-
Identifier
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Eng
Catalog_1991-1992.pdf
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Title
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Eng
Course Catalog, 1991-1992
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Date
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1991
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Creator
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Eng
The Evergreen State College
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extracted text
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A Message from the President
How the Curriculum Works
Major Modes of Study
Diversity
Our Community
Other Evergreen Differences
Does It Work?
Picking Your Program
Frequently Asked Questions
An Evergreen Glossary
Admissions
Financial Aid
Tuition and Fees
Academic Regulations
6
Campus Album
-
Physically Challenged Access
106
Campus Map
108
Special Features of the Curriculum
General Index
International Studies
Academic Index
109
110
Environmental Studies
Campus Profile
112
Expressive Arts
Contacting Evergreen
112
Academic Calendar
113
8
10
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11
11
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-
12
14
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16 .Humanities
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17
Language and Culture Center
18
21
Management and the
25
Native American Studies
26
Political Economy
and Social Change
Center for the Study of
Science and Human Values
Science, Technology and Health
-
-
-
29
98
Public Interest
Evergreen-Tacoma
Special Forms of Study
and Academic Resources
Master of Environmental Studies
66
68
71
74
76
85
Master of Public Administration
86
88
88
Master in Teaching
90
Administration and Faculty
91
Lfirst heard about Evergreen around a
campfire in the Sierra Madre. I was looking for
a· place to teach that emphasized contact with
students in the classroom and the field, not
faculty research in the lab.
Ask Faculty Member Oscar Soule to name
his favorite Evergreen program, and he'll
tell you, "The best program I've had is the
one I'm teaching now. I've been saying
that since 1971." Soule, who teaches life
sciences, holds a Ph.D. in Ecology/Biology
from the University of Arizona.
Junior Na Xiong is planning on entering
medical school after Evergreen. He reports
that his proudest accomplishment was a
class presentation on his native Hmong
culture. "My culture is one that is unknown to most Western people. Sharing it
with my classmates and seeing how much
more they wanted to learn was a great
moment."
Freshman Ramon Alvarez is a Seattle
native who describes himself as outspoken.
Of his first day at Evergreen, he says, "1
was totally blown away! I'd never been in
the same room with so many different,
intelligent and outspoken people. "
Senior Tammy Rae Carland, a firstgeneration college student, reports that
coming to Evergreen was the first time she
had been west of New York City. Her
thoughts on the campus: "They don't grow
them like this in New England!"
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.
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Why do we think
interdisci plinary
study and colla bora tive learning are so
important?
Because problems of today's world
are complex and require you to draw on a wide range of fields,
disciplines and perspectives. Your ability to make reasoned
choices 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 togetheris a major purpose of education at Evergreen.
How Our 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:
I Typical14-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.
An Example of One
Academic Pathway
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-
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 ernphasis-vrnajor."
long integrated programs, students move
from entry level to intermediate and often
advanced work in a single year-at
horizontal progression. Vertical progres-
I Evergreen I
Freshman Y=-e:..:a=r
-,---,
Enroll in 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
Take an entry-level program in an area of
major interest, such as "Political Economy
and Social Change," "Habitats" or
"Matter and Motion."
sion is built into the curriculum as a
Junior Year
Enroll in more advanced (200-300 level)
courses required to complete major. Take
courses in fields related to major. Enroll in
more elective courses.
student usually moves from a Core
Program to entry-level programs in the
specialty areas, to more intermediate and
advanced offerings.
Senior Year
Complete major, emphasizing "advanced"
(300 and 400 level) courses and related
courses.
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.
8
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:
Student Originated Studies, page 57;
Identity, Imagination and Voice, 51;
Making a Difference, 67;
Matter and Motion, 79
----.
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
assignments. 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 Individual Learning 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 on-the-job field supervisor.
Through these different modes, you will gradually progress from a multi-disciplinary
perspective to a specialized focus. You will 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 a good beginning. If you signed up for "Exploration, Discovery and Change,"
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, you might choose to take "Geography and
Environment" in the Environmental Studies Specialty Area.
The next year, you could enroll in "Riding the Hydrologic Cycle," or to broaden your
perspectives, a course such as "Multicultural Music."
.
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, to follow another progression. 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"
Group Contract
Individual
Learning Contract
Internship
Part-time Study
Beginning,
Intermediate,
Advanced
Mostly Intermediate,
Advanced
Mostly Advanced
Intermediate,
Advanced-Seniors
Beginning,
Intermedia te,
Advanced
Typical credits 12-16
per quarter
12-16
8-16
8-16
4-11
Nature of
Study
Two to five faculty
40 to 100 students
Students work with
several faculty,
primarily with their
seminar leader
Central theme studied
through different
disciplines
Integrates seminars,
lectures, workshops,
field trips, etc.
Broadly
interdisciplinary
One to two faculty
20-40 students
Integrates seminars,
lectures, etc., similar
to Coordinated Study
Narrower, more
disciplinary focus
than Coordinated
Study
Study plan agreed on
by student and faculty
sponsor
Sponsor provides
consultation/advice
Contract includes
activities such as
readings, research
papers, field studies
Can be combined with
self-paced learning,
work in programs,
courses and
internships
Learning on the job
in business and public
agencies with guidance
of field supervisor
Supported by
academic activities
with faculty sponsor
Emphasis on practical
experience
Can be combined with
programs, courses and
Individual Learning
Contracts
Usually taught on
one subject or
focus by one faculty
Similar to traditional
college course
Also part-time options
in full-time programs
Also half-time
programs on Saturdays and evenings
Examples
Any Core Program
"Northwest Life"
"Energy Systems"
"Political Economy &
Social Change," and
many others throughout specialty areas
"Marine
Environments"
"Writers Workshop"
"Studio Project"
A study of shorebird
habitat
A study of the writings of Mark Twain
A study of passive
solar walls
A study of the ethics
of warfare
Assistant gallery
manager
Advertising account
management
Psychological
counseling
Legislative liaison
assistant
Wildlife biology
"Computer
Architecture"
"Organic Chemistry"
"Principles of
Economics"
For more
information
Read Core Descriptions, pages 39-42
Read Specialty Area
offerings, pages 46-91
Read Specialty Area
offerings
See Academic
Advising for list of
faculty contract
sponsors
See Internships,
page 90
See The Evