. The nature and
limits of energy conservation, solar energy and
other environmentally appropriate technologies
will be studied, along with implications for
political access to land, resources, credit and
capital, and information.
We will examine the nature of communities, ,
historical, existing and visionary, and the social
and environmental values they reflect. We will
examine the growing literature on bioregionalism and decentralist planning, contrasting it with the existing socio-economic
structure, and focus attention on initiatives
that emerge from needs of community
members. A significant portion of this program will consist of a workshop in participatory research in which students will be
expected to develop skills in working with
communities. We will examine models of community change and develop tools to recognize
the difference between ideology and reality.
Opportunities will exist for group projects in
local communities during spring.
This program will share seminars and workshops with the "Third World Service in Agriculture and Environmental Studies" program,
so that students can gain an understanding of
rural issues in the underdeveloped world as
affected by policies of overdeveloped societies.
Planned Equivalencies in quarter-hours:
4-energy technologies
4-renewable energy sources
4-urban resource systems
4-rural community problems
4-community economics
8-community studies
8-participatory research methods
12-group project work in community or
energy studies
Total: 48 credits
Program is preparatory for careers and future
study in energy studies, community planning
and environmental studies.
Environmental Studies.
47
Third World Service in Agriculture
and Environmental Studies
-
Fall, Winter, Spring / Coordinated Study
Coordinator: Pat Labine
Enrollment: 36 Faculty: 1.5
Prerequisites: Junior or senior standing;
previous academic work in "Ecological
Agriculture" or "Habitats;' or "Political
Economy and Social Change" or some
equivalent; faculty interview and signature
Special Expenses: Costs associated with internship placement will be the responsibility of the
individual student
Internship Possibilities: Yes
Additional Course Allowed: No
This program will help upper division students
prepare for internships in Third World service.
During Fall and Winter Quarters students as a
group will research and develop internship
placements with organizations concerned with
agriculture or environmental causes in
developing nations. Students will also participate in workshops and seminars to develop the
necessary skills and background for work in
Third World settings. Seminars and lecture
series will focus on community studies, examining the range of realities from peasant
villages to inner cities, and considering the
visions of what communities might be. Additional seminars and lectures will examine the
role of agriculture in Third World development, and the accompanying environmental
challenges facing developing nations. Students
will receive extensive training in participatory
research so that they can function with sensitivity in culturally diverse groups, and can
serve as facilitators of community. Much of
the program work for Fall and Winter
Quarters will be a cooperative venture with
the faculty and students of "Sustainable
Communities Systems."
During Spring Quarter students, with the
agreement of the faculty, may contract for an
internship in a Third World placement.
Planned Equivalencies in quarter hours:
8-community
studies
8-participatory research methods
8-agriculture and development in the Third
World
8-environmental
issues in developing nations
16-internship in Third World service
Total: 48 credits
Program is preparatory for careers and future
study in development work, international
studies and community planning.
Internships
-
in Organic Agriculture
Fall, Winter, Spring
Faculty Sponsor: Pat Labine
Enrollment: 6
Prerequisites: "Ecological Agriculture" or
equivalent; faculty interview and signature
Special Expenses: No
Part-time Options: Yes
Additional Course Allowed: Yes
Internships at Evergreen's Organic Farm will
be offered in intensive, organic vegetable and
fruit production under the direction of the
Farm Manager. Other special projects con. nected with activities at the Farm may be
considered.
Planned equivalencies in quarter hours:
Variable credit-Internship in Organic
Agriculture
Total: 4-16 credits
Program is preparatory for careers and future
study in organic food production and
marketing, Aace Corps or other Third World
serutce.
Environment,
-
Regions and Governance
Fall, Winter / Coordinated Study
Coordinator: John Perkins
Enrollment: 72 Faculty: 3
Prerequisites: One year entry level work in
"Political Economy and Social Change" or in
Environmental Studies, or junior standing
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We shall critically assess a variety of intellectual tools for understanding and acting in
today's global and national geographic,
political-economic and environmental contexts
to attain desirable living conditions for people.
In particular, we shall examine the uses and
effects of technology, focusing on the au tomobile and agriculture, how amenities can be
provided while maintaining ecological balance
and ways in which existing structures of power
and advantage can be shaped to permit such
changes. We shall emphasize quantitative and
qualitative skills of geographic and social
science field research (such as those appropriate to technology assessment, environmental
analysis and policy evaluation), as well as
various forms of written and oral presentation.
Intended for juniors and seniors in Environmental Studies and in Political Economy.
Planned equivalencies in quarter hours:
8-physical, social and cultural geography
8-political economy of urban and rural
regions
8-socio-political aspects of agriculture
4-history and politics of scientific thought
4-research methods
Total: 32 credits
Program is preparatory for careers and future
study in environmental analysis, public
service, political economy and natural
resource management.
Evolutionary Ecology
-
FallI Group Contract
Sponsor: Steven G. Herman
Enrollment: 24
Prerequisites: Basic biology
Special Expenses: $35 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This group contract will examine modern
approaches to evolutionary ecology through
lectures, texts, field trips and museum exercises. Descriptive ecology will be covered, as
well as such subjects as population dynamics,
natural selection, predation, coevolution, the
ecological niche, community structure, punctuated equilibria, energetics and biogeography.
The text will be Evolutionary Ecology by
Pianka.
Planned equivalencies in quarter hours:
8-evolutionaryecology
Total: 8 credits
Program is preparatory for careers and future
study in environmental sciences.
Geology and Chemistry of Pollution
-
Fall I Group Contract
Sponsors: Fred 'Iabbutt and Jim Stroh
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature required
Special Expenses: $20 lab fee
Part-time Options: Consent of £acuity
Internship Possibilities: No
Additional Course Allowed: No
This program will engage students in the
study of various problems of environmental
pollution, using both theoretical and experimental methods. Applications of chemical
equilibrium, geology and geochemistry will be
developed, based on a foundation of thermodynamics. To this end there will be three parts
. to the class work. A core track will cover
pertinent topics in thermodynamics including
the three laws, phase equilibrium, and chemical equilibrium. Two parallel tracks based on
the core will be offered: (1) aquatic chemistry,
dealing with the acid/base, solubility, and redox
equilibria of fresh and salt water systems; (2)
themes dealing with mineral resources, geology, heavy metal pollution, etc. There will also
be an advanced laboratory using techniques of
gas chromatography/mass spectrometry, atomic
absorption spectroscopy, x-ray diffraction, and
scanning electron microscopy to work on real
problems of environmental significance.
Students will use the computer to analyze
some of these problems.
Possible equivalencies in quarter hours:
4-thermodynamics
4-chemical equilibrium
4-geology
4-instrumental methods
Total: 16 credits
Principles of Biology:
Cells and Organisms
-
Fall I Halftime I Group Contract
Sponsor: TBA
Enrollment: 48
Prerequisites: None, but high school
chemistry and advanced algebra or one quarter
of college chemistry and algebra strongly
recommended
Part-time Options: Program is part-time, 8
quarter hours
.
Internship Possibilities: Yes
Additional Course Allowed: Yes
This part-time contract will study the major
principles of cellular and organismal biology,
focusing on structure, function and interrelationships. Topics will include biological organization, bioenergetics, cell structure and
metabolism, genetics, evolution, plant and
animal structure and physiology, and development. Ecological concepts will not be covered
except in the context of evolution and cellular
and organismal physiology. Basic introduction
to the major groups of organisms will occur
throughout the quarter. laboratory exercises
will illustrate principles and important biological techniques. Classes will consist of six
hours of lecture/discussion and six hours of
laboratory each week.
Planned equivalencies in quarter hours:
8-principles of biology I and II(cells and
organisms)
Total: 8 credits
Program is preparatory for careers and future
study in biology, medicine, environmental
studies and other natural sciences.
Program is preparatory for careers and future
study in environmental science, chemistry,
geology and environmental policy.
Environmental Studies'
49
-
The Nature of Natural History
Field Natural History
-
Winter / Group Contract
Sponsors: Alfred M. Wiedemann and Steven
G. Herman
Enrollment: 48 Faculty: 2
Prerequisites: Core Program
Special Expenses: $20 for field trips
Part·time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Auditors: No
Spring / Group Contract
Sponsors: Steven G. Herman and Alfred M.
Wiedemann
Enrollment: 25 Faculty: 2
Prerequisites: "The Nature of Natural
History" or equivalent, faculty signature
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Auditors: No
The objective of this program is to provide the
student with the basic skills and understanding
necessary to competently observe, record and
interpret natural phenomena (plants, animals
and the landscapes in which they live). The
program thence will be the nature and history
of natural history, developed through lectures,
seminars, laboratory work, reading and short
field trips. Instruction will emphasize the
proper use of the field journal and species
accounts, plant and animal morphology and
identification of plants and animals in winter.
There will be five one-day field trips during
the quarter,
The program is designed to follow "The
Nature of Natural History" and to involve
students from that program at a more
advanced level. Intensive field work will involve
the identification of landscape components,
animal behavior and plant phenology. A
rigorous record-keeping system (naturalist field
journal and species accounts) will be the
nucleus of student work. Instruction will
emphasize advanced techniques of vascular
plant and vertebrate animal identification.
Herbarium and museum techniques (collection, preservation and cataloging) will also be
covered. At least half of the quarter will be
spent in the field.
Planned equivalencies in quarter hours:
3-history and scope of natural history
5-field records in natural history
4-winter field biology
.
4-identification morphology of plants and
animals
Total: 16 credits
Program is designed for anyone who wants to
gain a greater appreciation and knowledge of
our natural environment. It is also preparatory for careers and future study in environ·
mental sciences.
Planned equivalencies in quarter hours:
3-natural history of the Pacific Northwest
4-field records in natural history
3-field zoology
3-field botany
3-community ecology
Total: 16 credits
Program is preparatory for careers and future
study in environmental sciences.
Ecological Agriculture
(To be offered 1991-92)
-'
Fall, Winter, Spring / Coordinated Study
Coordinator: Pat Labine
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
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 farming 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
gardening and a variety of internships in
urban agriculture, marketing, community
development and small-scale agriculture.
50
• Environmental Studies
Other opportunities at Evergreen
-
Malheur Field Station
Since 1973, Evergreen has been part of a consortium of some 25 colleges and universities
that operate Malheur Field Station, 32 miles
south of Burns, Oregon. Set in an area of
unusual biological diversity on Malheur
National Wildlife Refuge, this facility offers
visiting naturalists dormitories, trailers, dining
hall, laboratories, and a library and museum.
In addition to a full program of college-level
courses, the Station offers opportunities for
students to be involved in research projects and
operating the Station itself. Internships are also
available.
Evergreen faculty and students have used
Malheur Field Station extensively over the.
years, both as a site for Evergreen classes and
as a place to take summer courses. Administratively, a Field Station course is treated as a
course on campus in Olympia.
Information on Malheur Field Station
courses may be obtained by writing the Director, Malheur Field Station, Box 260-E,
Princeton, OR 97721, or by contacting Dr.
Steven G. Herman at Evergreen.
-
Malheur Bird Observatory
Malheur Bird Observatory (MaBO) is 80 acres
of land adjoining Malheur National Wildlife
Refuge and about five miles from Malheur
Field Station. The Observatory offers accommodations for up to 18 people (a large dining
tent, wall tents with cots for sleeping, and hot
and cold running water) in a primitive setting.
It has been used traditionally for the field
component of Evergreen's spring ornithology
program (in even-numbered years).
Evergreen summer bird courses are also
headquartered at MaB0. 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 the Campus Life section starting
on page 96.
-
Garfield Garden Project
In the spring of 1981, a garden was set up on
the grounds of the Garfield Elementary School
in Olympia. Since then a greenhouse has been
built, and a solid curriculum has been established to directly involve first and fourth grade
classes with the garden. During Spring
Quarter each year, Evergreen students have the
opportunity to do an internship at the Garfield
Garden, working with children and coordinating lessons in the classroom and the
garden. The Organic Farm supports this
project by loaning equipment and offering
plant starts, ideas and advice. For more information, contact Faculty Member Pat Labine,
The Evergreen State College.
-
The Seawulff
Commissioned in 1978, the Seawulff is a
38-foot sailboat, a portable piece of campus
that serves as a floating classroom for marine
studies and research projects. Built by students,
faculty and community volunteers over a sixyear period, the vessel now is used in
academic programs to explore Puget Sound as
far north as the San Juan Islands. The
Seawulff will soon be joined by a 44-foot sailing vessel formerly used at Annapolis,
Maryland. The Resolute has been undergoing
restorations at Evergreen for several years and
is now nearly ready to join the Evergreen fleet.
Environmental Studies.
51
Expressive Arts
Convener: Paul Sparks
Affiliated Faculty: Susan Aurand, Andrew
Buchman, Sally Cloninger, Doranne Crable,
LlynDeDanaan, Joe Fedderson, Marilyn
Frasca,Anne Fischel, Bob Haft, Phil Harding,
Meg Hunt, Rose Jang, Bud Johansen, Pat
larson, Jean Mandeberg, Pat Matheny-White,
laurie Meeker, Sandie Nisbet, Neil Parsons,
RatnaRoy, Terry Setter, Paul Sparks, Charles
Teske,Gail Tremblay, Ainara Wilder and Bill
Winden.
I expect students to read the
program description and raise
questions about anything they
don't understand or are unsure
of. Each catalog description
speaks to purpose, activities and
responsibilities-it's a form of
contract. I expect students to
honor committments and as
Adrienne Rich says, "claim their
education;' be all there in
whatever activity is called for in
their program.
The Expressive A rts specialty area is primarily concerned with helping students gain competence and confidence in inter-arts collaboration. In many programs, students have the opportunity to do creative work in one or more
arts, including visual art, music, dance, theater,
video, film, photography and creative writing.
Program themes are drawn from the faculty's
own professional interests as filmmakers, directors. choreographers, composers, performers,
visual artists and writers. With the exception
of the introductory programs in the visual and
performing arts ("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 A rts 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 A rts to have
had a broad range of other academic experiences. A student should not expect to focus
his or her undergraduate work only in Expressive Arts, but rather to move into and out of
the area, 'taking advantage of opportunities to
work in other specialty areas. While studying
within Expressive Arts, a student should work
in more than one art area and consider undertaking multi-media collaborative projects with
other students. The faculty believe that a
broad range of experiences, in the arts and
other disciplines, is necessary to developing
students' creativity. As a future goal, the
Expressive Arts faculty are working toward
creating a learning environment that supports
a strong multicultural perspective in the work
of students. Each year, the offerings in
Expressive Arts include:
A sophomore-level Coordinated Study Program ("Politics and Theater," "The Televised
Mind;' "Collaborations: Music and Dance");
Junior- and senior-level, work-based Group
Contracts (for example, "Media lab" and
"Patterns: Commonalities Between Art, Music
and Science");
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 Expressive Arts area is
preparatory for careers in the visual and performing arts, art history, arts management and
the humanities.
As an institution, Evergreen is
remarkable in that it does not
demand mirror images of what
is happening elsewhere in the
arts, sciences and humanities.
Bandwagons can't make it in
from the parking lot,
-
"Empowering"
is a word frequently used by students who've worked with Marilyn Frasca. "She taught me to trust my eyes,
my ears and my own voice," says one student. An Evergreen
art. autobiography,
faculty member
creative writing. design. drawing. literature,
since 1972, Frasca's subjects of interest include
painting. printmaking
and women's studies.
Expressive
Arts.
53
Collaborations:
-
Music and Dance
Fall, Winter/Coordinated Study
Coordinator: Meg Hunt
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent; we
especially encourage students to enter this program if they have previous experience, though
not necessarily formal training in either art
Special Expenses: Performance tickets, rehearsal clothes, audio tape, 10 per quarter for film
rental
Part-time Options: With special permission
Internship Possibilities: No
Additional Course Allowed: With permission
of faculty
Music and dance go together; both use time
and dynamic patterns. Students in this program will learn the fundamentals of both arts
while specializing in one of them. We will use
rhythm as a basic connection between music
and dance During Fall Quarter we will concentrate on building skills; in Winter Quarter
we will create collaborative works culminating
in a performance at the end of the quarter. A
major goal of the program will be to develop
skills in collaboration. Composers will abandon
the sanctity of their works by being willing to
rewrite sections to meet choreographic needs,
and dancers will be expected to respect the integrity of musical compositions. All students
will study rhythm and its notations. A secondary goal of the program is for choreographers
and composers to learn as much as possible
about each other's specialties. Readings will
cover issues in collaborative performance and
the artistic process.
Planned equivalencies in quarter hours:
Will be distributed in musical composition,
improvisation and theory, dance technique,
movement improvisation, choreography and
performance skills.
Total: 32 credits
Program is preparatory for careers and future
study in musical composition (theater music)
and dance (performance, choreography).
Good Fences Make Good Neighbors:
The Unknowing of Mexico
-
Fall, Winter, Spring / Group Contract
Sponsors: Bob Haft and Eric larson
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent,
sophomore or above
Special Expenses: Field trip costs (transportation, accommodations, food)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed:' Yes, Spanish
module
The purpose of this program is to explore
various aspects of historical and contemporary
Mexican cultures. We will look at how the .
cultures were formed and what has prevented
so many North Americans from knowing
more about them. We hope to develop a
strong foundation for a better understanding
and appreciation of Mexico's rich and vital
heritage,
During Fall Quarter we will study the
history and art of several pre-Columbian
civilizations (e.g., Mayan, Toltec, Olrnec,
Aztec). Attention will be given to as many
aspects of secular and religious life as possible,
and how these compared to those of the contemporary Europeans.
In Winter Quarter we will shift our focus to
the 19th and 20th centuries. We will look at
the social and political history of Mexico as
well as its arts and literature
In Spring Quarter students will be given the
opportunity to travel to Mexico for field study,
We will visit pre-Columbian rums in the
Yucatan and then travel on to Mexico City to
view works by the modern muralists. The trip
will allow us to continue our study of Mexico
as well as make direct use of the Spanish
language component of the program.
Planned equivalencies in quarter hours:
Will be distributed among beginning, intermediate and advanced Spanish; pre-Columbian
art and history; Mexican culture, history and
literature
Total: 48 credits
Program is preparatory for careers and future
study in languages, Latin American history,
art history and international studies.
Politics and Theater
-
Fall, Winter, Spring / Coordinated Study
Coordinator: S. L. Nisbet
Enrollment: 48 Faculty: 2
Prerequisites: Core Program
Special Expenses: FW/none; S/production costs
Part-time Options: No
Internships Possibilities: No
Additional Courses Allowed: No
'.'(1 advocate) ... the drama in which emotion
exists only to make thought live and move
us .. You cannot witness A Doll's House
without feeling, and, as an inevitable consequence, thinking .. .'~G. Bernard Shaw
Since Henrik Ibsen shocked the Western world
with his "drama of ideas" over 100 years ago,
playwrights have been calling audiences to act
upon, or at least to reflect upon, political and
social issues. This program will center on the
impact of politics on theater and the meshing
of the two in a substantial way. We will focus
on the works of European philosopher, novelist
and playwright Albert Camus.
Arthur Miller noted that America, in its
apolitical theater, can only produce "... an
Oedipus, who on learning of his incestuous
marriage, instead of tearing out his eyes, will
merely wipe away his tears thus to declare his
loneliness." We are caught up in theater that
can produce melodrama, but not tragedy. Are
we so engulfed by the media's affirmation of a
culture, that only the arts are capable of generating critical theory? Marcuse writes, "The
aesthetic dimension still retains a freedom of
expression which enables the writer and artist
to call men and things by their name-to
name the otherwise unnameable"
We will look at the work of Camus, his
novels, essays, journals and plays. Today his
writings are a moving force in an emerging
philosophy without pride or solace, a vision
that has sustained theater since the Greeks.
During Fall and Winter Quarters we will
read closely the body of Camus' work. All
students will learn techniques and. theory of
acting and playwriting. In Spring Quarter,
students will produce one of Camus' plays and
choose to focus on either acting and production or playwriting. In the 1940s, a war-weary
world thought his plays too philosophical. Are
we ready now to hear Camus' concerns?
Planned equivalencies in quarter hours:
8-history of political theater
. 8-political theory and philosophy: Albert
Camus
8-acting techniques and theory
8-playwriting and adaptation
4-rehearsal and performance
4-research and criticism
8-expository writing
Total: 48 credits
Program is preparatory for careers and future
study in theater arts, political science,
literature, history, communications, teaching
and humanities.
Studio Project: Drawing
-
Fall I Group Contract
Sponsor: Marilyn Frasca
Enrollment: 24 Faculty: 1
Prerequisites: Sophomore standing, Core
Program
Special Expenses: Studio fees, art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes (beginningdrawing, -ceramics, -printmaking only)
Studio Project: Thematic Studies
-
Winter I Group Contract
Sponsor: Susan Aurand
Enrollment: 24 Faculty: 1
Prerequisites: Fall Quarter in "Studio
Project"
Special Expenses: Studio fees, materials
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will introduce students to a wide
range of drawing methods and materials. We
will focus on building skill at seeing, inventing
and using a variety of traditional drawing
techniques. Elements of aesthetics, basic
design, topics in art history and working from
personal themes will form the direction for
Fall Quarter. (This is the first quarter of a
year-long study of imagemaking and it is
prerequisite to "Studio Project" work offered
winter and spring.)
Winter Quarter of the "Studio Project" program will focus on the development of
thematic work and personal imagery. Students
may work in the media of drawing, painting,
printmaking or mixed-media sculpture (providing that they can demonstrate sufficient
readiness in their work from Fall Quarter).
Building on the skills and concepts learned in
Fall Quarter, each student will develop an extended series of personal work, supporting
his/her visual work with readings, research and
writing.
Planned equivalencies in quarter hours:
8-drawing and design
4-art history
4-individual project
Total: 16 credits
Planned equivalencies in quarter hours:
4-art history
4-aesthetics
8-theme work in medium of student's' choice
Total: 16 credits
Program is preparatory for careers and future
study in the arts and humanities.
Program is preparatory for careers and future
study in the arts and humanities.
Studio Project: Sculpture
-
Spring I Group Contract
Sponsor: Jean Mandeberg
Enrollment: 24 Faculty: 1
Prerequisites: Fall and Winter Quarters of
"Studio Project"
Special Expenses: Studio fees, materials,
special tools or equipment
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring Quarter of the "Studio Project" program will introduce students to the technical,
design, historical and aesthetic considerations
of contemporary sculpture. Emphasis will be
placed on experimentation with form and
materials, imaginative applications of ideas and
development of personal imagery.
Planned equivalencies in quarter hours:
6-introduction
to sculpture
6-three dimensional design
4-art history
Total: 16 credits
Program is preparatory for careers and future
study in the arts and humanities.
Expressive Arts.
55
Patterns: Commonalities
Art, Music and Science
-
Between
Fall, Winter / Coordinated Study
Coordinator: Andrew Buchman
Enrollment: 72 Faculty: 3
Prerequisites: Third- or fourth-year standing;
interest and expertise in art, music, other expressive art, psychology, computer science or
natural science
Special Expenses: Lab fees, materials, field trip
to San Francisco, Winter Quarter
Part-time Options: No
Internship Possibilities: Winter only
Additional Course Allowed: Yes
"Patterns" will be an exploration of commonalities between art, music and science in
theory and in practice, using "state-of-the-art"
scientific imaging systems and computers as
well as more traditional tools for exploring
natural imagery. Mysteriously chaotic
phenomena from friction and growth to stock
prices and heart disorders have turned out,
upon close and computer-assisted examination,
to have patterns.
Our work during Fall Quarter will revolve
around historic and recent studies of basic patterns in nature and their implications for
scientists, artists, musicians and teachers. We
will discuss the cultural and sociopolitical
aspects of such research. Works 'studied in
seminars may include: Gleick, Chaos;
Notebooks of Leonardo da Vinci; and Patterns in Science. Workshops in the Macintosh
Computer Laboratory, the Computer Music
Studios and the Computer Applications
Laboratory will teach us how to record and
manipulate observations of natural phenomena
using holography and the new Scanning Electron Microscope. (These workshops are limited
in enrollment and subject to availability of staff
support and equipment.)
During Winter Quarter independent student
projects will be emphasized, preferably in small
groups containing both art and science
. students. Students may also participate in a
faculty-led field trip to "cutting-edge" institutions in the San Francisco Bay area.
Planned equivalencies in quarter hours:
4-seminar: patterns in art, music and science;
and
4/8/12-computer graphics, music, scientific
imaging; or
4-performance, project, or module (winter
only)
Total: 12 or 16 credits each quarter
Program is preparatory for careers and future
study in visual art, computer graphics,
media, music composition, computer music,
science and math teaching, scientific imaging
systems, natural science, cognitive psychology
and computer science.
58
• Expressive
Arts
Student-Originated
-
Studies
Student-Originated
-
Studies
Fall / Group Contract
Sponsor: Susan Aurand
Enrollment: 24 Faculty: 1
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
Winter / Group Contracts
Sponsor: Marilyn Frasca
Enrollment: 24 Faculty: 1
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
"Student-Originated Studies" is an opportunity for students to originate their own program
plan for Fall 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. Each proposal submitted
must have the full commitment of at least.
eight students and will be chosen for sponsorship by faculty assigned to teach in "StudentOriginated Studies." .
To work with Susan in Fall Quarter, proposals must be submitted to her by September
15, 1990.
For further information regarding the selection process, please contact Susan or the
Expressive Arts convener.
"Student-Originated Studies" is an opportunity for students to originate their own program
plan for Winter Quarter. Students are encouraged todevelop ideas for studies which
grow out of previous work at Evergreen and
involve others in the creation of a proposal
which should include: (1) a goals statement or
program description, (2) a description of program meeting times and activities and (3) a
covenant describing the responsibilities and
obligations of all participants. Each proposal
submitted must have the full commitment of
at least eight' students and will be chosen for
sponsorship by faculty assigned to teach in
"Student-Originated Studies."
To work with Marilyn in Winter Quarter,
proposals must be submitted to her by
December 1, 1990.
For further information regarding the selection process, please contact Marilyn or the
Expressive Arts convener.
Planned equivalencies in quarter hours:
Depends on design of student-originated study.
Total: 16 credits
Planned equivalencies in quarter hours:
Depends on design of student-originated study.
Total: 16 credits
Program is preparatory for careers and future
study in the expressive arts.
Program is preparatory for careers and future
study in the expressive arts.
The Televised Mind
-
Fall,Winter / Coordinated Study
Coordinator: Llyn DeDanaan
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or transfer student, sophomore level
Special Expenses: Videotape; film rental $15
Part-time Options: Yes, for community people
(not full-time students)
Internship Possibilities: Yes, Winter Quarter
Additional Course Allowed: No
In "The Televised Mind;' the study of commercial television and other media images will
be a stepping stone to the study of culture and
values and to discoveries of a social and personal nature. Our "margin to center" model
of society will inform screenings of work by
less commercial image makers and will provide
a model for students' own work. The program
will emphasize writing and 'critical reading of
language and image. Projects in the second
quarter will be community based and students
will be expected to demonstrate skill in working collaboratively in and out of class with coproducers who are members of neighborhoods
or organizations which have a story and voice
which might be enhanced by an empowered
and conscious use of media. Though we will
teach some production skills, students will not
use facilities or equipment on campus for
work. Those who join' the class must understand and agree to this stipulation.
The emphasis in the program is on develop'
ing a global understanding of the power of the
image in general and television and film in
particular to transform people and cultures.
An equally important emphasis is on learning
to make one's own meaning and necessarily
transcending the traditional barriers of technology, standards and professional mystification
in the service of one's community.
Planned equivalencies in quarter hours:
3-English 101 or 102
3-anthropology/cultu.ral criticism
4-communication theory and history
3-Third World film and video: theory and
criticism
3-popular culture
Total: 16 credits each quarter
The Musical Mind
-
Spring / Group Contract
Sponsor: Andrew Buchman
Enrollment: 24 Faculty: 1
Prerequisites: Second-, third- or fourth-year
standing; interest and expertise in an expressive art or arts, psychology, computer science,
or natural science; faculty signature required
Special Expenses: lab fees, materials, field
trips to performances and laboratories
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
In the past few years, an explosion has taken
place in research into sound and music perception and cognition. In order to explore this
exciting new interdisciplinary musical field, we
will work in the new Psychomusicology
laboratory funded by the Evergreen Foundation. The program is designed to serve
students exiting "Patterns:' Places for students
from other programs will be limited.
Artists seeking to improve their compositions will learn science. Scientists seeking to
answer basic research questions will expand
their creativity. Investigators from a variety of
disciplines will find parallels in cognitive
science with which to explore new personal
and professional dimensions. Independent student projects will be emphasized, preferably in
small groups containing both art and science
students. Works studied in seminars may include: Sloboda, The Musical Mind; Sloboda,
ed., Generative Processes in Music; and
"Macintosh Psychology laboratory;' a
computer-assisted instruction package.
Planned equivalencies in quarter hours:
4-seminar: music perception and cognition;
and
4""";'Cutting Edge" colloquium; or
4/8-computer music workshop; or
4/8/12-performance, project, or module
Total: 12 or 16 credits
The Rites of Spring: Rebirth of the Arts
-
Spring / Coordinated Study
Coordinator: Terry Setter
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing
Special Expenses: Field trips
Internship Possibilities: No
Additional Course Allowed: Yes
We will do an intensive study of the arts at the
beginning of the 20th century, showing their
thrust toward modern and innovatively collaborative approaches to the arts. The influences of Stravinsky, Diashelev, Picasso and
many contemporary artists and creators of the
time will give us insights into the creative process, We will read, observe, listen, interact with
and experience the works of this time to gain
knowledge of our recent history which has so
greatly influenced today's arts.
Planned equivalencies in quarter hours:
8/12-2Oth century history of dance, music,
literature
2/4-arts practicurn
Total: 12 or 16 credits
Program is preparatory for careers and future
study in performing arts.
Music Drama: Public Ritual
-
Music-dramas (combining words, melodies,
rhythms, movements, costumes and symbolic
stage-pictures) have served as rituals to unify
cultures. They re-enact the myths and heroic
legends of origins and histories, making sense
of crises through artistic traditions. We will
examine the sources, procedures, communal
enchantment, and public effects of some of the
most powerful of these rituals. For a complete
description, turn to page 63 in the
Humanities Specialty Area.
Program is preparatory for careers and
graduate study in: music composition, cornputer music, natural science, cognitive
psychology, computer science, and science
and math teaching.
Program is preparatory for careers and future
study in social sciences, communication and
human services.
Expressive Arts.
59
Humanities
Secretary: Pete Sinclair
Affiliated Faculty: Richard Alexander, Gordon
Beck, Stephanie Coontz, Argentina Daley,
Virginia Darney, Leo Daugherty. Don Finkel,
David Hitchens, Hiro Kawasaki, Enc Larson,
Mark I.evensky, Charles McCann, David Marr,
S.R. Martin Jr., Chuck Pailthorp, Mark
Papworth, David Powell, Gil Salcedo, Pete
Sinclair, Nancy Taylor and Kirk Thompson
The Humanities 'Croup is a policy and curric·
ulum 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;
-Connections between language, thought
value, and behavior;
-Conceptions of the nature of a person or
people;
-The relationships between a person or people and other men and women, private and
public institutions and the gods, and
-Attempts to imagine and make new relationships and new societies.
These disciplines, themes and faculty often are
what make coordinated studies programs Interdisciplinary. Many Humanities 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;
-Encourage discussion in seminar groups:
-Help each student improve his or her
writing, and
-Do work at a level as advanced as the
knowledge and skill of the majority of students
allows.
My proudest accomplishment at
Evergreen was preparing an
annotated bibliography on Black
films. It was published by the
Washington Library Network for
teachers and educators to use
for all time. What could be
greater than to bring information about one's own true
culture to other people?
-
Jeffery Jefferson spent a decade in the Air Force as a medic before coming to Evergreen.
Evans Library. "I like the atmosphere,"
he says. "Most
His favorite spot on
campus! The
libraries are really stiff. Evergreen's is much more relaxed," Graduating
this year, Jeffery is looking forward .to taking Evergreen's Teacher Education program.
Humanities.
61
Shakespeare
-
and the Age of Elizabeth
Fall, Winter, Spring I Coordinated Study
Coordinator: Nancy Taylor
Enrollment: 96 Faculty: 4
Prerequisites: Core Program
Special Expenses: Field trip to Ashland
Shakespeare Festival, $50
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Imagine spending a year living 'in the Age of
Queen Elizabeth I, reading Shakespeare and
his contemporaries, immersing yourself completely in 17th century English life That's
what we will do in this year-long program
designed for students who would like to read
Shakespeare, understand the cultural and
political context of his work, and want to
understand the current theories of literary and
historical interpretation.
The Elizabethan Age was a fascinating one
dominated by rapid changes in religion, politics, economics, science, art and language In
fact, many date the origin of the modern world
to this time We will study what it means to
be human in 17th century England and think
about it in terms of 20th century America.
Shakespeare's plays raise a number of provocative questions about the Elizabethan and
Jacobean Periods, and about our own as well:
Where is the balance between order and
chaos? What guides the relationships between
women and men? How can we reconcile appearance and reality? What accounts for
creative outbursts in a culture?
To help us think about these questions in
the context of 17th century England, we will
read plays and poetry by Shakespeare and his
contemporaries, primary historical works ranging from Thomas More to Machiavelli, from
Montaigne to Francis Bacon and numerous
biographies and other secondary works. Beginning with Elizabeth herself, we will examine
the role of women in Elizabethan England, and
their place in the literature, culture and
politics of the period. We will study the
development of the English language, trace the
changing definitions of meaning as they apply
to both language and literature and explore the
history of 20th century literary interpretation,
including New Criticism, Freudian Criticism,
Feminist Criticism and Deconstruction,
In addition to lots of careful reading and
writing, we'll plan a Shakespearean feast,
possibly do a dramatic production, and take a
field trip to the Ashland Shakespeare Festival
in Oregon.
Planned equivalencies in quarter hours:
Will be distributed in literature of Elizabethan
Renaissance, history of Tudor and Stuart
England, literary theory, the history of the
English I~nguage, and expository and research
writing,
Total: 48 credits
Program is preparatory for careers and future
study in humanities and social sciences.
62
• Humanities
The Mythic Image
-
Fall, Winter, Spring I Group Contract
Coordinator: Gordon Beck
Enrollment: 24 Faculty: 1
Prerequisites: Upper level, proof of researchwriting ability, faculty signature
Special Expenses: $25 per quarter for field
trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Myth, as a history of the soul, is still a
history, and each stage of the evolution of consciousness generates its appropriate story. As
the spiral of history turns, one archetypal
story becomes the recapitulation of the old,
the performance of the new, and the overture
to what is to come."
-William Irwin Thompson, The Time Falling
Bodies Take to Light.
This program is a study of the dominant
myths and images of societies from prehistoric
to modern times; it includes mythology, literature, religion, folk tales, images, art, artifacts
and social customs.
We will search for answers to these questions: What value is a myth to society? What
is the connection between myth and image?
How does the mythic image change to suit the
needs of society? Do societies form myths or
do myths form societies?
Fall: The mythology of the prehistoric,
primitive and ancient world from the first tool
makers to the decline of the Roman Empire
Winter: The world of divided regions and
the mythology of East and West.
Spring: The creative mythology of today
and tomorrow and a synthesis of the
cumulative power of world mythology.
Program books include Joseph Campbell's
The Masks of God, Hero with a Thousand
Faces; Robert Graves' The White Goddess
and The Greek Myths; Jean Seznec's Survival
of the Pagan Gods; Mary Barnard's. Time and
the White Tigress; and Carl Jung's Man and
His Symbols. Images include the "Venus" of
Laussel, the Lascaux caves, Botticelli's
"Primavera" and Picasso's "Guernica."
Activities include lectures, seminars, workshops, demonstration periods (films, storytellers, image presentations and myth
creations) and field trips,
Planned equivalencies in quarters:
9-art history
12-comparative religion
12-world history, ancient to modern
15-comparative literature (mythology)
Total: 48 credits
Program is preparatory for careers and future
study in international affairs, arts,
humanities, social sciences and intercultural
communication.
-
The Craft of Character
Fall, Winter I Group Contract
Coordinator: Sandra Simon
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This group contract is designed for those who
want to ease themselves into creative writing.
During the first quarter you will create two
characters, a genealogy of family, biographies
of mother and father, significant traumas, and
physical characteristics including walk and
speech patterns. We will study appropriate
psychology, sociology and anthropology;
specifically, Jung's theory of archetypical
characters, Freud's development of sexuality,
and Erickson's growth patterns. We will also
study the history of character types, ending
with analysis of how useful such contemporary
terms as "empowerment;' "survivor" and
"caretaker" are to the writer.
During Winter Quarter we will see what different demands on character are made by the
novel, short story, poem and play. Each student
will take the two characters developed in Fall
Quarter and put them in a poem, short story,
a chapter in a novel, and an act in a play. We
will be doing extensive reading and analysis of
these different literary forms.
During Spring Quarter individual contracts
will be available in cluster form. Students who
continue and are still interested in their two
characters can choose which of the genres
he/she wishes to work on exclusively. A
polished play, short story, chapter of a novel or
act of a play will be expected at the end of the
quarter. There will be a three-hour seminar on
common readings about the writing process
and two two-hour peer critique groups.
You may take Fall and Winter Quarters
without taking Spring, but you must make a
commitment to the first two quarters. You can
take the program for 12 credits, but you must
still do all the work and attend all sessions.
Literature credit will be generated as well as
creative writing credit.
Planned equivalencies in quarter hours:
Will be distributed among fiction writing,
developmental psychology, introduction to
literary genre, introduction to the short story
and introduction to the novel.
Total: 32
Program is preparatory for careers and future
study in literature, writing and the
humanities.
Modern Worlds
-
Fall, Winter / Coordinated Study
Coordinator: David Marr
Enrollment: 72 Faculty: 3
Prerequisites: Junior standing, seminar
experience
Special Expenses: Some expensive texts
Part-time Options: No
Internship Possibilities: No
Additional Course allowed: No
"Modern Worlds" centers on the study of a
number of major works of literature and
philosophy written in Europe or the U.S. since
about 1800. Examples include: The Prelude
(Wordsworth), Leaves of Grass (Whitman),
Fear and Trembling (Dostoevsky), Varieties of
Religious Experience Games), Their Eyes
Were Watching God (Hurston), Art as Experience (Dewey), Philosophy in a New Key
(Linger), What is History? (Carr), Gates of
Eden (Dickstein). Our main I?urpose will be to
read, discuss and write about these works.
Our study will be guided by questions such
as: (1) What is it for the characters, conflicts,
and feelings in art to be real? (2) How does a
classic work of literature or philosophy become
a classic? (3) What does the study of literary
and philosophical works tell us about human
experience in the past and in the present? (4)
What does the study of history and social
institutions tell us about literature and
philosophy? (5) If, as some have argued, literature and philosophy do not humanize, what do
they do? To make sense of these questions, we
will examine contemporary debates' in literary
theory, historical interpretation, and the
philosophy of culture.
"Modern Worlds" will be demanding and
exciting. The reading will be heavy. Writing
assignments will include medium-length papers
and examinations. There will be weekly leetures and seminars.
Planned equivalencies in quarter hours:
Will be distributed in modern philosophy,
social and intellectual history, and European
and American literature.
Total: 32 credits
Program is preparatory for careers and future
study in liberal arts.
Music Drama: Public Ritual
-
Fall, Winter / Coordinated Study
Coordinator: Charles Teske
Enrollment: 36 Faculty: 2
Prerequisites: Normally third- or fourth-year
status; background in humanities, arts, or
anthropology
Special Expenses: Tickets and transportation
to performances
Part-time Option: 4-hour course option
Internship Possibilities: No
Additional Course: No
Music-dramas (combining words, melodies,
rhythms, movements, costumes and symbolic
stage-pictures) have served as rituals to unify
cultures. They re-enact the myths and the
heroic legends of peoples' origins and histories,
making sense of public and personal crises
through artistic traditions. We propose to examine the sources, the procedures, the communal enchantment, and the public effects of
some of the most powerful of these rituals.
We shall begin Fall Quarter with some
musical-dramatic rituals of Western culture
and other cultures around the world, such as
Greek tragedy and The Gospel at Colonus,
the musical settings of the mass and
Bernstein's Mass, Kabuki theater and the
shadow play based on the Ramayana,
Beethoven's revolutionary Fidelio and the
innovations of MTY. Then we shall concentrate upon the works of two towering 19th
century artists.
Verdi and Wagner attempted through musicdrama to champion revolutionary struggles.
We shall study the sources they used; many of
their resonant achievements, leading to Otello
.and The Ring of the Nibelung; contemporary
works of thought and literary art, including
Nietzsche, Flaubert, and Zola; and the tragic
perversion of some of Verdi's and Wagner's
ideas in 20th century authoritarian, nationalist
and racist ideology.
Each week we shall study the historical and
cultural contexts of major works, the transformations of mythical and literary sources involved, audio-visual presentations of the works
themselves, and discussions of their impact.
Students will treat other works in individual or
group projects including, whenever possible,
performances of passages.
Wilderness
-
and the Temporality
of Man
Fall / Group Contract
Sponsor: Pete Sinclair
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or junior standing if a transfer student
Special Expenses: Travel for research (optional)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Wilderness and the Temporality of Man" is
an advanced group contract whose topic is an
examination of how our thoughts and beliefs
about our human temporalness might be connected to our thoughts about wilderness. The
contract will be organized so that students
may undertake ambitious studies in literature,
history, ethics, aesthetics and popular culture.
This study is one of several on wilderness;
thus student topics and work will be designed
and distributed as part of a collaborative effort.
Our work will be to compile an annotated
bibliography, then to write our studies.
Planned equivalencies in quarter hours:
16-research topic
Total: 16 credits
Program is preparatory for careers and future
study in social sciences and humanities.
Planned equivalencies in quarter hours:
8-history and appreciation of performing arts
8-European cultural history in the 19th
century
4-myth and ritual
2-oral traditions and literate (scored)
traditions
4-comparative literature
4-advanced expository writing
2-audio/visual presentation
Total: 32 credits
Program is preparatory for careers and future
study in humanities, performing arts and
cultural anthropology.
Humanities.
63
Theory of Knowledge
-
Fall / Group Contract
Sponsor: Burton S. Guttman
Enrollment: 24 Faculty: 1
Prerequisites: Two years college work; ability
to read and write well; permission of instructor; portfolio must be submitted
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This quarter will be devoted to questions
about the nature of human knowledge: its
origins, scope and criteria for the acceptance of
knowledge-claims. We will begin with classical
sources, including: Plato, Meno and
Theatetus; Aristotle, selections from
Metaphysics; Descartes, Meditations; Locke,
Essay Concerning Human Understanding;
Hume, Enquiry Concerning Human Understanding; .and Kant, selections from Critique
of Pure Reason. We will then examine a
number of 20th century viewpoints, including,
at least, selections from Russell, Ayer, Popper,
and Quine. At the end of the quarter we will
consider new perspectives arising principally
from the infusing of linguistics into
philosophy.
The program will require intensive reading
and writing. Students choosing to enroll will
be expected to work hard on abstract material,
energetically pursue complex argumentation
and write extensively. Great emphasis will be
placed on students developing their own
understanding through aggressive personal
wrestling with ideas.
Planned equivalencies in quarter hours:
16-philosophy
Total: 16 credits
Program is preparatory for careers and future
study in humanities and sciences.
64
• Humanities
Philosophy of Science
-
Winter / Group Contract
Sponsor: Burton S. Guttman
Enrollment: 24 Faculty: 1
Prerequisites: Two years of college work;
ability to read and write very well; basic
mathematics and intensive study of at least
one science; basic logic recommended; permission of instructor required; portfolio must be
submitted
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This will be an intensive examination of the
nature of modern science. We will be principally concerned about the methods and the
logical structure of science: the nature of laws,
theories and explanations. As core reading, we
will use The Structure of Scientific Theories
(edited by Suppe), supplemented by extensive
selections from Toulmin, Hanson, Feyerabend,
Popper, Lakatos, Salmon and others. Some
attention will be paid to the social implications
of modern science, but students should not
enroll if that is their primary interest; we shall
be primarily concerned with much more
abstract logical and epistemological matters.
The program will require intensive reading
and writing. Students choosing to enroll will
be expected to work hard on abstract material,
energetically pursue complex arguments and
write extensively.
Planned equivalencies in quarter hours:
16-philosophy
Total: 16 credits
Program is preparatory for careers and future
study in humanities and sciences.
Chaucer: Life, Times, Work and Peers
-
Winter, Spring / Group Contract
Sponsor: Pete Sinclair
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or junior standing if transfer
Special Expenses: Books are expensive
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will read almost all the works of Chaucer.
We will read in translation his important
sources. We will read a selection of other
works in Middle English. Students will write
response papers for the first seven weeks, do a
life-and-times study during the second seven
weeks and will write an essay in the last seven
weeks. Students will make oral presentations of
parts of all their work.
Planned equivalencies in quarter hours:
16-Chaucer
8-14th century English literature
4-14th century English literary history
4-literary theory/criticism
Total: 32 credits
Program is preparatory for careers and future
study in the humanities and liberal arts.
•
-
East West: The Twain Do Meet
With the onset of the nuclear age, scholars
have found that there are no contradictions in
the terms physics/science and religion or in the
ethos of the West and the East. This course
will explore parallels in science and the
teachings of Hinduism, Buddhism, Zen Buddhism and Taoism. The study of Eastern
philosophies that underlie the religions of the
East will be undertaken through a hands-on
experience with movements of the body,
spiritual centeredness, kinesthetic energy, a
spatial awareness and an understanding of the
concepts of yoga and tai-chi. Theater and
dance will be studied as an integrated unit. For
a complete description, turn to page 56 in the
Expressive Arts Specialty Area.
The Heart of the Matter: Creative
Response to Women Writers
-
This group contract combines a "standard"
approach to the study of literature with an
arts-oriented component. The issues that inform the work of these writers are universal,
common to the experiences and feelings of
men as well as women. Students already involved in creative work will have the opportunity to perceive their work as having a
broader context than their current interest.
Students who are not already engaged in such
work will have the opportunity to explore
their creative potential. For a complete description, turn to page 56 in the Expressive Arts
Specialty Area.
The Human Condition:
Social Construct
Good Fences Make Good Neighbors:
The Unknowing of Mexico
-
This program will explore various aspects of
historical and contemporary Mexican culture,
how the cultures were formed and what has
prevented so many North Americans from
knowing more about them. Students will be
given the opportunity to travel to Mexico for
field study in Spring Quarter. For a complete
description, turn to page 56 in the Expressive
A rts Specialty Area.
-
Science As
Is science the "objective" study of nature that
most people believe it to be? Or is it the
socially constructed representation of the
gender, class and other cultural biases of its
dominant professional practitioners? This program will use readings in history, literature,
philosophy and science to examine the controversy over these questions. Students entering this program will not need a background
in science. They will, however, need a serious
interest in understanding the role of science in
modern society and in examining some of the
questions of values such a study raises. For a
complete description, see the Center for the
Study of Science and Human Ullues, page 77.
Politics and Theater
-
.
This program will center on the impact of
politics on theater and the meshing of the two
in a substantial way. We will focus on the
works of European philosopher, novelist and
playwright Albert Camus. Students will learn
techniques and theory of acting and playwriting and' produce one of Camus' plays. For
a complete description, turn to page 54 in the
Expressive Arts Specialty Area.
The Televised Mind
-
The emphasis in this program is on developing
a global understanding of the power of the
image in general and television and film in
particular to transform people and cultures.
An equally important emphasis is on learning
to make one's own meaning and transcending
the traditional barriers of technology, standards
and professional mystification in the service of
community. For a complete description, turn
to page 59 in the Expressive A rts Specialty
Area.
Personality, Society and Culture: Story,
Theory and Research
-
Our goal is to help you become a social scientist, prepared especially for study and work in
the helping professions. We will explore the
connectedness of personality, society and
cu lture at three levels: story, theory and
research. All cultures are held together by
stories, myths and symbols, the vehicles of
shared meaning. Social science theories are the
"meta-stories" told by social scientists to explain the nature and functioning, the
coherence and conflict, of personality, society
and culture. For a complete description, turn
to page 84 in the Science, Technology and
Health Specialty Area.
Humanitles
»
65
I
Theory of Knowledge
-
Fall / Group Contract
Sponsor: Burton S. Guttman
Enrollment: 24 Faculty: 1
Prerequisites: Two years college work; ability
to read and write well; permission of instructor; portfolio must be submitted
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This quarter will be devoted to questions
about the nature of human knowledge: its
origins, scope and criteria for the acceptance of
knowledge-claims. We will begin with classical
sources, including: Plato, Meno and
Theatetus; Aristotle, selections from
Metaphysics; Descartes, Meditations; Locke,
Essay Concerning Human Understanding;
Hume, Enquiry Concerning Human Under·
standing; .and Kant, selections from Critique
of Pure Reason. We will then examine a
number of 20th century viewpoints, including,
at least, selections from Russell, Ayer, Popper,
and Quine. At the end of the quarter we will
consider new perspectives arising principally
from the infusing of linguistics into
philosophy.
The program will require intensive reading
and writing. Students choosing to enroll will
be expected to work hard on abstract material,
energetically pursue complex argumentation
and write extensively. Great emphasis will be
placed on students developing their own
understanding through aggressive personal
wrestling with ideas.
Planned equivalencies in quarter hours:
16-philosophy
Total: 16 credits
Program is preparatory for careers and future
study in humanities and sciences.
64
• Humanities
Philosophy of Science
-
Winter / Group Contract
Sponsor: Burton S. Guttman
Enrollment: 24 Faculty: 1
Prerequisites: Two years of college work;
ability to read and write very well; basic
mathematics and intensive study of at least
one science; basic logic recommended; permission of instructor required; portfolio must be
submitted
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This will be an intensive examinatibn of the
nature of modern science. We will be principally concerned about the methods and the
logical structure of science: the nature of laws,
theories and explanations. As core reading, we
will use The Structure of Scientific Theories
(edited by Suppe), supplemented by extensive
selections from Toulmin, Hanson, Feyerabend,
Popper, Lakatos, Salmon and others. Some
attention will be paid to the social implications
of modern science, but students should not
enroll if that is their primary interest; we shall
be primarily concerned with much more
abstract logical and epistemological matters.
The program will require intensive reading
and writing. Students choosing to enroll will
be expected to work hard on abstract material,
energetically pursue complex arguments and
write extensively.
Planned equivalencies in quarter hours:
16-philosophy
Total: 16 credits
Program is preparatory for careers and future
study in humanities and sciences.
Chaucer: Life, Times, Work and Peers
-
Winter, Spring / Group Contract
Sponsor: Pete Sinclair
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or junior standing if transfer
Special Expenses: Books are expensive
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will read almost all the works of Chaucer.
We will read in translation his important
sources. We will read a selection of other
works in Middle English. Students will write
response papers for the first seven weeks, do a
life-and-times study during the second seven
weeks and will write an essay in the last seven
weeks. Students will make oral presentations of
parts of all their work.
Planned equivalencies in quarter hours:
16-Chaucer
8-14th century English literature
4-14th century English literary history
4-literary theory/criticism
Total: 32 credits
Program is preparatory for careers and future
study in the humanities and liberal arts.
East West: The Twain Do Meet
-
With the onset of the nuclear age, scholars
have found that there are no contradictions in
the terms physics/science and religion or in the
ethos of the West and the East. This course
will explore parallels in science and the
teachings of Hinduism, Buddhism, Zen Buddhism and Taoism. The study of Eastern
philosophies that underlie the religions of the
East will be undertaken through a hands-on
experience with movements of the body,
spiritual centeredness, kinesthetic energy, a
spatial awareness and an understanding of the
concepts of yoga and tai-chi. Theater and
dance will be studied as an integrated unit. For
a complete description, turn to page 56 in the
Expressiue Arts Specialty Area.
The Heart of the Matter: Creative
Response to Women Writers
-
This group contract combines a "standard"
approach to the study of literature with an
arts-oriented component. The issues that inform the work of these writers are universal,
common to the experiences and feelings of
men as well as women. Students already involved in creative work will have the opportunity to perceive their work as having a
broader context than their current interest.
Students who are not already engaged in such
work will have the opportunity to explore
their creative potential. For a complete description, turn to page 56 in the Expressive Arts
Specialty Area.
The Human Condition:
Social Construct
Good Fences Make Good Neighbors:
The Unknowing of Mexico
-
This program will explore various aspects of
historical and contemporary Mexican culture,
how the cultures were formed and what has
prevented so many North Americans from
knowing more about them. Students will be
given the opportunity to travel to Mexico for
field study in Spring Quarter. For a complete
description, turn to page 56 in the Expressive
A rts Specialty Area.
-
Science As
Is science the "objective" study of nature that
most people believe it to be? Or is it the
socially constructed representation of the
gender, class and other cultural biases of its
dominant professional practitioners? This program will use readings in history, literature,
philosophy and science to examine the controversy over these questions. Students entering this program will not need a background
in science. They will, however, need a serious
interest in understanding the role of science in
modern society and in examining some of the
questions of values such a study raises. For a
complete description, see the Center for the
Study of Science and Human values, page 77.
-
Politics and Theater
This program will center on the impact, of
politics on theater and the meshing of the two
in a substantial way. We will focus on the
works of European philosopher, novelist and
playwright Albert Camus. Students will learn
techniques and theory of acting and playwriting and' produce one of Camus' plays. For
a complete description, turn to page 54 in the
Expressive Arts Specialty Area.
The Televised
-
Mind
The emphasis in this program is on developing
a global understanding of the power of the
image in general and television and film in
particular to transform people and cultures.
An equally important emphasis is on learning
to make one's own meaning and transcending
the traditional barriers of technology, standards
and professional mystification in the service of
community. For a complete description, turn
to page 59 in the Expressive Arts Specialty
Area.
Personality, Society and Culture: Story,
Theory and Research
-
Our goal is to help you become a social scientist, prepared especially for study and work in
the helping professions. We will explore the
connectedness of personality, society and
culture at three levels: story, theory and
research. All cultures are held together by
stories, myths and symbols, the vehicles of
shared meaning. Social science theories are the
"meta-stories" told by social scientists to explain the nature and functioning, the
coherence and conflict, of personality, society
and culture. For a complete description, turn
to page 84 in the Science, Technology and
Health Specialty Area.
Humanines
>
65
I
Language and
Culture Center
Director: Dr. Andrew Hanfman
Dean: Jose Gomez
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 a source of information and academic
advice for students who have an interest in
foreign languages and area studies. The
Center's director, Dr. Andrew Hanfman, is a
full-time Evergreen faculty member in literary
and language studies who specializes in
Russian-Soviet affairs. Assistant Dean Jose
Gomez also serves as a source of information
and academic advice for students who have an
interest in studying abroad.
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 1990-91 academic year, five year-long
language and culture programs are being offered under the auspices of the Center:
"Japanese language and Civilization;'
"French Culture: Voices of Revolution and
Tradition;' "Russia/USSR," "Good Fences
Make Good Neighbors: The Unknowing of
Mexico," and "East West: The Twain Do
Meet."
For students interested only in language
studies, Evergreen offers a series of part-time
courses. Most of these courses are offe.red 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 conside.r
such language study. In the 1990-91 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 1993:
1990-1991
"Japanese language and Civilization;' FWS
"French Culture: Voices of Revolution and
Tradition;' FWS, spring '91 trip to France
"Russia/USSR;' FWS, summer '91 trip to the
Soviet Union
"East West: The Twain Do Meet;' FW
"Good Fences Make Good Neighbors: the
Unknowing of Mexico;' FWS, spring '91 trip
to Mexico
1991-1992
"Japanese language and Culture;' FWS
"Latin American Studies;' FWS
"German Culture;' FWS
1992-1993 (tentative)
A seminar is a group of curious
people coming together to explore textual/visual material. A
good one happens when you're
prepared, interested in listening
to others and in contributing
your own thoughts. A good
seminar laughs together, cajoles
each other to see more, to
argue and then to play volleyball
together and laugh again.
"Japanese language and Culture"
"French Culture"
"Classical World"
My role is to empower students
to forget the clock and direct
their own minds. I slip in a
sneaky question, a wild position,
fill in information gaps, provide
background. I'm a human, caring
person who just happens to have
earned a degree before them,
but is just as curious.
-
Faculty Member Les Wong describes himself as "a curious person from Oakland. California, of Mexican-Chinese ancestry. I
enjoy a good book, good critical analysis and a funny movie." Wong's current
with Vietnam
veterans suffering (rom Post Traumatic Stress Disorder.
research involves the use of helicopter
rides
This innovation has received national media attention.
Closer to home, a student writes: "Les has an easy-going style, but unlike many teachers who try to get down to your level,
Les brings you up to his,"
Language and Culture
Center.
'7
Japanese Language and Ciyilization
-
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 noii"-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, Japanese, Korean, Middle
Eastern, Russian, East European and South
Asian studies as well as comparative religion.
Application to participate in a year at the
University of Washington should be made
through Dean Jose Gomez. Application must
be made before April 1 of the year preceding
admission to the University of Washington.
Student Exchanges with Japanese
Universities
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.
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 Dean Jose
Gomez no later than February 15. The applications will be screened by a Selection
Committee.
Fall, Winter, Spring / Coordinated Study
Coordinator: Setsuko 'Isutsurni
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes This program will explore various aspects of
Japanese civilization that reflect the changing
times and circumstances in the stream of
history. We will identify the elements of continuity in the midst of significant changes that
have taken place over Japan's long and
distinguished history.
Japanese will be offered at the basic and
intermediate levels with emphasis on an oralaural approach. The language course will
represent an integral part of the whole program and will be offered throughout the
academic year. The study of the language
encompasses more than a means to acquire
the tools of communication. Patterns of
thoughts, levels of formality, the very words,
idioms and phrases are reflections of a society
and a tangible measure of a people's creativity
and aesthetic sensibility.
In Fall Quarter we will examine the period
from the early formation of a unified country
to the end of the aristocracy in the 12th century. We will read major works from Japanese
literature and history that illuminate the
development of the civilization and aesthetic
traditions of Japan.
Winter Quarter will focus on the development of the warrior class and feudalism from
the 13th through the 19th centuries, along
with the development of art, aesthetics and
ethics of the warrior class. Special attention
will be paid to the emergence of a distinct
culture of the townsman under the rule of the
warrior class.
Spring Quarter will begin with Westernization and modernization through the Meiji
• restoration. We will also examine the development of parliamentary government and
capitalism which finally gave way to nationalism and war. Attention will be given to
significant changes following World War II.
Students can enroll each quarter for six, 10,
or 16 quarter hours for either language or
civilization, or both.
Planned equivalencies in quarter hours:
18-Japanese language
12-Japanese history
12-Japanese literature
6-individual research
Total: 48 credits
Program is preparatory for careers and future
study in Japanese language, history, literature
and Japanese or Asian studies.
French Culture: Voices of Revolution
and Tradition
-
Fall, Winter, Spring! Group Contract
Sponsor: Susan Fiksdal
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or one year of
college
Special Expenses: $2850 for Spring Quarter
homestay in Lyon and administrative expenses
Part-Time Options: 8 quarter hours language;
12 quarter hours language and culture
Internship Possibilities: No
Additional Course Allowed: Yes
The literature and film of French-speaking
peoples will provide the voices of revolution
and tradition we' will examine. We will have
two primary viewpoints: developments within
France, and developments in the Francophone
world of Africa and the Caribbean.
In Fall Quarter we will read Rousseau and
Voltaire and other authors who laid the foundations for revolution in a tradition-bound
society. We will study the French Revolution
itself. Romantic, naturalist and symbolist
movements will provide the focus for our work
in literature. We will read selections from
Balzac, Hugo, Sand, Baudelaire and Mallarme.
In Winter Quarter we will consider the
voices of writers and artists in Africa and the
Caribbean who use French as their medium of
expression. We will read works showing two
opposing forces-one argues for revolution in
language, the other argues for tradition. Two
major movements will provide the focus for
these studies: surrealism and existentialism.
Students can expect to learn about colonization from the viewpoint of colonizer and
colonized, and from the pens of some of our
most celebrated -authors such as Sartre, Camus,
Beauvoir, Sembene and Cesaire.
In spring we will travel to Lyon, France,
where we will focus on contemporary women's
voices, both French and Francophone, con~~rvative and revolutionary. The other major
focus will be an ethnography, a study involving
extensive interviewing.
Our work will be primarily in French (12
quarter hours) involving intensive French
language classes, films, and lectures. Students
may also take an optional seminar in French
and Francophone literature in translation for
the remaining 4 quarter hours.
Planned equivalencies in quarter hours:
15-first or second year French grammar and
conversation
12-French and Francophone literature and
composition
12-French and Francophone literature in
translation
6-history of ideas: France 1789-1980
3-Francophone culture: Africa and the
Caribbean
Total: 48 credits
Program is preparatory for careers and future
study in international studies, international
business, journalism, comparative literature,
linguistics, African studies, French language
and literature.
68
• Language and Culture Center
Russia/USSR
-
Spring, Fall, Winter, Spring, Summer / Coordinated Study
Coordinator: Tom Rainey
Enrollment: 72 Faculty: 3
Prerequisites: Sophomore standing and faculty
signature
Special Expenses: Study trip to USSR
(optional)
Part-time Options: Yes, Russian language
classes
Internship Possibilities: No
Additional Course Allowed: Yes
.
"Russia/USSR" will explore the language,
literature, culture and history of Russia and
the Soviet Union. It will begin in the summer
of 1990 with intensive language classes, which
will give students the equivalent of one full
year of beginning, college-level Russian.
Language classes will continue, at a less intensive pace, during the following academic year
in both beginning and second-year Russian.
In Fall Quarter, 1990, the program will
focus on the history, culture and literature of
the Soviet Union from 1917 to 1985. In Spring
Quarter, 1991, the program will take a topical
approach, examining the many-faceted aspects
of current Soviet society and foreign policy.
The strengths and weaknesses of the
Gorbachev reforms will be thoroughly
examined. Given sufficient student interest,
the faculty will organize an intensive languagestudy trip to the Soviet Union during the summer of 1991.
Students may begin the program in the
summer of 1990 with Russian classes, or they
may choose to begin in the fall of that year.
Students are encouraged to take Russian, but
may elect to take only the. non-language component of the program for 12 quarter hours. A
typical full-time load for each quarter in the
program, from fall through spring, would consist of four quarter hours of language classes
and 12 quarter hours of history, literature and
culture. The program will not be open to
students who wish to take less than 12 quarter
hours of the non-language content. The
language classes will, however, be open to
students who do not wish to enroll for the
other component of the program.
-
East West: The ~wain Do Meet
With the onset of the nuclear age, scholars
have found that there are no contradictions in
the terms physics/science and religion or in the
ethos of the West and the East. This course
will explore parallels in science and the
teachings of Hinduism, Buddhism, Zen
Buddhism, and Taoism. The study of Eastern
philosophies that underlie the religions of the
East will be undertaken through a hands-on
experience with movements of the body,
spiritual centeredness, kinesthetic energy, a
spatial awareness and an understanding of the
concepts of yoga and tai-chi. Theater and
dance will be studied as an integrated unit. For
a complete description, turn to page 56 in the
Expressive Arts Specialty Area.
Good Fences Make Good Neighbors:
The Unknowing of Mexico
-
This program will explore various aspects of
historical and contemporary Mexican culture,
how the cultures were formed and what has
prevented so many North Americans from
knowing more about them. Students will be
given the opportunity to travel to Mexico for
field study in Spring Quarter. For a complete
description, turn to page 54 in the Expressive
Arts Specialty Area.
Planned equivalencies in quarter hours:
Fall, Winter, Spring
12-Russian and Soviet history
8-Russian and Soviet culture
4-Soviet Political Economy
12-Russian and Soviet literature
12-Russian language
Total:48 credits
Program is preparatory for careers and future
study in Russian and Soviet graduate studies,
diplomatic foreign service, international trade
and commerce.
Language and Culture
Center.
69
Management
and the Public Interest
Management
Convener: Chuck Nisbet
Affiliated Faculty: John Filmer, Virginia
Ingersoll, Duke Kuehn, Paul Mott, Art
Mulka, Dean Olson, Niels Skov, Greg Weeks
and Tom Womeldorff.
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 "MP["
program provides students with the opportunity to acquire essential managerial skills and
concepts. The program will address broader
issues such as the ability of t.he private and/or
public sector to meet the public's needs.
-
Changing
-
and the Public Interest
Fall, Winter, Spring / Coordinated Study
Coordinator: Dean Olson
Enrollment: 72 Faculty: 3
Prerequisites: Microeconomics, principles of
accounting, upper-division standing
Special Expenses: No
Part·time Options: No
Internship Possibilities: No
Additional Course A /lowed: No
"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 not-for-profit sectors. Values, ethics and the public interest are
addressed throughou t 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, managenal accounting,
managerial finance, case studies and the functions of management. Additional courses in
statistics, marketing. computing for managers,
personnel management and international
business 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 fundamental
preparation for graduate studies in business
administration, public administration and law.
Program prerequisites can be met through
transfer of credit or summer courses or
through concurrent enrollment in these offerings during Fall Quarter.
Planned equivalencies in quarter hours:
Will be distributed in accoimting, economics.
management, managerial ecunomics, manage·
rial finance, organizational behavior, marketing,
statistics, case studies in business and public
administration.
Total: 48 credits
Program is preparatory for careers and future
study in business and public administration.
'70
• Management
and the Public Interest
Minds, Changing
Course
Fall, Winter. Spring; Group Contract
Sponsor: Virginia Ingersoll
Enrollment: 24 Faculty: 1
Prerequisites: Junior standing; statistics course
strongly recommended
Special Expenses: Cost of traveling to local
research site
Part-time Options: No
Internship Possibilities: Spring Quarter
Additional Course Allowed: No
We live in a sea of rhetoric, some of it of our
own making. In our public lives: our work
lives and our private lives, we are regularly
subject to known attempts at influence,
whether from persons known to us, such as
bosses, friends and family, or from anonymous
sources hidden behind advertising, marketing,
entertainment or political campaigns.
Other attempts at persuasion are unplanned
and unknown to us most of the time, hidden
deeply in the structures of social discourse.
Moreover, we ourselves play this influence
game. It is an inevitable part of human institutions and relationships. Some people, such as
managers, marketing experts, political strategists and psychotherapists, make their living at
it. This program will explore the influence
process and the way changes in people and
institutions issue from it. We will focus on
how planned persuasion and propaganda programs are executed, as well as on the psychological dimensions of the persuasion process.
Teams of students will examine in depth some
planned programs in the community, such as
off-year political campaigns, marketing campaigns and attempts at planned social or
organizational change. Training in research
methods, including the use of the computer
for data analysis, will be provided. Students
will produce professional quality research
reports. which they will presen t to their local
clients. In Spring Quarter, students will do
internships in local organizations, where they
can exercise and augment their own skills of
persuasion.
Planned equivalencies in quarter hours:
4--persuasion and propaganda
4-effects of mass communication
4-public opinion
4-social and organizational change
4-social sciences research methods
4·--survey research
4·-marketing research
4--introduction to data analysis
4-art of rhetoric
12-internship
Total: 48 credits
Program is preparatory for careers and future
stud)' in management, marketing, public administration, social research, law and politics.
Native American
Studies
Conveners: Craig Carlson and David Whitener
Affiliated Faculty: Bill Aldridge, Rainer
Hasenstab, Lovern Root King, Carol Minugh,
Mary Nelson, Sid White and David Rutledge
Associated Faculty: Betty Kutter, Betsy
Diffendal and Gail Tremblay
The major goal of "Native American Studies"
is to provide an open educational opportunity
for Native Americans and others involved in
education self-determination.
This interdisciplinary area is designed to
serve a variety of 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 their own traditional
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.
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 begins
with an interview with one of the Specialty
Area faculty. In this interview, student and
faculty plan an individualized course of study
to ensure 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 to have a positive impact on the
world around them.
"Above all else we cherish the
right for people to live as they
choose ... However different it
may be;'
Chief Sealth
I consider myself fortunate to be
in a position to encourage, and
assist students to realize their
goals through the concept of a
mutually shared education
authority: the student, the institution and the community.
-
David Whitener. a member of the Squaxin Island tribe, is a strong advocate of honoring the cultures of all peoples. He has
taught in the Native American Studies program at Evergreen since 1978. A graduate of Western Washington University.
Whitener's
subjects of interest include: community
education,
educational
administration,
implications of perception
and
history of Indian policy.
Native American
Studies.
73
Quinault Community
Education
Nation Within a Nation
-
-
Fall, Winter, Spring / Coordinated Study
Coordinator: Carol Minugh
Enrollment: 48 Faculty: 2
Prerequisites: Some college·level work or
equivalent experience, faculty signature
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Fall, Winter, Spring / Coordinated Study
Coordinator: Rainer Hasenstab
Enrollment: 72 Faculty: 3
Prerequisites: Faculty signature
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
"Nation Within A Nation" is designed to
incorporate community interaction in the
education process. The student, community
and institution will share authority in developing a valuable education within a constantly
changing society.
Born of an oral tradition, the school of
thought offered for consideration through
hospitality (the ability to extend friendship),
recognition and respect, is a floor upon which
people, in good faith, may exchange mutually
beneficial thoughts, ideas and concepts.
The Native American Studies Program at
Evergreen has been, and continues to be,
viewed as an experiment within an
experiment. Indian governments exist as
nations within a nation. Indian governments of
the Northwest provide the basis for the
philosophy of education of the Native
American Studies Program.
The dominant educational perspective in the
U.S. has not served the needs of Indian communities. Our hope is not to repeat the situation described in the following account from
Touch the Earth by 'rc. McLuhan: "June 17,
1744. The commissioners from Maryland and
Virginia negotiated a treaty with the Indians
of the six nations at lancaster, Pennsylvania.
The Indians were invited to send boys to
William and Mary College. The next day they
declined the offer as follows: We know that
you highly esteem the kind of learning taught
in those colleges, and that the maintenance of
our young men, while with you, would be
very expensive to you. We are convinced, that
you mean to do us good by your proposal; and
we thank you heartily. But you, who are wise
must know that different nations have different
conceptions of things and you will therefore
not take it amiss if our ideas of this kind of
education happen not to be the same as yours: '
Determined
Respect and recognition of varying world
views are extended within the Native
American Studies Program as examples of
exchange among and between people. Four
major questions frame the program's education
process: (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?
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 future
study in education, archeology, the arts,
anthropology, multicultural studies, tribal
government and Native American studies.
Community-determined education will be the
result of a process related to examining what
an educated Native American (one who wants
to function within the Native American community) and what an educated member of the
Quinault Nation, need to know. Based on
these two factors the faculty will develop curriculum which will address the broadly con- .
ceived educational needs of Native Americans
and the narrowly conceived educational needs
of a specific Indian tribe/nation. Within the
framework of this will be the overall premise
that an "educated person" needs to have skills
in research, analysis and communication. It is
important to recognize that the absence of
content within the disciplines which specifically deal with the tribal reality caused a great
deal of frustration for educated Indian people
as they are not prepared to function within
their home community and are, in fact,
'educated out of being functional Indian community members.
The development of the curriculum will
utilize community involvement. The Quinault
People will work as a group to identify what
an educated Quinault should look like. A
primary function of this educational process is
that the people are able to be effective within
the native community or outside if they so
choose. When the decisions are made, it will
then be the responsibility of faculty to develop
curriculum which addresses the topics
identified.
Since this program is built upon selfdetermination, this philosophy will be implemented into all aspects of the curriculum
and administration of the program. Credit
equivalencies will be determined based upon
the community determined requirements.
Planned equivalencies in quarter hours:
TBA
Program is preparatory for careers and future
study in social services, education, environmental policy-making, tribal administration
and others to be determined.
74
• Native American
Studies
Political Economy
and Social Change
Political Economy and Social Change
-
Fall, Winter / Coordinated Study
Coordinator: Peter Bohmer
Enrollment:
96 Faculty: 4
Prerequisites:
One year of college
Special Expenses: No
Part-time Options: No
Internship
Possibilities: No
Additional
Course Allowed: No
Convener:
Alan G. Nasser
Faculty: Bill Arney, Priscilla
Bowerman, Ken Dolbeare, Jorge Gilbert,
Angela Gilliam; Jeanne Hahn, Peta Henderson
and Matt Smith
Affiliated
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
This program will examine the nature and
concrete working of modern capitalism with
the U.S. experience as .the focus. A central
concern will be how race, gender and class
relations have shaped the past and present
development of U.S. society. We will analyze
the political and economic relations between
the U.S. and the rest of the world. Another
recurring theme will be how historically and
today we understand democracy, capitalism and
their interrelation.
ocial problems examined will include the
nature of work, poverty and the distribution of
income, wealth and power, the quality of life,
popular participation, racism, sexism and intervention in other countries. We will develop an
analysis of these problems by studying institutions such as the economy, the state, the community and the family and the theories that
shape our understanding of them. These
theories will include liberalism, conservatism
and more critical social and political theories,
as well as economics, both mainstream macro
and micro, and the alternative, political
economy. We will study the social and
historical context for the development of these
theories and their role in shaping ideology.
Our goal is to understand how and why
race, gender and class have shaped the U.S.
social order and what kinds of political
economic changes are desirable and necessary
for social justice and human rights.
Planned
equivalencies
in quarter
hours:
4--political economy
8-comemporary
social problems
4-international political economy
8-principles of economics
4-political and social theory
4-U.S. history
Total: 32 credits
Program is preparatory for careers and future
study in economics, sociology, history,
political science, public service,' business and
teaching.
Political Economy and Social Change.
7S
Non-Capitalist Economic Systems
-
Spring / Coordinated Study
Coordinator: Peter Bohmer
Enrollment: 24 Faculty: 1
Prerequisites: "Political Economy and Social
Change" or equivalent
Special Expenses: $25 for films
Part-time Options: No
Internship Possibilities: Not recommended
Additional Course Allowed: Not
recommended
This program will focus on the strategy of
revolutionary change and the difficulties faced
by Third World societies in attempting alternatives to capitalist paths of development.
Their possibilities for development will be
analyzed in the context of economic and
military attacks on them and the current
global economy. For each society, the interrelated issues of production and distribution,
the family, nationalities and democracy will be
examined.
We will study Cuba, Nicaragua, Vietnam
and Mozambique. The debates within and
about the USSR will be discussed but not be
the center of the program. We will conclude
by looking at the possibilities for fundamental
social change in the U.S. and alternate visions.
Planned equivalencies in quarter hours:
8-comparative economic systems
4-Third World studies
4-comparative politics
Total: 16 credits
program is preparatory for careers and Juture
study in public seruice, teaching, economics,
political science, sociology and Third World
studies.
The International Political
Economy of Drugs
-
Fall, Winter / Coordinated Study
Coordinator: Angela Gilliam
Enrollment: 48 Faculty: 2
Prerequisites: "Political Economy and Social
Change" or equivalent
Special Expenses: $25 film rental
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program is envisioned as a global analysis
of the economic underpinnings of the international drug trade, and how that trade
conditions-and is conditioned by-international politics. This advanced program deals
with the production, refining, distribution and
consumption of drugs throughout the world.
Of particular interest is how this trade will be
a factor in the 1990s in the foreign policy of
nations. Also of special concern is the debate
over the "marketplace" and the locus of
responsibility for it-supply or demand.
Central to such a coordinated course could be
identifying the problem of defining the concept of "drug;' and the relationship between
that issue and the "addictive culture." Though
special attention will be given to contemporary
United States culture, analysis will pose the
question as to whether or not U.S. culture can
formulate a broad-based national forum for
this problem.
Planned equivalencies in quarter hours:
8-political economy
8-sociology of development
8-Carribean and Latin American studies
4-film criticism
4-group research project
Total: 32 credits
Program is preparatory for careers and future
study in public service, teaching, social work,
international political economy and sociology.
16
• Political Economy
and Social Change
Environment, Regions and Governance
-
We shall assess a variety of intellectual tools
for understanding and acting in today's global
and national geographic, political-economic
and environmental contexts to attain desirable
living conditions for people. In particular, we
shall examine the uses and effects of technology. For a complete description, turn to page
48 in the Environmental Studies Specialty
Area.
Modern Worlds
-
Our study of major European and American
literary and philosophical works since 1800
will be guided by questions such as: (1) What
is it for the characters, conflicts, and feelings in
art to be real? (2) How does a classic work of
literature or philosophy become a classic?
(3) What does the study of literary and philosophical works tell us about human experience
in the past and in the present? (4) What does
the study of history and social institutions tell
us about literature and philosophy? (5) If, as
some have argued, literature and philosophy
do not humanize, what do they do? For a complete description, turn to page 63 in the
Humanities Specialty Area.
Center for the Study of
Science and Human Values
The Human Condition:
Science As Social Construct
-
Fall, Winter, Spring / Coordinated Study
Coordinator: Betty Ruth Estes
Enrollment: 72 Faculty 3
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
Philosophy of Science
-
Convener: Betty Ruth Estes
Affiliated Faculty: Beryl Crowe, Leo
Daugherty, Carolyn Dobbs, Hazel Jo Reed,
Sandra Simon and York Wong
The aim of the Center for the Study of
Science and Human Values is to provide a
bridge between science and the humanities.
is based upon three assumptions:
It
+That the purpose of knowledge is to improve
the human condition by alleviating suffering
and providing ways to live in harmony within
our species and within the natural
environment;
~ That the traditional questions asked by the .
humanities are relevant, and that, when informed by current knowledge in natural,
physical and social sciences, the humanities
can help ensure our survival as a species and
promote an optimal civilization; and
=That citizenship in such an optimal future
(not to mention responsible and successful professionalism) requires a moral vocabulary,
drawn from the humanistic tradition, that can
generate reasoned responses to contemporary
problems in the human condition.
The Center for the Study of Science and
Human Values trains students to be, both
professionally and politically,
scientists and technologically
humanists,
interpretive
informed
life
This will be an intensive examination of
modern science. We will be principally concerned about the methods and logical structure of science: the nature of laws, theories
and explanations: Some attention will be paid
to the social implications of modern science,
but students should not enroll if that is their
primary interest; we shall be primarily concerned with much more abstract logical and
epistemological matters. For a complete
description, turn to page 64 in the
Humanities Specialty Area.
Is science the "objective" study of nature that
most people believe it to be? Or is it the
socially constructed representation
of the
gender, class, and other cultural biases of its
dominant professional practitioners?
Many
scholars now argue for the latter position.
Some feminist critiques of science, for example,
claim that "the social structure of science,
many of its applications and technologies, its
modes of defining research problems and
designing experiments, its ways of constructing
and conferring meanings are not only sexist
but also racist, classist and culturally coercive"
(Sandra Harding, The Science Question in
Feminism) .. But, if such critiques are correct,
how does one account for the apparently "progressive" nature of modern science and
technology?
This program will use readings in history,
literature, philosophy and science to examine
this controversy. We will read arguments by
contemporary
authors on both sides of the
issue. We will study the United States in the
20th century=asking
such questions as, could
there be social reasons why biology has replaced physics as the most prominent natural
science in the late 20th century? We will study
earlier societies in which science has
flourished and ask whether the institutions
and values of those societies appear to be
embedded in the science they produced. We
will ask whether there are significant differences between the scientific enterprises in
Western and non-Western societies, and
whether the presence of more female scientists
might affect the fundamental nature of science.
Students entering this program will not need
a background in science. They wit, however,
need a serious interest in understanding
the
role of science in modern society and in
examining some of the questions of values
such a study raises. Prospective students
should also note that the program will contain
a major independent research component.
/
Planned equivalencies in quarter hours:
Will be distributed among European and
United States history; literature; philosophy;
writing; history, philosophy, and sociology of
science; sociology of gender, race and class,
and directed research.
Total: 48 credits
Program is preparatory for careers and future
study in humanities and social sciences.
Center for the Study of Science and Human Values.
77
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, Tom 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 'Iabbutt and
Les Wong
Associated Faculty: Hazel Jo Reed
•
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
Science, 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 {rom 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 subpathways-«
Psychological Counseling
Human Services
Health Sciences
Laboratory Biology
Mathematics
Physical Systems
Programs and Courses: Much of the academic
work in Science, Technology and Health takes
place in full-time integrated programs, in
which several subjects are taught in a coordinated way that allows the concepts and skills
from each to aid the learning of the others. A
full-time student typically enrolls in one of
these programs for 12 to 16 quarter hours
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 full-time load.
These courses are useful for gaining prerequisites, for pursuing part-time studies, or
simply for gaining an acquaintance with a subject without making a full-time commitment
to it.
Important Note: Students who plan to gain a
given prerequisite by taking one of these
courses should pay close attention to their
timing. We offer most courses only once each
year. Courses are listed quarterly in the
Evergreen Times.
Career Pathways in Science, Technology
and Health
Chemical Systems
Computer
This pathway will provide a strong background
for professional work or study in chemistry as
welLas 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.
The Computer Studies pathway is designed to
serve students planning careers or graduate
study in the fields of compu ter 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.
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 Year:
"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
Studies
Energy Studies
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;'
or "Sustainable Community Systems" (offered
in 1990-91), which is followed .by fourth-year
work in either technical or policy areas.
The suggested pathway:
First Year:
Any Core Program
The structure of the pathway:
First Year:
Any Core Program, plus courses if necessary,
to meet prerequisites for "Data to
Information"
Second Year:
"Data to Information;' an entry-level program
offered each year covering the fundamentals of
information systems, programming and system
design.
Second Year:
Electives (Introducjory calculus and physics are
useful though not required for entry into
"Energy Systems") or "Matter and Motion"
or "Foundations of Natural Science:'
Third Year and Fourth Year:
"Energy Systems" or "Sustainable Community Systems" (offered in 1990-91); any combination of senior thesis, Internships, portions of
"Physical Systems," or programs in other
Specialty Areas.
Third and Fourth Year:
Advanced offerings alternate, with one group
of topics offered in even years (e.g., 1990-91)
and another group in odd years (e.g., 1991-92).
The programs in each are:
Even years:
"Computability and Cognition"
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.
Science.
Technology
and Health.
79
Health and Human Behavior
Laboratory
The Health and Human Behavior pathway has
three main, often intersecting branches:
psychological counseling, human services and
health sciences. Workers in all three areas need
to be fully aware of the interaction of social,
psychological and biological forces which affect
human health and behavior. Each branch
needs to develop its own tools, but with full
awareness of the impacts and complementary
roles of the other fields.
For Human Services, the entry level program, "Personality, Society and Culture," is
designed to investigate the various fields of
human behavior and their interactions, within
a cultural context, while developing the vocabularies and fundamentals needed to function
within these fields. More specialized programs
at the junior and senior levels, such as
"Aesthetics of Healing" and "Psychological
Counseling;' develop the spffial skills needed
in each area.
Health Sciences provides preparation for
professional training in medicine, dentistry,
naturopathic medicine, midwifery and veterinary medicine; paraprofessional jobs such as
counseling in nutrition and health; graduate
work in nutrition, biochemistry, genetics,
microbiology and pathology. The entry program for students would be either "Matter
and Motion" or "Foundations of Natural
Science." Upper-division work would include
the "Molecule to Organism" program and
possible additional work in advanced biology,
nutrition, health policy planning, computers,
statistics or 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.
Biology
First Year:
Any Core Program
Second Year:
"Matter and Motion" or "Foundations of
Natural Science"
Third Year:
"Molecule to Organism" or ?utside studies
Fourth Year:
"Molecule to Organism" or individual study
or an advanced biology Group Contract
Many students take individualized study
through contracts, sometimes involving
research projects with faculty members. Past
and current students have been involved in
projects such as bacteriophage genetics,
photosynthesis and behavioral physiology.
Mathematics
The Mathematics pathway consists of a variety
of courses, integrated programs and individual
contracts that provide students with the opportunity to do intermediate and advanced-level
work in mathematics. It is designed to serve
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 Coordinated Studies listed
below provide the full-time student with an
integrated way to do this. Courses and Individual Contracts enable both full- and parttime students to do more specialized and
advanced work.
A recommended pathway:
First Year:
Any Core Program, plus courses, if necessary,
to meet prerequisites for "Matter and
Motion" (or "Matter and Motion" for the
well-prepared student).
Second Year:
"Matter and Motion" full-time, or calculus
course portion, part-time.
Third and Fourth Year:
"Mathematical Systems;' a full-time program
in mathematical structures and advanced
calculus, "Computability and Cognition," or
mathematics courses as part of an advanced
Individual Contract.
Note: "Mathematical Systems" will be offered
in 1991-92.
Foundations
Physical Sciences
Students interested in professional work or
study in chemistry, physics or some fields of
engineering will find that the Physical Sciences.
pathway will help them' build a strong' foundation of concepts and methods while providing
an unusual opportunity to understand the
applications of these technical subjects.
The suggested academic pathway:
First ~ar:
Any Core Program, plus review (if necessary)
to meet prerequisites for "Matter and
Motion."
Second ~ar:
"Matter and Motion"
Third or Fourth ~ar:
Chemistry emphasis through "Geology and
Chemistry of Pollution" and Advanced Group
Contracts in chemistry, or "Physical Systems"
and "Energy Systems." Philosophical studies
in "Theory of Knowledge" and "Philosophy
of Science" would make excellent supplements
to the work of the above programs.
of Natural Science
Matter and Motion
-
Fall, Winter, Spring / Coordinated Study
Coordinator: Byron Youtz
Enrollment: 60 Faculty: 3
Prerequisites: Any Core Program or one year
of college work emphasizing writing and
discussion; mathematics through high school
algebra and geometry
Special Expenses: $10-$15/quarter lab fee and
$30 retreat expenses
Part-time Option: Physics for those who have
already completed college chemistry; signature
required
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring / Coordinated Study
Coordinator: Don Middendorf
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, proficiency in
algebra, trigonometry, high school chemistry
and physics (entrance exam in algebra and
trigonometry), faculty signature
Special Expenses: Above average textbook
costs and 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, No
This program is designed to develop an integrated understanding of chemistry, physics,
biology and mathematics in a cultural and
evolutionary context. We will start with the
study of our physical universe through
astrophysics and chemistry: the four forces of
nature and the structures of matter and
energy. Liter we will apply these concepts to
biological systems, continuing an evolutionary
and developmental theme. The study of chemistry will be central throughout the year.
Laboratory experience will be an important
component in the study of chemistry, physics
and biology. Students will be expected to make
serious progress in mathematics throughout
the year, and several levels of math will be
available with selection based on an entrance
placement exam. In Spring Quarter, some
specialization will be available in one of the
three sciences or in the philosophical development of scientific ideas.
A weekly seminar series will deal with the
ways in which culture and philosophy have
affected the developing sciences. We will expect
students to read and discuss and write about
this interplay of science and society.
Throughout this work, we want students to
develop an integrated grasp of the sciences
through a combination of lectures, problem
sessions, laboratory work, and small-group
conceptual workshops in order to end the year
with a working knowledge of concepts, critical
reasoning, problem-solving skills, and hands-on
experience in natural science.
This program is designed for students with a
keen desire to develop a firm physical science
and mathematics background for 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. The program is intended for
students with strong high school backgrounds
in science and mathematics. An alternative
program for those with less background is the
"Introduction to Natural Science" program.
This program combines material from firstyear 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,
modem physics, thermodynamics and chemical
kinetics.
There will be special emphasis on laboratory
and seminar work. In the laboratory, students
will use microcomputers for simulating concepts, running experiments, collecting and processing data, and interfacing with experimental
measuring devices. In seminar, students will
study issues in ethics, literature and history to
see what the sciences can-and cannotcontribute to human affairs.
Planned equivalencies in quarter hours:
12/15-general chemistry with lab
8/12-general physics with lab
8/12-general biology with lab
9-mathematics
6/1O-development of scientific ideas
Total: 48 credits
Program is preparatory for careers and future
study in education, laboratory biology, health
sciences, environmental/earth/marine science,
and for students interested in natural science
for reasons of general education.
Planned equivalencies in quarter hours:
lO-college calculus
lO-college chemistry
lO-college physics
9-computer interfacing and science
laboratory
9-seminar on science and culture
Total: 48 credits
Program is preparatory for careers and future
study in physical sciences, health and
biological sciences, chemistry, physics or
mathematics.
.
S_cieQ.cj!Je~l:!!J.olo~
Molecule to Organism
-
Fall, Winter, Spring / Group Contract
Sponsor: Linda Kahan
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, general
chemistry, college algebra, college level writing
skills, (there will be an entrance examination
covering these subjects); general biology is
strongly recommended, but not required
Special Expenses: Lab fees of $40/quarter
Part-time Options: Yes, with permission of
instructor
Internship Possibilities: No
Additional Course Allowed: In special
circumstances, with permission of faculty
This year-long program will develop an integrated view of biological systems. From
organic and biochemistry, through the molecular basis of life, to cell structure and function,
and organization and function of organismic
systems, this program includes many of the
topics in traditional biology major and premedical curricula. Major emphasis will be
placed on biochemistry and molecular biology
on the one hand, and on an integrated coverage of organism and cell anatomy and physiology on the other. Thus students will learn to
make connections between the molecular and
organismic levels of biological function.
A major component of the program in the
fall and winter will be organic chemistry.
(Organic may be taken as a separate module by
students with sufficient general chemistry
background; students who have already taken
organic chemistry should substitute other
work here). In Fall and Winter Quarters, the
biology component of the program will take an
integrated approach to cell and organism
biology. Biochemistry and molecular biology
will be explored in the spring.
Laboratories will playa central and substantial role in the program and will include
explorations of both biochemical and biological
topics. A seminar will address topics in the
history and philosophy of science and/or relations between science and society.
Optional additional coverage of organic
chemistry, which will provide a basis for the
consideration of the role of chemicals in
biological systems, will be available in the program. This portion of the program will also
include laboratory work during each quarter.
Planned Equivalencies in quarter hours:
Will be distributed among biochemistry,
microscopic anatomy, cell biology, molecular
biology, anatomy and physiology, organic
chemistry, and history and philosophy of
science.
Total: 48 credits
Program is preparatory for careers and future
study in biological, chemical and health
sciences.
Undergraduate Research
in Molecular Biology
-
Fall, Winter, Spring / Group Contract
Sponsors: Betty Kutter and Burton Guttman
Enrollment: 10 Faculty: 2
Prerequisites: Biochemistry and molecular
biology; faculty signature
Special expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, this is a
part-time group contract
This group contract gives students the opportunity to participate in an ongoing research
program studying the molecular biology of
bacteriophage T4. They learn such basic
techniques as sterile manipulation; preparing
media; analyzing the rate of production of
phage and DNA (using radioactively labeled
precursors); pulse-labeling proteins; cloning
and sequencing genes; and using high-speed
centrifuges, scintillation counters and gel
electrophoresis. Students begin by assisting
more experienced members of the lab and,
when ready, move on to their own projects.
Emphasis is placed throughout on combining
genetic, biochemical and biophysical techniques in approaching problems related to the
control of gene expression after viral infection.
Students also participate in weekly lab group.
meetings, discussing articles from the current
literature in molecular biology as well as current lab work. They normally begin participating in these meetings, with extra readings
and some basic experiments, for 4 quarter
hours during their final quarter of "Molecule
to Organism."
Students involved in "Undergraduate
Research in Molecular Biology" in the summer of 1991 will also participate in the Eighth
Evergreen International Bacteriophage T4
Meeting.
Planned equivalencies in quarter hours:
4/16-research in molecular biology
Total: 4-16 credits each quarter
Program is preparatory for careers and future
study in biological sciences.
Advanced Chemistry:
-
Dynamic Systems
Winter / Group Contracts
Sponsor: Fred 'Iabbutt
Enrollment: 24 Faculty: 1
Prerequisites: Core Program, two quarters
each calculus and college chemistry; one
quarter college physics, laboratory and compu ter experience
Special Expenses: $20 lab fee
Part-time Options: With faculty signature
Internship Possibilities: No
Additional Course Allowed: No
A general approach to the modeling of
dynamic systems ranging from populations to
chemistry will be developed. During the first
third of the quarter, students will be introduced to sufficient background in modeling
techniques, including computers and
chemistry, to undertake a specific project during the remainder of the quarter. Projects may
range from a model of the ozone layer to a
world model. Pertinent supplementary topics
will also be developed in class during this time.
Planned equivalencies in quarter hours:
4-systems analysis
4-chemical kinetics
8-systems research
Total: 16 credits
Program is preparatory for careers and future
study in chemistry, physics and enuironmental science.
Advanced Chemistry:
-
Structures
Spring I Group Contracts
Sponsor: Fred 'Iabbutt
Enrollment: 24 Faculty: 1
Prerequisites: Core Program, two quarters
each calculus and college chemistry; one
quarter college physics, laboratory and computer experience
Special Expenses: $20 lab fee
Part-time Options: Consent of faculty
Internship Possibilities: No
Additional Course Allowed: No
The central topic of this quarter will be how
molecular structure is determined experimentally and how this knowledge is used. This will
require a development of topics in symmetry,
spectroscopy and x-ray diffraction. Students
will learn how crystal structures are determined. Each student will solve a simple structure problem. Applications to chemistry
(molecular structure), geochemistry (minerals)
and soil chemistry will be developed. Heavy
use will be made of computers.
Planned equivalencies in quarter hours:
8-symmetry and quantum chemistry
4-X-ray diffraction
4-research
Total: 16 credits
Program is preparatory for careers and future
study in chemistry, physics and environmental science.
Energy Systems/Energy
Studies
-
-
This program will provide students with the
opportunity to explore, as a group and as
individuals, advanced topics in cell and/or
organismic biology. Two 4 credit core offerings
(selected by group decision from neurophysiology, developmental biology, comparative
physiology or comparative anatomy) will be
organized by the faculty sponsor. Core offerings will include reading, discussion, and, in
most cases, a substantial amount of laboratory
work. In addition to participating in one or
both of the core offerings, students will be
expected to pursue related individual research
projects for either 4 or 8 credits.
The Energy Systems program will not be
offered this year, but students who are interested in energy studies are encouraged to consider the "Sustainable Community Systems"
program cross-listed under Environmental
Studies (see page 47). This program will spend
a significant amount of time studying conventional and renewable energy systems; and will
examine in detail the impact of energy conservation, solar energy, transportation, and recycling and solid waste management systems on
both urban and rural areas. Students will be
trained in participatory community research
methods, and will have opportunities to conduct group project work in energy studies
during Spring Quarter. Please refer to the
"Sustainable Community Systems" program
description on page 47 for specific details of
this offering.
Advanced Study in Biology
Spring I Contract Cluster
Sponsor: Linda Kahan
Enrollment: 24 Faculty: 1
Prerequisites: Completion of "Molecule to
Organism" or equivalent
Special Expenses: Lab fee of $25
Part-time Options: Yes, by arrangement with
instructor
Internship Possibilities: Yes
Additional Course Allowed: Yes
Planned equivalencies in quarter hours:
4-comparative anatomy or comparative
physiology
4-developmental biology or neuro-physiology
4/8-individual research
Total: 16 credits
Program is preparatory for careers and future
study in biological and health sciences.
Science. Technology and Health'
83
Physical Systems
-
-
Data to Information
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 Possibilities: No
Additional Course Alloued: Yes
Fall, Winter, Spring / Coordinated Study
Coordinator: John Aikin Cushing
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, math placement
exam
Special Expenses: No
Part-time Options: Some
Internship Possibilities: No
Additional Course Allowed: No
This contract is designed to meet the needs of
students in the physical sciences, applied
mathematics and engineering.
Fall: Structure-statics, linear algebra and
multivariable calculus; discussions of natural
and man-made structures,
Winter: Dynamics-differential equations,
vector calculus; thermodynamics (to be taken
in "Energy Systems"), topical discussion of
dynamic phenomena.
Spring: Quantum and Field-modern
physics, partial differential equations; topical
discussion of modern physics,
Components are as follows: Statics-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, pendulum, and
fluid dynamics; Differential Equations and
Vector Calculus-first- and second-order
ordinary differential equations; div, grad, curl,
and Laplacian operators; Modern Physicsdiscussion of the development of quantum
mechanics; the Schrodinger equation, the harmonic oscillator, and the hydrogen atom;
Partial Differential 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 chosen to
illustrate applications of physical theories,
"Data to Information" is for students planning
.to go on to advanced work in computer
science. An integrative seminar and lecture
series accompanies 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:
4-engineering statics
4-classical dynamics
4-linear algebra
4-ordinary differential equations
4-partial differential equations and vector
calculus
4-optics and waves
4-electromagnetism
4-quantum and modern physics
8-special topics in physics
8-seminar on science, culture and society
Total: 48 credits
Program is preparatory for careers and future
study in physics, engineering, energy-related
fields and applied mathematics.
Planned equivalencies in quarter hours:
8-data structures
8-machine organization and computer
architecture
4-operating systems
4-programming language
4-quantitative methods
4-logic and discrete mathematics
4-introductory
statistics and data analysis
4-management of technology
4-philosophy of science
4-science and ethics
Total: 48 credits
Program is preparatory for careers and future
study in computer studies, science and
mathematics.
Personality, Society and Culture:
Story, Theory and Research
-
Fall, Winter, Spring / Coordinated Study
Coordinator: Kirk Thompson
Enrollment: 72-96 Faculty: 3-4
Prerequisites: Junior standing or permission
of faculty
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No (consult
faculty in special circumstances)
Our goal is to help you become a social scientist, prepared especially for study and work in
the social service and helping professions,
No man or woman is an island; all are
enmeshed in social relations and in the web of
culture-in concentric systems of personality,
family, etbnicity, workplace, nation-state and
environment. In other colleges and universities, these interdependent systems are studied
separately by the traditional academic
disciplines of psychology, sociology, political
economy and anthropology. The existence of
these separate disciplines makes some sense: a
person is not a group, is not a culture; rather,
each is a different kind of entity with its own
"nature," its own functioning. But these differences have been exaggerated, and the social
sciences suffer separation from one another.
We believe that from a human perspective,
studies of personality, society, and culture
should be interdisciplinary and should emphasize interdependence, connectedness and
continuity.
We will inquire into the connectedness of
personality, society and culture at three levels:
story, theory and research. All cultures are
held together by stories, myths and symbols,
the vehicles of shared meaning. We interpret
"stories" broadly, as ranging from oral tradition to written literature to modern media
(film, television). Social science theories are the
"meta-stories" told by social scientists to
explain the nature and functioning, the coherence and conflict; of personality, society and
culture. Research includes all the methods and
activities by which data are gathered and the
"meta-stories" are constructed. We include
both qualitative research, gathered by
participant-observers and interpreted from a
perspective of engagement; and quantitative
research, gathered in a less intimate sphere
and interpreted statistically_
Planned equivalencies in quarter hours:
Will be distributed among psychology,
sociology, anthropology, economics, literature
and statistics.
Total: 48 credits
Program is preparatory for careers and future
study in social sciences, psychology, sociology
and anthropology and the helping professions
including social work, counseling, management and public service.
Computability and Cognition:
The Scope and Limits of Human Reason
The Aesthetics
-
-
Fall, Winter, Spring / Coordinated Study
Coordinator: David W Paulsen
Enrollment: 48 Faculty: 2
Prerequisites: One year of college, entrance
exam, faculty signature
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
"Reason is nothing but reckoning''---Thomas
Hobbes
A variety of myths surround the nature and
limits of human reason. For some people, like
Hobbes, formal logic and mathematics is the
model of all human thinking. For others, any
inquiry into thinking must take into account
emotion, intuition and the impact of culture.
Work in cognitive psychology, computer
science and mathematics has sparked new
interest in questions about thinking that are at
the core of contemporary discussions in philosophy and artificial intelligence research. This
program will probe these questions from a
variety of disciplinary perspectives: philosophy,
mathematics, computer science and cognitive
psychology.
We will examine "classical" philosophical
accounts about human reason, particularly the
idea that we can find an objective foundation
for human knowledge. This theme will include
a discussion of the implications of early 20th
century success in applying formalist methods
in logic and mathematics as well as contemporary challenges to such foundationalism and
formalism. An important facet of the program
will be the impact of these challenges on the
validity of computational models of the mind.
We will study mathematic topics which are
of interest in their own right, but which also
have implications for science and cognitive
science. These will include mathematical logic,
the theory of computation and the theory of
formal languages. After formulating precise
definitions of "mathematical proof" and
"computable function;' we will study Godel's
theorem on the incompleteness of arithmetic.
This result and others like it establish inescapable limits to formal systems in general,
and to computers in particular.
of Healing
Fall, Winter, Spring / Coordinated Study
Coordinator: Justino Balderrama
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent,
recommend juniors and seniors
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Students will do applied work in computer
science, including an examination of computer
modeling of cognitive activity and other
aspects of artificial intelligence research. They
will learn the two most widely used AI programming languages-Prolog and LISP-and
will have the opportunity to use one of these
in doing a spring AI project. Students will also
examine connectionist models in which the
computer system is a model of a neural
network.
Beyond intermediate algebra there are no
math prerequisites for this program. However,
a more advanced mathematical background is
desirable for its exposure to the mathematical
way of thinking. There are no computer
science prerequisites.
Planned Equivalencies in quarter hours:
12-lecture/seminar in philosophy and
cognitive science
4-logic programming in prolog
4-LISP programming and artificial
intelligence techniques
8-mathematical logic
4-discrete math
4-formal language theory
4-theory of computation
4-connectionist models of cognition
4-12/research or programming project
Total: 48 credits
Program 'is preparatory for careers and future
studies in computer science, philosophy,
mathematics, cognitive science and
psychology.
This program examines the scientific,
epistemological and aesthetic basis of healing
in a cultural context.
We begin this year-long study of healing and
human behavior by considering the historical
development of American scientific medicine
as we develop a comparative analytical
framework to focus on alternative healing
methods. For example, we will consider the
role of healing perspectives and home
remedies, faith healing, women's herbal
methods, self-treatment, contemporary folk
psychiatry and medicine, as well as New Age
healing arts. We will then concentrate on healing and women, especially on the literature
that informs this important area of study. We
will study and learn to apply those research
methodologies that seem to allow the appreciation of alternative healing paradigms. Finally,
in the spring, we will contrast non-Western
traditional healing approaches with Western,
post-modern, futuristic, medical technology.
For example we might examine witchcraft and
clanship in Cochiti therapy with biogenetics,
or indigenous Yoruba psychiatry with the
Japanese Morita psychotherapy.
This is a program for those interested in
learning qualitative research methods, reading
challenging literature, and ultimately expressing understanding of the magic and mystery of
healing.
Planned equivalencies in quarter hours:
Fall:
4-social psychology of healing
4-cultural context of healing
4-health in the human environment
4-multicultural
literature
Winter:
4-women's epistemology of healing
4-feminist research design
4-new paradigm research methods
4-women's literature
Spring:
4-social psychology of biotechnology
4-cultural traditions of healing
4-strategies for social research
4-futuristic literature
Total: 48 credits
Program is preparatory for careers and future
study in liberal arts, social science, women
studies, social work, multicultural studies,
public administration, law, health and human
services and graduate study.
s
Science,
Technology
and Health'
85
Psychological
Multicultural
-
Counseling:
Focus
Fall, Winter, Spring / Coordinated Study
Coordinator: Les Wong
Enrollment: 48 Faculty: 2
Prerequisites: Junior or senior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes, required
Additional Course Allowed: Statistics
The increased prevalence of "traditional"
mental health issues, e.g., depression and low
self-esteem, within communities of people of
color has increased their use of mental health
centers. Local communities, particularly communities of people of color, perceive the
counseling process as an increasingly powerful
empowerment tool. The release from dysfunction is seen as a necessary step in rising above,
perhaps "leaving behind," the restrictive
environments of their communities and
perhaps their families.
This increase in use has brought focus to
the mental health profession's ability to provide services to communities of color. Such demand certainly exceeds the number of minority counselors, and the number of counselors
with the necessary experience and training.
The absence of relevant curricula within
behavioral science programs has only contributed to a persistent shortage of
knowledgeable counselors.
This program seeks to coordinate the traditional parameters of assessment, client history,
treatment strategies and follow-up with the
cultural and developmental concerns of people
of color. This client population is operationally
defined as Asian American, Native American,
Black and Hispanic populations. Students will
explore the effectiveness and shortcomings of
traditional counseling models with these
populations. Students will also be encouraged
to adapt and develop new modes of interaction
to increase their own effectiveness with these
populations. The use of internships and
student-centered workshops will amplify the
realities of their theoretical explorations.
Readings will encompass clinical psychology,
cultural anthropology and sociology, comparative religions, social demographics and the
economy. There will be workshops centering
on counseling techniques where video analysis,
role playing and drama techniques are used.
The emphasis on skill development will be
woven into the rich: fabric of culture.
Planned equivalencies in quarter hours:
24-internship
6-student workshops
3-multicultural
counseling
2-community
psychology via film media
3-group processes with people of color
2-assessment issues with people of color
8-personal contracts: special topics
Total: 48 credits
Program is preparatory for careers and future
study in clinical/counseling psychology,
teacher certification and education.
Geology
-
and Chemistry
of Pollution
This program will engage students in the
study of various problems of environmental
pollution, using both theoretical and experimental methods. Applications of chemical
equilibrium, geology and geochemistry will be
developed, based on a foundation of thermodynamics. There will also be an advanced
laboratory to work on real problems of environmental significance. For a complete
description, turn to page 49 in the Environmenal Studies Specialty Area.
Patterns: Commonalities
Art, Music and Science
-
"Patterns" will be an exploration of commonalities between art, music and science in
theory and in practice, using "state-of-the-art"
scientific imaging systems and computers as
well as more traditional tools for exploring
natural imagery. Students may also participate
in a faculty-led field trip to "cutting-edge" institutions in the San Francisco Bay area. For a
complete description, turn to page 58 in the
Expressive Arts Specialty Area.
Philosophy
-
The Human Condition:
Science As Social Construct
Is science the "objective" study of nature that
most people believe it to be? Or is it the
socially constructed representation of the
gender, class and other cultural biases of its
dominant professional practitioners? This program will use readings in history, literature,
philosophy and science to examine the controversy over these questions. Students entering this program will not need a background
in science. They will, however, need a serious
interest in understanding the role of science in
modern society and in examining some of the
questions of values such a study raises. For a
complete description, turn to page 77 in the
Science and Human Values Specialty Area.
Between
-
of Science
This will be an intensive examination of
modern science. We will be principally concerned about the methods and logical structure of science: the nature of laws, theories
and explanations. Some attention will be paid
to the social implications of modern science,
but students should not enroll if that is their
primary interest; we shall be primarily concerned with much more abstract logical and
epistemological matters. For a complete
description, turn to page 64 in the
Humanities Specialty Area.
Sustainable
-
Community
Systems
This program will explore some of the systems
necessary for creating sustainable communities
that do not destroy or deplete their environment to survive. We will examine the growing
literature on bioregionalisrn and decentralist
planning, contrasting it with the existing
socio-economic structure, and focus attention
on initiatives that emerge from needs articulated by community members. For a complete
description, turn to page 47 in the Environmental Studies Specialty Area.
Theory of Knowledge
-
This program will be devoted to questions
about the nature of human knowledge: its
origins, scope and criteria for the acceptance of
knowledge-claims. We will begin with classical
sources, then examine a number of 20th century viewpoints. Students will be expected to
work hard on abstract material, energetically
pursue complex arguments and write ~xtensively. Great emphasis will be placed on
students' developing their own understanding
through aggressive wrestling with ideas. For a
complete description, turn to page 64 in the
Humanities Specialty Area.
Teacher Education
Admissions Requirements
Director: John Parker
Program Assistant: Ernestine Pearl
Evergreen offers a professional Teacher Education Program 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 five out of
the six quarters 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.
The program's work is demanding. Our
reading is generally done in primary texts in
psychology, philosophy and the other social
sciences rather than in textbooks and there is
frequent writing. We place considerable emphasis on making our way cooperatively
through the program's work, 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
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. Only those students with strong
writing skills will be admitted to the program.
Students must complete the academic work for
their majors and minors prior to their entrance into the Teacher Education Program.
Strength of work in proposed major and minor
fields, along with letters of recommendation
addressing academic ability as well as interest
in and experience working with children, play
a major role in admissions decisions.
Minimum admission requirements include
admission to the college, senior 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. Additional requirements for general education, as well as detailed
information on the admissions process are included within the Teacher Education Program
mini-catalog.
Teacher
Education'
87
Tacoma Program
Mind, Body and Soul: An Holistic
Approach to ~h~21st Centurr
~.
Director: W. J. Hardiman
Serving a student population composed
primarily of working adults, The Evergreen
State College+Tacoma provides a broad-based
liberal arts education in the arts and sciences
which recognizes the importance of providing
the urban adult learner with the skills, information and vocabulary necessary for living
and working in the 21st century. The Evergreen off-campus 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 collegelevel work before entering. Detailed information on admission is also available through the
Admissions Office in Olympia. 'Iacorna Community College and Evergreen also offer a twoyear, lower-division liberal arts program for
freshmen 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.
I grew up in Hawaii, which
means living in a multi-ethnic
society. I enjoyed that diversity,
being with people who also
accepted individual differences.
That's why Evergreen is so
appealing-it is the epitome of
diversity and acceptance. Just
the way you are ... I've come
home.
'.'
Fall, Winter, Spring / Coordinated Study
Coordinator: W]. Hardiman
Enrollment: 140 Faculty: 5.5
Prerequisites: Junior or senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
This upper division interdisciplinary program
will focus on the study of the human
organism in its broadest biological, cultural,
social and spiritual contexts. Emphasis will be
placed on developing competence in the
knowledge and application of systems theory
in the study of the human and societal
organism. In this light, special attention will
be paid to the dynamic aspects of the human
biological system as a model for comprehending systems theory and the relationship of
mind, body, spirit and well-being to the environment. A holistic approach to the study of
human biology, human behavior, cross-cultural
anthropology and spirituality will serve as an
underprop for developing a clear understanding of the relationships between social structures, human nurturing and spiritual
expression.
The faculty team for this year-long program
will be drawn from the mathematical, biological, social and anthropological sciences and
the humanities. Faculty and students will explore traditional, historical and contemporary
notions of the mind/body/spirit relationship
and will apply these notions to an analysis of
how equilibrium and stability affect the longrange behavior of the human .and societal
organism.
Students will be expected to do advanced interdisciplinary research and writing in areas of
interest which further develop the theme of
the program and which point to the necessity
of equilibrium and stability for well-being and
well-functioning in human and societal
relationships.
Collaborative learning will be stressed
through seminars, workshops and small group
projects. Students will be encouraged to apply
their learning to their lives and communities.
Planned equivalencies in quarter hours:
Will be distributed among the biological,
mathematical and social sciences, humanities
and advanced research methodology.
Total: 48 credits
Program is preparatory for careers and future
study in public policy formation and
community service.
-
Helen Nahoopii
is fascinated with the dynamics of intercultural
she produced an audio documentary
on National
on the Amerasian
Public Radio, features interviews
communications,
situation in Vietnam.
especially with Asia. During her junior year,
The documentary,
of veterans who are waiting for their Vietnamese
which Helen hopes to place
children to
be able to move
to America.
Evergreen-Tacoma.
89
Special Forms of Study
and Academic Resources
Internships and Cooperative
Education
More than half of Evergreen's students complete one or more Internships by the time they
graduate. This compares with a nationwide
figure of fewer than two percent. Although
most Interns work in businesses, schools,
government agencies, or nonprofit organizations in southwest Washington, Internships are
also available throughout the state, the region,
and even in other countries, in both the
private and public sectors.
Each Internship must be approved in advance by the Office of Cooperative Education,
which is part of Evergreen's Student Advising
Center (see page 93). Opportunities to conduct
Internships are built into many academic programs. They also are available for upperdivision students through Individual Learning
Contracts. Unless an Internship is required as
part of one's work in a Coordinated Studies
Program or Group Contract, students are
eligible to conduct Internships only after they
have been enrolled at Evergreen for at least
one quarter. Priority access to Internships
through Individual Learning Contracts is given
to seniors.
. Each Internship is sponsored by an Evergreen faculty member (or approved staff
sponsor) who works closely with the Intern
and her or his field supervisor for the term of
the Internship contract. Activities at the .
Internship site are guided by a field supervisor.
A t the end of the quarter, the faculty sponsor,
with the benefit of the field supervisor's evaluation, determines the amount of credit to be
awarded for Internship-related learning and
performance.
Each quarter of an Internship is planned,
arranged, conducted and evaluated based on
the student's academic objectives for that
quarter. Those objectives and all other
Internship-related matters are negotiated and
agreed to by the student, sponsor and field
supervisor before the Internship begins. These
agreements are formalized in an Internship
90
• Special Forms of Study and Academic
Resources
contract that is signed by all parties. Internships invariably include a strong component of
academic activities such as related reading, a
daily journal, weekly conferences with one's
sponsor and various written reports.
The Office of Cooperative Education is the
central source of current information about
Internship program policies and procedures,
available Internship positions and Internship
sponsors. Co-op staff are available throughout
the year to answer questions about the program and to assist students, sponsors and field
supervisors with all activities involved in planning, arranging and conducting Internships.
You are encourged to plan for your Internship
at least a quarter ahead of time. For more
information, call or write the Office of
Cooperative Education, The Evergreen State
College, Olympia, Washington 98505.
Part-time Studies
Part-time courses are offered throughout the
year. Please check with the Admissions Office,
however, if you only want to enroll part-time,
as priority goes to full-time students. Up-todate descriptions of part-time offerings are
published quarterly in The Evergreen Times.
Prior Learning from Experience
Prior Learning from Experience is a structured
program for adult students who want to
examine their pre-college experience for potential academic credit. PLE students plan,
develop and write an extended paper which
discusses the context of their pre-college
experience, and the resultant learning.
The program requires all students accepted
to take a "Writing from Experience," 4-credit
class, usually offered in Winter and Summer
Quarters. Writing from Experience requires
students to examine their own learning patterns and writing skills and work on the
narrative portion of the PLE document. When
completed, the document is submitted to the
PLE Credit Evaluation Committee for assessment of credit for prior learning.
Applications for enrollment in the PLE program are taken all year long, but enrollment is
limited. Interested students are encouraged to
contact the PLE office early. Most students
complete their papers in a two-quarter
sequence, with a third quarter required for
evaluation. When accepted into the program,
students have one academic year in which to
complete the process.
For application forms and further information about PLE, contact the PLE office. For
information on other forms of prior learning
credit, see "Credit for Military and Flight
Training;' and "Credit for Training
Sequences;' page 24. A flyer on the various
possibilities for attaining credit for work outside the classroom is available from the PLE
office.
Writing Center
The Writing Center is available to students
who would like help with reading, study skills,
or writing. Priority is given to assisting
students within their academic programs.
Diagnostic testing and individual conferences
are available to help determine needs. Students
can work on reading and writing improvement
with self-paced programs, in small groups, or
with individualized help from the Writing
Center professional staff and student tutors on
a first-come, first-served basis.
Self-Paced
Learning
Since Evergreen opened it has been building a
collection of slide-tapes, computer-assisted
instruction, video-tapes, programmed texts, and
other resources with which you can independently study such diverse areas as science,
management, music, mathematics and
languages. Credit for self-paced studies can be
earned either on an individual contract or,
sometimes, in regular academic programs. Selfpaced learning resources that do not require
computers are housed in the Library.
Computer-assisted resources are housed in the
Computer Center.
Library
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 224,646
books, 30,000 reference volumes, four wellequipped recording studios, a complete video
production system, films, recordings, maps,
documents, editing benches, drafting tables,
and 1,558 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 online 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.
Computer
Services
The Hillaire Student
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.
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.
Many students use the college's Data
General MV10000 "super-mini" computer,
which offers several computer languages, including 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&T microcomputers, video projection equipment and
access to the Data General computer.
The college has received computer equipment grants totaling nearly $1 million from
AT&T. 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 PLAID microcomputer workstations for computer-assisted instruction in
BASIC and Pascal. Microcomputers designed
for natural science applications are located in
LAB II, see page 103.
Evergreen has established several microcomputer purchase plans for student use at
substantial educational discounts through the
college Bookstore. Systems are available from
Apple, AT&T,Zenith and others. We en·
courage you to consider purchase of a computer for your academic work at Evergreen.
Advising Center
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,
described on page 90; KEY-Special Services,
which provides personal and academic skills
development; the First Peoples' Advising
.
Services, which works to support students of
color by providing academic, personal and
social support on a drop-in basis; and the
Dean of Student Development. Located in the
1400 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 Evergreen Student Handbook, for more about the SAC and advising at
Evergreen.
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'
Advising Services 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 Evergreen
Student 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 Study and Academic
Resources.
91
Graduate Study
at Evergreen
Master
of Environmental
Studies
The Graduate Program in Environmental
Studies opened in September, 1984, and has
reached its steady state capacity of approximately 80 students. Our first graduates of
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. To make attendance easier
for employed students, most coursework is
concentrated in the evening and late afternoon.
Master of Public Administration
The 72 quarter hour completion requirement can be met by part-time students in nine
quarters. while full-time students can complete
their work in as few as six quarters. All
students are expected to have recent
coursework in both the social and natural
sciences and in statistics 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 eight 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 Processes
(8 quarter hours)
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 resources, 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 Carol Simila-Dickinson,
Assistant Director, Graduate Program in Environmental Studies, The Evergreen State College, Lab I, Olympia, WA 98505;
206/866-6000, ext 6405.
92
The Graduate Program in Public Administration offers a master's degree in public administration (MPA). The program's primary commitment is to challenge and thoroughly
prepare students to seek democratic, equitable
and practical solutions to the problems which
face state and local governments in the Pacific
Northwest
The program welcomes both students intending to pursue a public sector career and those
already working for government or organizations involved in public issues. 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. To 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.
To satisfy the degree requirement, a student
must participate in a sequence of five core programs and complete three electives courses
and an applications project. Each core program
is interdisciplinary and team taught by two or
three faculty. The core sequence provides sus·
tained instruction in the analytical, administrative and communication skills needed for effective public service. It is also designed to imbue
students with the habit of examining the
political and economic context of public administration and policy making, of addressing
the ethical dimension of administration and
policy, and of attending to the roles and issues
of race and gender in the workplace and in
public policy.
Elective courses allow a student to broaden
the study of the public sector beyond the
range of the core programs or to concentrate
intensely on a specific public sector issue.
The applications project is completed concurrently with the core program in Public
Policy over the Winter and Spring Quarters of
the second year. It is a group or individuallyauthored research effort, usually with practical
impact for current public sector entities. The
topic, form and content of any project will
vary with the student's interests, opportunities
and development, but every project represents
the culmination of work in the program and
provides a document which demonstrates
the
author's knowledge and ability.
. The MPA curriculum
is:
Core Programs
The Political and Economic
Administration
Context
of Public
(8 quarter hours)
Managing
Human
Resources
(8 quarter hours)
Research Methods
Graduate
Program Procedures
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 the Graduate Catalog for details
regarding these procedures):
for the Public Sector
Academic transcripts including certification
of receipt of a bachelor degree
(8 quarter hours)
s
Fiscal Policy
(8 quarter hours)
Public Policy and Its Administrative
Implications
Brief essays by the applicant
(8 quarter hours)
GRE score
Applications Project
Administratioh
in Public Policy and
Letters of recommendation.
(8 quarter hours)
Electives
(12 quarter hours; typically, three 4 quarter
hour courses)
Inquiries
addressed
Director,
istration,
Olympia,
6405.
about the MPA program should be
to Carol Simila-Dickinson,
Assistant
Graduate Program in Public AdminLab I, The Evergreen State College,
WA 98505; (206) 866-6000, ext.
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
Limited financial aid is available in the form of
fellowships, assistantships, scholarships, workstudy 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 full-time students; aid to part-time
students, however, is more limited. In some
cases, the MPA or MES Programs can assist a
student in obtaining part-time public sector
employment.
Information on financial aid is
available from the MPA Program, the MES
Program and the Financial Aid Office at
Evergreen.
Graduate
Study at Evergreen.
93
~,
Dedication of the totem of a woman drummer as part of
Graduation Ceremonies, 1985, Carved by members of the
. "Ceremonies: Prefigurative Culture" program, the 12·foot
carving welcomes visitors to campus and symbolizes
Evergreen's commitment to diversity of peoples, cultures
and ideas,
~ A Geoduck booter confers with Coach Dave Brown. In
addition to intercollegiate teams in women's and men's
~ soccer, swiming and diving, Evergreen's Recreation and
~ Athletics program also offers intramural activities in basketball, volleyball, soccer, tennis, softball, track and field,
ultimate frisbee, crew, sailinJ' skiing and more.
"See you at the CAB!" This
popular Greener refrain is not
a reference to a vehicle for hire,
but an invitation to meet in the
College Activities Building, The
CAB features a bookstore, a
deli and cafeteria, meeting
rooms, KAOS radio station,
The Cooper Point Journal
(the student newspaper) and
other student offices. There's
also plenty of space to talk and
relax.
~. Saturday night at the Community Center.
..·
~
~
~
-=--
Catching the sun in front of the Community Center.
Located on the edge of the playflelds, the Center is
Housing's social hub. It contains the Slow Food Cafe,
Branch Bookstore and a large but cozy lounge, complete
with fireplace.
Evergreen has received national
recognition for the Organic
Farm. Located on the west
edge of campus, the farm is 13
acres of bustling agricultural and
academic activity. You can raise
crops through academic programs such as "Ecological
Agriculture" or on your own
plot in the community
garden. More details on pg. 51.
;;;
$.'
'!fI',
1liib.11i""lJIilfgllO'o::'::a'b."", •••, "'
-
~
Take a break from
everything on the
Evergreen beach.
Campus Plaza. the view from
the bus stop. The wooden arch
was part of an exhibit of outdoor sculptures by students in
the "Form and Function" program. Keep your eyes open for
weathervanes,
gargoyles,
mobiles and other creations that
periodically grace the 'campus.
Ir-
Inside the CAB.
A light moment at a meeting of the First Peoples Coalition (now the First Peoples Advising
Services). Student groups for people of color include: Umoja, MEChA, the Evergreen Indian
Center, the Asian-Pacific Isle Coalition and the Women of Color Coalition.
an Honorary Greener, visits the Evergreen
)1 Santa,
Childcare Center. The Center offers quality care for
)
,
preschool children. There is usually a waiting list, so call ext.
6061 as soon as possible.
Earth's one and only eight-foot
Geoduck. The Evergreen mascot
represents the college's unofficial
motto, Omnia Extares, which
loosely translates to "Let it all hang
out!"
,
The Evergreen Bookstore, located in the CAB, features
general reading and reference books, film processing, ticket
sales and the latest in Geoduck leisure wear. For late night
needs, including books, magazines, snacks and school supplies,
check out the Branch Bookstore in Housing's Community
\
Center .
(.11
~
.
~
Evergreen's Weight Room features instruction and encoura.ement
as well as top flight equipment. The CRC (Campus Recreation Center) also includes multipurpose dance and exercise
rooms, a brand-new gymnasium, Wellness Lab, sports medicine area and an equipment rental
center that offers everything from sailboats and kayaks to skis and backpacking equipment.
A sound
idea-Evergreen
provides extensive
state-of-the-art
media production
equipment and professional advice on a
personal basis. See
"Library" on page 91 .
!
•••
••
••••
•
One for the money, two for the show ... KAOS 89.3 FM
is a radio station not to be taken lying down. It's a truly
community
phenomena, airing innovative, commercialby students and community
free shows created
volunteers.
e
e
e
••••
•
Students
meet in
the new Lab Annex,
a facility especially
designed for the
expressive arts.
The Annex houses a
ceramic studio, a
large area for
sculpture, casting,
welding and sheet
metal work, and
newly remodeled and
expanded painting
and design studios .
• ::
At home in Housing. Nearly
1,000 students live in Evergreen's
Housing, which offers a choice
of single and double studios,
apartments, and duplexes.
one- to six-bedroom
Cooper's
Glen (not a part of
college Housing) is within
walking distance of the cam-
•••
••
The Computer
•
Applications
.::
has interfaced lab
::
Lab
equipment with computers, enabling
students to analyze
experimental
results immediately.
pus and offers one-, two- and
three-bedroom
apartments.
e_
,
41 The Communications Laboratory (COMM Building) is a dy,namic
41 focal point for the performing arts. You'll find production and per41 formance facilities for film, theater, music, dance and twodimensional design as well as a 200-seat Recital Hall and a blackbox Experimental Theater.
41
4
Learning for fun, wellness and enrichment-that's
the goal of
Evergreen's Leisure Education Classes. These self-sustaining, noncredit classes can teach you everything from ethnic dances and
Aikido to whitewater rafting and rock climbing. There's also
grantwriting, photography, scuba diving and nearly 100 other
courses to choose from at an average price of $32. Call 866-6000,
ext. 6530 for complete details.
Faculty Member
41' Rob Knapp and his
41 students take a per41 sonal look at Ever41 green's personal
41 computers. See
page 91 for details
on Computer
Services.
41 Happy Birthday, Charlie. Students in the Visual Humor
41 100th birthday with a costumed cruise around campus.
program celebrate the comedian's
,
o
o
Student
Union
In June, 1989, Evergreen's student
body approved a proposal for
creating a Student Union, whose
activities will be coordinated by a
six-member Student Union Board.
Because the Student Union
proposal did not yet have affirmative action language necessary to
be consistent with Evergreen's
Affirmative Action Policy, the
Student Union Governance document was not ready for printing
or distribution until after this
catalog's press date.
The Social Contract, Code of
Student Conduct and the
Grievance and Appeal Process are
printed in the Tbe Evergreen
Student Handbook.
o
If you are a physically or sensory
challenged person you will find
yourself not only welcomed at
Evergreen, but encouraged to
become a vital, active participant in
our community.
Our goal is to provide support
and assistance that will facilitate the
greatest degree of personal
independence and self-reliance
possible during your Evergreen
career. In order to identify approprate support services, we ask you
to notify the college 60 days
before registration to ensure
required accommodations
can be
arranged. All verification disability
materials are held in strict confidence and must be received prior
to enrollment to be eligible for
special services.
Offices that will assist you are:
Affirmative Action-ext.
6364 or
(206) 866-6834 for direct
Voice/TDD;
Physically and Sensory Challenged
Students-ext.
6348.
Students With Challenges Group-o
ext. 6092
To make arrangements to visit,
request an information brochure on
our services or just talk, please feel
free to call the Affirmative Action
Office. We look forward to learning with and from you.
Sincerely,
~~~
Margarita Mendoza de Sugiyama
Special Assistant to the President
for Affirmative Action
o
Food Services
The Greenery, located on the
o
o
first floor of the CAB, offers a
bountiful salad bar, Mexican food,
homemade pastries, international
food bar and more. One floor up,
The Deli features sandwiches,
espresso, ice cream and beverages.
Payment 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 $Ii 5
in the Cafeteria or Cashier's
Office.
8o
o
Mail Services
Student mail is delivered six days
a week and a self-serve postal unit
is provided in the CAB. If you're
a new student moving into
Campus Housing, you can send
your belongings to Mail Services,
The Evergreen State College,
Olympia, WA 98505.
Security
Campus Security is open 24 hours
a day, seven days a week and is
staffed by officers trained in law
enforcement to interact with all
members of the campus comrnunity 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 (see Tbe Evergreen Student Handbook for a
complete copy of this document).
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.
o
C
oo
Other Facilities
On Campus
LABS I and II provide a learning
environment
for the arts and
sciences. LAB I houses teaching
and research labs, advanced
microscopy lab, and several instrument labs which feature a scanning electron microscope with
x-ray elemental analysis capability,
a gas chromatograph
and other
equipment.
LAB II houses the Computer
Applications Lab and weaving,
printmaking,
neon, batiking, drawing and design facilities as well as
open studio spaces and general
laboratory science space.
See the photo on page 101 for
information about the LAB
ANNEX.
Student
Activities,
Student fees fund more than 30
student organizations. Some of
the services and organizations
include Asian Pacific Isle Coalition; Bike Shop; The Cooper
Point Journal, student newspaper;
Environmental
Resource Center;
Evergreen Childcare Center; Evergreen Info. Political Center; Evergreen Indian Center; Graduate
Student Association; Innerplace;
KAOS FM, community
radio station; Lesbian/Gay Resource
Center; Maarava; MEChA;
Organic Farm; Parent's Resource
Center; Peace Center; Recreational
sports; Recycling Center; S&A
Board Coordinator; Sligbtly West,
student literary magazine; Student
Art Gallery; Student Communication Center; Students with
Challenges; UMOJA; WashPIRG;
Wilderness Center; Women of
Color Coalition and Womens
Center. Also see Student Development, page 91.
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.
Campus and Vicinity
The Evergreen State College and
Olympia are an hour's drive away
from the Seattle'Iacorna airport,
and are also served by the
Greyhound and Trailways bus
companies. Evergreen and the
State Capital are only a scenic
drive from most Washington cities
and major points of interest.
How to get here
Whether you are coming from
the north or south, you can reach
the campus by taking Interstate 5
into Olympia and then turning
onto Highway 101 at Exit 104.
Follow 101 west for three miles to
The Evergreen State College exit,
and go another two miles on the
Evergreen Parkway to the campus
entrance.
palblO
Marine
Laboratory
\
Geoduck 'Beach
\,
Path to
N
Geoduck
Beach
Adult
Student
~
a
DrHlwood
W •• vlng
StudIo
.l'1'
Path to
Organic
Farm
* Handicapped
Parking
To Mud Bay Road
•.
•
•
.•
•
4 Firearms
4 The college discourages anyone
from bringing any firearm or
Because Evergreen is state-owned,
weapon on to campus, however,
there are responsibilities to the
firearms that must be brought on
state and county that must be met.
campus property will be checked
Alcoholic Beverages
in and retained by Campus
No liquor is allowed on campus,
Security. A special explanation
or in campus facilities, unless a
must be filed with the Security
banquet permit has been issued
Chief accompanying the retention
by the State Liquor Control
request for handguns. Persons in
Board. Rooms in the residence
possession of an unchecked
halls and modular units are
firearm on campus will be subject
homes, and drinking is legally
. to immediate expulsion from Ever·
permissible for students 21 or ....•• green, or to criminal charges.
older.
••••
Pets
Using College Premises
•
Pets are not allowed on campus
Evergreen's facilities may be used
unless under physical control by
for activities other than educa·
their owner. At no time are pets
tion, provided that users meet
allowed in buildings. Stray animals
4
eligibility requirements, suitable
will be turned over to the
space is available, and adequate
Humane Society.
:
preparations are made.
4
4
Arrangements for conferences
4 Bicycles
4
or group gatherings by outside
4 Bicycles should be locked in parkorganizations are made through
ing blocks provided at various
Conference Services, CAB 214.
locations around campus. They
Evergreen students, faculty and
should not be placed in, or along·
staff who want to schedule a
side, buildings, and should not be
special event or outside speaker
locked to railings. Bicycle registra·
must contact the Production
tion /licenses that aid in recovery
Clearance Coordinator, CAB 305.
of lost or stolen bicycles are
Reservations for space and/or
available at the Campus Security
facilities are made through the
office for a small fee.
Space and Scheduling Office,
Seminar Building, room 4109.
•
Smoking
Allocations of space are made
Smoking is only allowed in
first for Evergreen's regular in"Smoking Permitted Areas. A
structional and research programs,
revised policy, creating a smokenext for major all-college events,
free campus became effective
then for events related to special
July 1, 1989. Members of the
interests of groups of students,
campus community are expected
faculty or staff, and then for
to respect this policy by their
alumni-sponsored events. List
actions and accept shared responpriority goes to events sponsored
sibility for its enforcement.
by individuals and organizations
ou tside 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.
Facilities/Use
Regulations
Parking Regulations
Motor vehicles must display valid
parking permits, available at the
prices below:
Per Day Quarter
Parking
Automobiles
.75
$22
Motorcycles
.75
11
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.
~ar
$54
27
Trustees, Administration
and Faculty
Board of Trustees
September 1989
Herbert Gelman
Chairman,
'Iacorna
Kay Boyd
Vice Chairman, Lacey
Richard S. Page
Secretory,
Seattle
George E. Mante
Ocean Shores
William T. Robinson
Seattle
Allan M. Weinstein
Vancouver
Administration
Joseph D. Olander
President
Patrick J. Hill
Provost and Academic Vice President
Gail E. Martin
Vice President for Student Affairs
T. Les Puree
Vice President for Co/lege Advancement
Kenneth M. Winkley
Vice President for Finance and Administration
Kathleen Garcia
Executive
Assistant
Barbara
L. Smith
Academic
to the President
Dean
Michael W. Beug
Academic
Carolyn
Academic
Dean
E. Dobbs
Dean
Charles N. Pailthrop
Academic Dean
Matthew E. Smith
Academic
Dean
Jose A. Gomez
Assistant
Dean
Sarah A. Pedersen
Dean of Library Services
Arnaldo Rodriguez
Dean
of Enrollment
Services
Ernest L. Thomas
Dean of Student Development
. Faculty
This is a listing of Evergreen's faculty as of 1989-90. A more
extensive detailing of Evergreen faculty members' areas of
expertise can be found in The Evergreen Student Handbook,
available at the Student Advising Center.
Humanities-Art
Richard W. Alexander, 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.
Marianne Bailey, Languages and Literature, 1989;
B.A., Foreign Languages and Literature, University of Nevada,
1972; M.A., French language and Culture, University of
Nevada, 1974; Ph.D., Francophone Literature and Culture,
Sorbonne, University of Paris, 1985; Graduate work at Uruversity of Washington, University of Tubingen, West Germany.
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, Communications, 1973;
B.A., English, College of William and Mary, 1965; Ph.D.,
English, University of Exeter, England, 1972.
Sally J. Cloninger, Film'Ielevision, 1978;
B.S., Syracuse University, 1%9; M.A., Theater, Ohio State
University, 1971; Ph.D., Communications-Film, Ohio State
University, 1974.
Doranne Crable. Expressive Arts: Performance Art,
Literature,
Writing,
Acting,
Movement
1981;
B.A., English, University of Michigan, 1%7; 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 Texas 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.
Anne Fischel, Film 1989;
B.A., English and American Literature, Brandeis University,
1971; M.A., Communication, University of Massachusetts at
Amherst, 1986.
Marilyn J. Frasca, Art, 1972;
B.EA., Fine Arts, San Francisco Art Institute, 1961; M.A.,
Art, Bennington College, 1964.
Angela Gilliam, Anthropology, 1988;
B.A., Latin American Studies, University of California at Los
Angeles, 1958; Ph.D., Union Graduate School, 1975.
Jorge Gilbert, Sociology, 1988;
M.A., Licenciado en Sociologia, Universidad de Chile, 1971;
M.A., Sociology, University of Toronto, 1975; Ph.D.,
Sociology, University of Toronto, 1980.
Bob Haft, Expressive Arts;
B.S. Psychology, Washington State University, 1971; M.EA.,
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 of the Faculty,
1983; Language Studies; RussianSoviet
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,
1%8; M.A., Literature, State University of New York at Buffalo, 1968-70; Ph.D., Literature and Education, The Union
Graduate School, 1986.
Patrick J. Hill, 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., HistoryPhilosophy of Science, Indiana University, 1%3; M.A.,
Philosophy, Yale University, 1965; Ph.D., Philosophy, Yale
University, 1966.
Margaret I. Hunt, Dance, 1976;
B.EA., Dance, Ohio State University, 1969; M.Ed., Dance,
Temple University, 1972.
Bernard Johansen, Dance, 1972.
Kazuhiro 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.
Patricia Krafcik, Russian Language and Literature, 1989;
B.A., Russian, Indiana University (Bloomington), 1971; M.A.,
Russian Literature, Columbia University, 1975; Ph.D., Russian
Literature, Columbia University, 1980.
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, 1%7; Ph.D.,
English (American Studies), Washington State University,
1978.
.
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.
S. R. Martin,
Jr., English and American Studies, 1970;
Academic Dean, 1973-76;
Natural Sciences
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,
Librariansbip. 1978;
SA., Music, Macalester
College, 1967; M.A., Library Science,
University of Denver, 1968.
.
Clyde Barlow,
B.S., Chemistry,
Charles J. McCann,
Englisb, 1968; President, 1968-77;
SA., 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 Minugh, Native American Studies, 1988;
A.A., General Education.
Grays Harbor Community
College,
1973; B.A., Liberal Arts, The Evergreen State College, 1974;
Carrie
Margolin,
Psychology, 1988;
B.A., Hofstra University,
1976; Ph.D., Dartmouth
1981.
Chemistry, 1981:
Eastern
Washington
University,
1968; Ph.D.,
Chemistry, Arizona State University, 1973.
Michael
W. Beug, Chemistry, 1972;
B.S., Chemistry,
Harvey Mudd College, 1966; Ph.D.,
Chemistry,
University of Washington,
1971.
Richard
B. Brian, Mathematics, 1970;
B.S., Physics, Grove City College, 1953; M.A., Mathematics,
University
of Maryland,
1959; Ph.D., Mathematics
Education.
University
of Maryland,
1966.
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. Cellarius,
Plant Biology. Biophysics, Environ-
M.S., Education Administration, Washington State University,
1975; D.Ed., Higher Education Administration, Pennsylvania
mental Policy, 1972;
State University, 1981.
Frank Motley, Librariansbip,
1978;
B.S., Psychology, Portland State University,
1965; M.S.,
Librarianship, University of Oregon, 1%8.
Alan Nasser,
Philosophy; 1975;
A.B. Classical and Modern Languages, St. Peter's College,
1961; Ph.D., Philosophy, Indiana University,
1971.
Mary F. Nelson,
Art, Anthropology, Minority Studies,
Rockefeller University,
1965.
Robert
Cole, Physics, 1981;
B.A., Physics, University of California at Berkeley, 1965; M.S.,
Physics, University of Washington,
1%7; Ph.D., Physics,
Michigan State University, 1972.
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,
Psychology, Brown University,
1972.
Judith E. Bayard Cushing,
Computer Science, 1982;
B.A., Math and Philosophy, The College of William and
Mary, 1968; M.A., Philosophy, Brown University,
1969.
George
E. Dimitroff,
Matbematics, 1973;
B.A., Mathematics,
Reed College, 1%0; M.A., Mathematics.
1958; M.A., Theater
Charles
N. Pailthorp,
1988-;
B.A., Philosophy,
Arts, Indiana University, 1962.
Philosophy, 1971; Academic Dean,
Reed College,
1962; Ph.D.,
Philosophy,
University of Pittsburgh,
1967.
David Paulsen,
Pbilosophy, 1978;
B.A., Philosophy, University
of Chicago, 1963; Ph.D.,
Philosophy and Humanities.
Stanford University,
1971.
David L. Powell, Literature, 1972;
SA., English, Pennsylvania
State University,
1%0; Ph.D.,
Literature, University of Pennsylvania, 1967.
Sarah Rideout,
Librariansbip. 1987
- SA., The Evergreen Stare College, 1978; M.A., Literature,
University of Puget Sound, 1982; M.L.S .. University of
Washington,
1984.
Terry A. Setter,
Music and Audio, 1983;
SA., 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;
SA., Psychology, University
of California at Los Angeles,
1954; M.A. , English, University
of California at Los Angeles,
1963.
Leon R. Sinclair, Literature, 1971;
SA., University of Wyoming,
1964; Ph.D., Literature, University of Washington,
1970.
Paul J. Sparks,Art
and Pbotography, 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.
Gail Tremblay,Creative Writing, 1980;
B.A., Drama, University
of New Hampshire,
1967; M.F.A.,
English (poetry), University of Oregon, 1969.
Setsuko
'Isutsumi. [apanese Language/Culture, 1985;
SA., Psychology; Teaching license in English and Guidance
and Counseling,
1965; M.A., English, 1978; Ph.D.,
Comparative literature, 1985.
Sidney D. White,A
rt. 1970;
Physics,
Reed College,
1958; Ph.D.,
Life Sciences,
O. Aikin Cushing,
Computer Science, 1976; Director
of Computer Services; 1976-1984;
John
B.A., Physics,
Reed College,
1967; Ph.D.,
University of Oregon, 1962; Ph.D., Mathematics, University
of Oregon, 1964.
Larry L. Eickstaedt,
1978-81, 1986-88;
B.S., Biology, Buena
Biology, 1970; Academic Advisor,
Vista College,
1961; M.S., Zoology,
State
University of Iowa, 1964; Ph.D., Biology, Stanford University,
1969.
Betty
R. Estes,
B.S., Mathematics,
of Oklahoma,
1957; M.A.,
Mathematics, University of Pennsylvania, 1960.
John Robert
Filmer, Marine Studies, 1972;
B.S., Agriculture,
Cornell University,
1956; B.A.£.,
Agricultural
Engineering,
Cornell University,
1957; M.S.,
Hydraulic
Engineering,
Colorado State University,
1964;
Ph.D., Fluid Mechanics,
Colorado State University, 1966.
Thomas
Grissom,
Physics, 1985;
B.S., Physics. University
of Mississippi,
1962; M.S., Physics,
University of Mississippi. 1964; Ph.D., Physics, University of
Tennessee, 1970.
Burton
S. Guttman,
Biology, 1972;
B.A., Interdisciplinary
Science, University
of Minnesota,
1958;
Ph.D., Biology, University of Oregon,
1963.
Steven
G. Herman,
Biology, 1971;
SS., 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, Natural Sciences and Mathematics,
1970-73;
B.S., Physical Education,
University of Iowa, 1949; M.s.
Physical Education,
University
of Washington,
1950; Ph.D.,
Zoology, Oregon State University, 1956.
Neil Jacobsen,
Chemistry; 1986;
B.S., Chemistry,
University of Oregon,
1977; Ph.D., Organic
Chemistry,
University
of California at Berkeley, 1982.
Linda B. Kahan, Biology, 1971;
A.B., Zoology, University
of California at Berkeley, 1963;
M.A., Biology, Stanford University, 1965; Ph.D., Biology,
Stanford University,
1967.
Jeffrey J. Kelly, Chemistry and Biochemistry, 1972; Direc-
Dean, 1976-78;
1953; M.A., Music, University
Music, University
of Illinois,
B.S., Chemistry.
Harvey
Mudd
College,
1984
David H. Milne, Biology, 1971;
B.A., Physics. Dartmouth
College,
Entomology,
Janet Ott, Biology, 1985;
B.S., St. Lawrence University,
1975; Ph.D., Biology,
of Southern
California,
1982.
Willie L. Parson,
Microbiology, 1971; Academic
University
Dean,
1974-78;
B.S., Biology, Southern
University,
1963; M.S., Bacteriology,
Washington
State University,
1968; Ph.D., Microbiology,
Washington
State University,
1973.
John
Biology, History of Technology and
1980; Academic Dean, 1980-86;
H. Perkins,
SA., Biology, Amherst College, 1964; Ph.D., Biology, Harvard University, 1%9.
Hazel J. Reed, Mathematics, 1977;
B.A., Mathematics,
Reed College, 1960; M.S. and Ph.D.,
Mathematics,
Carnegie Mellon University,
1968.
Niels A. Skov, Management, 1972;
B.S., Mechanical
Engineering,
Teknikum, Copenhagen,
Denmark, 1947; M.S., Physical Oceanography,
Oregon State
University,
1965; Ph.D., Physical Oceanography,
Oregon State
University, 1968.
Robert
R. Sluss, Biology, 1970;
B.S., Zoology, Colorado College, 1953; M.S., Entomology,
Colorado Stare University,
1955; Ph.D., Entomology,
University
of
at Berkeley.
1966.
Oscar
H. Soule. Biology, 1971; Director of Graduate Program in Environmental and Energy Studies, 1981-86;
Associate Academic Dean, 1972-73; Academic Advisor,
1983;
B.A., Biology, Colorado College, 1962; M.S., Zoology, University of Arizona,
1964; Ph.D., Ecology-Biology,
University
of
Arizona,
1969.
James Stroh,
Geology, 1975;
B.S., Geology, San Diego State University,
1968; M.S.,
Geology, University of Washington,
1971; Ph.D., Geology,
University of Washington,
1975.
Masao Sugiyama,
Mathematics, 1988;
B.A., Eastern Washington
University,
1963; M.S., Western
Washington University, 1%7; Ph.D., Washington State University,1975.
Frederick
D. Tabbutt,
Chemistry, 1970
B.S., Chemistry,
Haverford College, 1953; M.A., Chemistry,
Harvard University,
1955; Ph.D., Physical Chemistry,
Harvard
University,
1958.
Peter
B. Taylor, Oceanography; 1971;
B.S., Biochemistry,
Cornell University,
1955; M.S., Marine
Biology, Scripps Institution of Oceanography, University of
California at Los Angeles, 1%0; Ph.D., Marine
Scripps Institution of Oceanography, University
Biology,
of California
at San Diego, 1964.
Alfred
M. Wiedemann,
Biology, 1970;
B.S., Crop Science, Utah State University,
1960; M.S.,
Agronomy,
Utah State University,
1962; Ph.D., Plant Ecology,
Oregon
Byron
State University,
1966.
L. Youtz, Physics, 1970: Academic Dean, 1973-74;
Vice President and Provost, 1978-83;
B.S., Physics, California Institute
Physics. University of California
1964; Ph.D.,
1961; Ph.D.,
Purdue University,
1967.
Gonzalo
Munevar,
History/Philosophy of Science, 1989;
B.A., Philosophy, California State University
at Northridge,
1970; M.A., Philosophy, California Stare University
at Northridge, 1971; Ph.D., Philosophy, University
of California,
1975.
California
History of Science, 1971;
University
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, Physiology, 1987;
B.A., Biology, University
of Missouri,
1977; M.S. Applied
Physics, Cornell University,
1980; Ph.D., Plant Physiology,
Environment,
Cognitive
tor of Laboratory Computing, 1984;
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,
1%9.
William C. Winden,
Music, 1972; Assistant Academic
B.A., Art, Stanford University,
of Washington,
1961; D.M.A.,
1971.
B.A.,
College,
of Technology,
1948; Ph.D.,
at Berkeley, 1953.
Biophysical Chemistry, University of California at Berkeley,
1968.
Robert
H. Knapp,
Jr.,
Physics, 1972; Assistant Academic
Social Sciences
Dean, 1976-79;
B.A.,
Physics,
Harvard
University,
1965; D. Phil., Theoretical
Physics, Oxford University, England, 1968.
Elizabeth
M. Kutter,
Biophysics, 1972;
B.S., Mathematics,
University of Washington,
1962; Ph.D.,
Biophysics, University of Rochester, New York, 1968.
G. Siegfried
Kutter,
Astrophysics, 1972;
B.S., Physics, University
of Washington,
1962; M.A., Physics.
University
of Rochester, New York, 1965. Ph.D., Physics,
University
of Rochester, New York, 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, 1%5; Ph.D., Inorganic
Chemistry,
Brandeis University, 1974.
Albert
C. Leisenring,
Mathematics, 1972;
B.A., Mathematics,
Yale University,
1%0; Ph.D.,
Mathematics,
The University
of London,
1967.
Guy B. Adams,
Public Administration. 1978; Director of
Graduate Program in Public Administration, 1980-81;
B.A., History, Temple University,
1970; M.A., Public
Administration,
University
of New Mexico, 1973; D.PA.,
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, 1%7.
William
Ray Arney,
Sociology. 1981;
B.A., Sociology, University
of Colorado, 1971; M.A.,
Sociology, University
of Colorado, 1972; Ph.D., University
of
Colorado, 1974.
Justino
Balderrama,
Health and Human Services, 1984;
B.A., Sociology, California State University,
1962; M.SW.,
Social Work, San Jose State University,
1975.
Peter
G. Bohmer,
Economics, 1987;
B.S., Economics and Mathematics, Massachusetts Institute of
Technology,
1965; Ph.D.,
Massachusetts,
1985.
Trustees,
Economics,
Administration
and
University
Faculty.
of
107
Priscilla V. Bowerman, Economics, 1973; Director oj
Graduate Program in Public Administration, 1986-89;
A.B., Economics, Vassar College, 1966; M.A., Economics, Yale
University, 1967; M.Phi!., Yale University, 1971.
Jovana J. Brown, Library and Information Studies, 1974;
Dean oj Library Services, 1974-81;
A.B., Political Science, University of California Riverside,
1959; M.L.S., University of California at Berkeley, 1%5;
M.A., Political Science, University of California at Berkeley,
1967; Ph.D., Library and Information Studies, University of
California at Berkeley, 1971.
William H. Brown, Geography, 1974;
B.A., Geography, Antioch College, 1956; M.A., Geography,
University of California at Berkeley, 1%7; Ph.D., Geography,
University of California at Berkeley, 1970.
Bill Bruner, Economics, 1981;.
B.A., Economics and Mathematics, Western Washington
University, 1%7.
Stephanie Coontz, History and Women S Studies, 1974;
B.A., History, University of California at Berkeley, 1966;
M.A., European History, University of Washington, 1970.
Beryl L. Crowe, Political Science, 1970;
A.B., Political Science, San Francisco State College, 1959;
M.A., Political Science, University of California at Berkeley,
1961.
Diana C. Cushing, Psychology, 1978;
B.S., Occupational Therapy, University of Buffalo, 1959;
Ph.D., Clinical Psychology, State University of New York at
Buffalo, 1971.
Virginia Darney, Literature and Women s Studies, 1978;
A.A., Christian College, 1963; B.A., American Literature,
Stanford University, 1965; M.A., Secondary English Education, Stanford University, 1966; M.A., U.S. Studies, King's
College, University of London, 1972; 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 IDs Angeles, 1948;
Ed.D., Curriculum Development, Columbia University, 1956.
Llyn De Danaan (formerly Lynn 0. Patterson),
Anthropology, 1971; Academic Dean, 1973-76;
B.A., Anthropology, Ohio State University, 1966; M.A.,
Anthropology, University of Washington, 1%8; Ph.D.,
Cultural Anthropology, The Union Graduate School, 1984.
Elizabeth Diffendal, Applied Social Science, 1975;
Academic Dean, 1981-85;
A.B., Social Anthropology, Ohio State University, 1%5; M.A.,
Cultural Anthropology, University of California at IDs
Angeles, 1968; Ph.D., Applied Anthropology, The Union
Graduate School, 1986.
Carolyn E. Dobbs, Urban Planning, 1971; Academic Dean,
1987-89;
B.A., History-Political Science, Memphis State University,
1963; M.A., Political Science, University of Kentucky, 1966;
M., Urban Planning, University of Washington, 1%8; 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., Developmental
Psychology, Harvard University, 1967; Ph.D., Developmental
Psychology, Harvard University, 1971.
Thomas H. Foote, Education-joumalism,
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. Gribskov, Journalism and Education, 1973;
Ph.D, Education, University of Oregon, 1973.
Jeanne E. Hahn, Political Science, 1972; Assistant
Academic Dean, 1978-80;
B.A., Political Science, University of Oregon, 1%2; M.A.,
Political Science, University of Chicago, 1964; A.B.D, Political
Science, Chicago, 1%8.
Phillip R. Harding, Architecture, 1971;
B., Architecture, University of Oregon, 1963; M.,
Architecture, University of California at Berkeley, 1970.
Lucia Harrison, Public Administration, 1981;
B.A., Arts Administration, Antioch College, 1972; M.P.A.,
Public Policy, University of Wisconsin at Madison, 1976;
Ph.D., Educational Administration, University of 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.
1011
• Trustees,
Administration
and Faculty
David Hitchens, History, 1970;
B.A., History, University of Wyoming, 1961; M.A., History,
University of Wyoming, 1962; Ph.D., History, University of
Georgia, 1961l.
Taylo-r E. Hubbard, Library Science, 1986;
B.A., History and Business, University of Vermont, 1966;
M.A., History, San Francisco State University, 1%8; M.L.S.,
University of California at IDs Angeles, 1969.
Ryo Imamura, Psychology, 1988;
B.A., Mathematics, University of California, Berkeley, 1967;
M.S., Counseling, San Francisco State University, 1978; Ed.D,
Counseling/Educational Psychology, University of San
Francisco, 1986.
Virginia Ingersoll, Communications, 1975;
B.A., Journalism-Philosophy, Marquette University, 1964;
Ph.D., Communications and Organizational Psychology,
University of Illinois, 1971.
Winifred Ingram, Psychology, 1972; Emerita, 1981;
B.A., Sociology, University of Washington, 1937; M.A.,
Sociology, University of Washington, 1938; Ph.D, Clinical
Psychology, Northwestern University, 1951; Fellow of the
Mary Ingraham Bunting Institute of Radcliffe College,
1971-72.
Lovern Root King, Social Sciences, 1977;
B.A., English, Seattle Pacific College, 1972; M.e.,
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
Administration, 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, Public Administration, 1980;
B.A., Mathematics, University of Texas, 1%0; M.A.,
Economics, University of Wisconsin, 1%7.
Daniel B. Leahy, Public Administration, 1985; Director of
Labor Center, 1987;
B.A., Economics, Seattle University, 1965; M.P.A., NYU
Graduate School, 1970.
Russell Lidman, Economics, 1974; Director of Graduate
Program in Public Administration, 1981-83; Director,
Washington State Institute for Public ltJlicy, 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, 1%5.
Maxine L. Mimms, Social Services, 1972;
B.S., Education, Virginia Union University, 1950; Ph.D.,
Pedagogical and Curriculum Studies, Union Graduate SchoolWest, 1977.
Paul Mott, Sociology, 1984;
B.S., Political Science, Purdue University, 1952; M.A., Political
Science, University of Michigan, 1955; Ph.D., Sociology,
University of Michigan, 1960.
Arthur Mulka, Public Administration and Management,
1979;
B.A., Sacred Heart Seminary, 1954; ST.L., Catholic University,
1958; S.S.L., Biblical Institute, Rome, Italy, 1965; M.P.A.,
California State University, 1975; DP.A., Public Administration, University of Southern California, 1980.
Ralph W. Murphy, Environmental Science, 1984;
B.A., Political Science and Economics, University of
Washington, 1971; M.A. Political Science, University of
Washington, 1973; Ph.D, Political Science, University of
Washington, 1978.
Charles T. Nisbet, Economics, 1971;
B.A., Economics, Kalamazoo College, 1958; M.B.A., Business,
Indiana University, 1959; Ph.D, Economics, University of
Oregon, 1967.
Dean Olson, Management, 1988;
B.A., International Business, University of Washington, 1964;
M.A., International Business, University of Washington, 1%5;
Ph.D., Business Finance, University of Washington, 1968.
Mark Papworth, Anthropology, 1972;
B.A., Central Michigan College, 1953; M.A., Anthropology,
University of Michigan, 1958; Ph.D., Anthropology, University of Michigan, 1967.
John L. Parker, Education, 1986;
A.B., American Civilization, Brandeis University, 1958;
M.AT., Social Science Curriculum, Harvard University, 1960;
Ed.D., Curriculum and Supervision, Harvard University, 1968.
Yvonne Peterson, Education, 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.
Rita Pougiales, Education, 1979; Academic Dean, 1985-88;
B.A., Liberal Arts, The Evergreen State College, 1972; M.A.,
Education, University of Oregon, 1977, Ph.D, Education and
Anthropology, University of Oregon, 1981.
Brian Price, History, 1987;
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. Smith, Political Science, 1978; Academic Dean,
1978-1990;
B.A., Political Science, Lawrence University, 1966; M.A.,
Political Science, University of Oregon, 1968; Ph.D., Political
Science, University of Oregon, 1970.
Matthew E. Smith, Political Science, 1973; Academic
Dean, 1987-88;
B.A., Political Science, Reed College, 1966; M.AT., 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 IDs Angeles, 1979; Ph.D., Public Administration,
Virginia Polytech Institute and State University, 1987.
Gregory Stuewe-Portnoff,
Psychology, 1971;
B.A., Psychology, Brooklyn College, 1961; M.A., General
Experimental Psychology, Brooklyn College, 1964; Ph.D,
Social Psychology, City University of New York, 1976.
Nancy Ta,ylor, History-Education, 1971;
A.B., History, Stanford University, 1963; M.A., Education,
Stanford University, 1965.
Kirk Thompson, Psychology and Political Science, 1971;
B.A., History, Stanford University, 1956; M.A., Political
Science, Stanford University, 1958; Ph.D., Political Science,
University of California at Berkeley, 1965; Postdoctoral studies,
Psychology, C'G. lung Institute, 1975-77.
Sherry L. Walton, Education, 1987;
B.A., Education, Auburn University, 1970; M.Ed.,
Developmental Reading, Auburn University, 1977; Ph.D.,
Theories in reading, research and evaluation methodology,
University of Colorado, 1980.
Gregory Weeks, Economics, 1981;
B.S., Economics, Iowa State College, 1969; M.S., Economics,
Pittsburgh State College, 1972; Ph.D, Economics, Washington
State University, 1978.
David W. Whitener, Native American Studies, 1978;
B.Ed., English History, Western Washington University, 1962;
M.Ed., Public School Administration, Western Washington
University, 1970.
Thomas Wommeldorf,
Economics, 1989;
B.A., Economics, The Evergreen State College, 1981; Ph.D.,
Economics, American University, 1989.
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 and Computer Sciences, 1975;
Director oj Computer Services, 1973-75; Assistant Academic
Dean, 1979-81; B.S., Electrical Engineering, University of
Arkansas, 1956; M.B.A., Columbia University, 1970.
General
Index
A
E
o
Academic Advising, 16, 18, 91
Academic Credit, 23
Academic Fairs, 18
Academic Subject Index, 110
Accreditation, 113
Address, changes, see Registration, 28
Admission, 21
Emergency loans, 25
Enrollment deposit, 25, 26
Enrollment figures, II
Environmental Studies, graduate program, 92
Environmental Studies. 45
Equivalencies; see also Narrative Evaluations, 18
Evaluations, 12, 18, 29
Exit Interviews, 31
Expenses, estimated yearly, 26
Expressive Arts, 53
Off-campus Program, 89
Organic gardening, 19, 51
notification,
23
requirements and procedures, 22
Advanced Programs, 39
Affirmative Action, 112
Alcohol, !O5
Appeals, 26, 28
Application deadlines, 22
Application fee, 22, 26
Arts and Sciences Laboratory Building, 103
Athletics, 18
Auditors, 23
B
Bachelor of Arts, 31
Bachelor of Science, 31
Bicycles, 105
Billing Procedures, 26
Bookstore, 99
C
Calendar, JJ3
Campus Profile, 112
Campus Recreation Center, 95, 97
Center for the Study of Science and Human Values, 77
Child Care, 99
College Activities Building, 18, %, 98
Communications Laboratory, 102
Computer Services, 91, 101, 102
Condensed Curriculum, 34
Conditional Admission, 25
Confidentiality of records, 31
Contacting Evergreen, 112
Contracts,
see Group, Individual, Social
Cooper Point Journal, 18
Cooperative Education, 90
Coordinated Study, 9, 18
Core Programs, 9, 18, 39
Counseling Services, 91
Academic Advising, 91
Career Development, 91
First Peoples Coalition, 91
KEY-Special Services, 91
Psychological counseling, 91
Courses, 7, 22
Credit, 29, 18
Curriculum, 36, 37
o
Deferred Admissions, 25
Degree requirements, 33
Deposits, 25, 29, 30
Disappearing Task Force, 18
Drops, program changes, 31
F
Facilities
use regulations, 103
Faculty, 18, 107
evaluations, 18
Fees and charges, 26
Financial aid, 25
Firearms, 105
First People, 19, 91
First People's Advising Services, 91, 98
Food services, 103
Foreign language study, 67
Foreign students, 22
Foundation scholarships, 25
Freshman admission requirements, 21
Full-time status, 27
G
G'ardening, 19, 51
General Education Development Tests, 22
Geoduck, 19, 99
Governance, 19, 103
Graduate study, 92
Graduation requirements, 31
Group Contracts, 9
H
Handicapped Access, see Physically Challenged, 103
Health insurance, 27
Housing, 101
Humanities, 61
I
Individual learning Contracts, 19
Insurance, 27
International students, 22
International studies, 37,67
Interdisciplinary programs, 19
Internships, 19
J
-
Jackson School of International Studies, 67
K
KAOS, 18, 101
KEY-Special Services, 91
L
Lab buildings, 101, 103
Language and Culture Center, 67
Leaves of absence, 31
leisure Education, 102
Library, 91
Loans, 25
H
M ail service, 103
Malheur Bird Observatory, 51
Management and the Public interest, 70
Map of campus, 104
Master of Environmental Studies, 92
Master of Public Administration, 92
Minority affairs, 19, 91
N
Narrative Evaluations, 12, 18, 29
Native A merican Studies, 73
P
Parking, 27, 105
Part-time study, 19, 90
Payment procedures, 26
Pets, 105
Physically Challenged Access, 103
Placement, 112
Planned equivalencies, 18
also see Narrative Evaluations, 12, 18, 29
Political Economy and Social Change, 75
Portfolios, 29
Prior learning Program, 19,90
Program planning, 19
Public Administration, graduate program, 92
R
Reciprocity, 26
Record keeping, 29
Recreation, %, 97, 100
Refunds, 26
Registration, 28
Academic Credit, 29
Academic Standing, 31
Academic Warning, 3I
Withdrawals, 28
Residency, 26
Returning students, 22
5
Scholarships, 25
Science, Tecbnology and Health, 78
Seawulff,51
Security, 103
Self-Evaluations, 19
Self-Paced Learning, 91
Seminars, 19
Services and activities, 18, 103
Smoking, 105
Social Contract, 19
Special forms of study, 90
Special Students, 23
Specialty Areas, 19
Sports, %, 97, 100
Student Activities, 103
Student Advising Center, 91
Student Development, 91
Student evaluation of faculty, 18
Study abroad, 37, 67
Subjects, academic, 110
Summer Quarter, 23
T
'Iacoma Program, 89
Teacher Education, 87
Transcripts, 13
Transfer of Credit, 19
Transfer students, 22, 24
Tuition, 26
U
University of Washington, 67
Upside-down Degree Program, 24
V
Vacations, 113
Veterans, 103
W
Warning, academic, 31
Washington Public Interest Research Group
(WashPIRG), 27
Washington State Institute for Public Policy, 103
Withdrawals, 28
Writing Center, 90
General Index'
109
Academic Index
What follows is a listing of the academic subjects that will be offered at Evergreen during
the 1990-91 year. Listed under each subject are
the Coordinated Study Programs or Group
Contracts in which it will be taught. 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, 70
Agriculture
Third World Service in Agriculture and Environmental
Studies, 47
Environment, Regions and Governance, 48
Ecological Agriculture (to be offered 1991·92), 50
Anatomy
Molecule to Organism, 82
Advanced Study in Biology, 83
Anthropology
Cultures in Collision: The Americas, 40
The Televised Mind, 59
Personality, Society and Culture: Story,
Theory and Research, 65
Art
Pacific Northwest: Her Story/His Story, 41
Reflections of Nature, 41
Society, Social Change and Expressive Arts, 42
Studio Project: Drawing, 55
Studio Project: Thematic Studies, 55
Studio Project: Sculpture, 55
Form and Function, 56
Patterns: Commonalities Between Art, Music and Science, 58
The Rites of Spring: Rebirth of the Arts, 59
The Mythic Image, 62
B
Biochemistry
Molecule to Organism, 82
Biology
Habitats: Aquatic, Terrestrial and Human, 46
Topics in Marine Biology, 47
Principles of Biology: Cells and Organisms, 49
The Nature of Natural History, 49
Ecological Agriculture (to be offered 1991-92), 50
Foundations of Natural Science, 81
Molecule to Organism, 82
Advanced Study in Biology, 83
Botany
Field Natural History, 50
Business
Management and the Public Interest, 70
C
Calculus
Matter and Motion, 81
Chemistry
Habitats: Aquatic, Terrestrial and Human, 46
Ecological Agriculture (to be offered 1991-92), 50
Foundations of Natural Science, 81
Matter and Motion, 81
Molecule to Organism, 82
Advanced Chemistry: Dynamic Systems, 82
Advanced Chemistry: Structures, 83
Communication
Society, Social Change and Expressive Arts, 42
Documentation: A Clear View of Life, 42
The Televised Mind, 59
Changing Minds, Changing Course, 71
Community Studies
Sustainable Community Systems, 47
Third World Service in Agriculture and Environmental
Studies, 47
Energy Systems/Energy Studies, 83
Computer Graphics
Patterns: Commonalities Between Art, Music and Science, 58
Computer Science
Data to Information, 84
Computability and Cognition: The Scope and Limits of
Human Reason, 85
Counseling
Psychological Counseling: Multicultural Focus, 86
Dance
Collaborations: Music and Dance, 54
The Rites of Spring: Rebirth of the Arts, 59
Design
Studio Project: Drawing, 55
Reflections of Nature, 41
Form and Function, 56
Drawing
Reflections of Nature, 41
Studio Project: Drawing, 55
E
Ecology
Habitats: Aquatic. Terrestrial and Human, 46
Invertebrate Life in the Sea, 48
Evolutionary Ecology, 48
Field Natural History 50
Economics
Problems Without Solutions???, 41
Habitats: Aquatic, Terrestrial and Human, 46
Management "and the Public Interest, 70
Political Economy and Social Change, 7S
Non-Capitalist Economic Systems, 76
Personality, Society and Culture: Story,
Theory and Research, 65
Energy Technologies
Sustainable Community Systems, 47
Energy Systems/Energy Studies, 83
Engineering
Physical Systems, 84
Entomology
Ecological Agriculture (to be offered 1991-92), 50
Environmental
Science
Third World Service in Agriculture and Environmental
Studies, 47
F
Film
Recording and Structuring Light and Sound, 57
Media Lab, 57
G
Geography
Environment, Regions and Governance, 48
Geology
Geology and Chemistry of Pollution, 49
H
History
Cultures in Collision: The Americas, 40
Life on the Edge of a Continent, 40
Problems Without Solutions???, 41
The Nature of Natural History, 49
Good Fences Make Good Neighbors: The Unknowing of
Mexico, 54
Politics and Theater, 54
Shakespeare and the Age of Elizabeth, 62
The Mythic Image, 62
Modern Worlds, 63
Music Drama: Public Ritual, 63
Nation Within a Nation, 74
Political Economy and Social Change, 75
The Human Condition: Science as Social Contract, 77
L
Language Studies
Japanese Language and Civilization, 68
French Culture: Voices of Revolution and Tradition, 68
Russia/USSR, 68
East West: The Twain Do Meet, 56
Good Fences Make Good Neighbors: The Unknowing of
Mexico, 54
Literature
Cultures in Collision: The Americas, 40
Life on the Edge of the Continent, 40
Pacific Northwest: Her Story/His Story, 41
Reflections of Nature, 41
Good Fences Make Good Neighbors: The Unknowing of
Mexico, 54
Shakespeare and the Age of Elizabeth, 62
The Mythic Image, 62
Modern Worlds, 63
Chaucer: Life,Times, Work and Peers, 64
The Human Condition: Science as Social Contract. 77
Personality, Society and Culture: Story,
Theory and Research, 65
M
Management
EcologicalAgriculture (to be offered in 1991-92), 50
Management and the Public Interest, 70
Marine Science
The Manne Environment, 46
InvertebrateLifein the Sea, 46
Topics in Marine Biology, 47
Marketing
Management and the Public Interest, 70
Changing Minds, Changing Course, 71
Mathematics
Reflections of Nature, 41
Foundations of Natural Science, 81
Media
Society,SocialChange and Expressive Arts, 42
Documentation: A Clear View of Life, 42
MeUiaLab,57
Molecular Biology
Molecule to Organism, 82
Undergraduate Research in Molecular Biology, 82
Music
Collaborations:Music and Dance, 54
Patterns: Commonalties Between Art, Music and Science, 58
The Musical Mind, 59
The Rites of Spring: Rebirth of the Arts, 59
Music Drama: Public Ritual, 59
N
Natural History
Reflectionsof Nature, 41
The Nature of Natural History, 49
field Natural History, 50
o
Oceanography
The Marine Environment.
P
5
Philosophy
Great Books, 40
Problems Without Solutions???, 41
Politics and Theater, 54
Modern Worlds, 63
Theory of Knowledge, 64
Philosophy of Science, 64
Nation Within a Nation, 74
The Human Condition: Science as Social Contract, 77
Physics
Foundations of Natural Science, 81
Matter and Motion, 81
Physical Systems, 84
Physiology
Molecule to Organism, 82
Advanced Study in Biology, 83
Playwriting
Politics and Theater, 54
Poetry
Great Books, 40
Political Economy
Cultures in Collision: The Americas, 40
Environment, Regions and Governance, 48
Political Economy and Social Change, 75
The International Political Economy of Drugs, 76
Political Philosophy
Great Books, 40
Problems Without Solutions???, 41
Political Science
Problems Without Solutions???, 41
Habitats: Aquatic, Terrestrial and Human, 46·
Psychology
Society, Social Change and Expressive Arts, 42
Cultures in Collision: The Americas, 40
The Craft of Character, 62
Personality, Society and Culture: Story,
Theory and Research, 65
The Aesthetics of Healing, 85
Psychological Counseling: Multicultural Focus, 86
Public Administration
Management and the Public Interest, 70
Religion
Great Books, 40
Problems Without Solutions???, 41
The Mythic Image, 62
Sculpture
Studio Project: Sculpture, 55
Form and Function, 56
Social Science
Changing Minds, Changing Course, 71
Body and Soul: An Holistic Approach, 89
Sociology
Cultures in Collision: The Americas, 40
The International Political Economy of Drugs, 76
The Human Condition: Science as Social Contract, 77
Personality, Society and Culture: Story,
Theory and Research, 65
Statistics
Problems Without Solutions???, 41
Personality, Society and Culture: Story,
Theory and Research, 65
Management and the Public Interest, 70
T
Theater
Politics and Theater, 54
Thermodynamics
Geology and Chemistry of Pollution, 49
V
Video
Recording and Structuring light and Sound, 57
Media Lab, 57
W
Western Civilization
Great Books, 40
Women\ Studies
Cultures in Collision: The Americas, 40
The Aesthetics of Healing, 85
Writing
Great Books, 40
Life on the Edge of a Continent, 40
Problems Without Solutions???, 41
Pacific Northwest: Her Story/His Story, 41
Reflections of Nature, 41
Society, Social Change and Expressive Arts, 42
Politics and Theater, 54
Shakespeare and the Age of Elizabeth, 62
The Craft of Character, 62
Z
Zoology
Invertebrate Life in the Sea, 46
Field Natural History, 50
Academic lndex •
III
Campus Profile
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
Faculty of color-total
Olympia Campus
Tacoma Campus
Average student/faculty ratio
Staff
Enrollment
Graduate
5%
Undergraduate
95%
Olympia Campus
Tacoma Campus
Female
Male
163
74%
34%
66%
15%
14%
50%
20/1
368
3250
160
3090
2957
133
1815
1435
Contacting
Full-time
Part-time
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
89%
11%
58%
12%
19%
11%
1200
11%
4%
4%
2%
2%
9%
133
39%
61%
56%
Entering Class
Applicants, degree-seeking
68%
Admitted
68%
Enrolled
Nondegree-seeking enrollment
Washington
Other states
Other countries
Financial aid
Students receiving aid
Average award
Placement
1986-87 classes
Employed
Graduate school
Travel, homemaking, etc.
1331
2781 .
1879
1281
50
lO82
249
20
47%
$3800
91%
65%
13%
5%
Evergreen
:
I
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. 6lO0
Recreation Center
ext. 6530
Registration and Records
ext. 6180
Student Accounts.
.
ext. 6447
Tacoma Campus
... (206) 593-5915
Vancouver Campus.
. .. (206) 699-0269
Vice Presidents:
Academic Affairs
ext. 6400
College Advancement
ext. 6551
Finance and Administration. ..
.ext. 6500
Student Affairs .
.
ext. 6296
Academic
Calendar
1990-91
Fall
Winter
Spring
Summer
First Session
Second Session
Begins
Ends
Evaluations
Sept. 24
Dee. 15
Dee. 10-15
Jan. 7
March 23
March 18-23
April 1
June 15
June 10-15
June 22
Aug. 30
June 22
July 27
July 24-27
July 27
Aug. 30
Aug. 28-30
Second Session
Vacations
Fall
Winter
Spring
Summer
First Session
Thanksgiving
Nov. 18-25
Martin Luther
King Day
Jan. 21
Memorial Day
May 30
Independence
Day, July 4
Independence
Day, July 4
Winter Break
Dee. 16-Jan. 7
President's Day
Feb. 18
Spring Break
March 24-31
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, Vietnam 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 co~ly
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.
© 1989 by The Evergreen State College
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
The Evergreen State College Production Team:
Editing: Keith Eisner, Barbara Smith; Research, Writing
and Copywork: Arnaldo Rodriguez, Mike Wark, Judy
Saxton, Pat Barte, Roberta Floyd, Dorothy Saunders;
Typesetting: Shirley Greene; Design: Brad Clemmons,
Marianne Kawaguchi, Mary Geraci, Judy Nunez-Pinedo;
Cover and Interior 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 faculty.
© 1989 by The Evergreen State College
Catalog_1990-1991.pdf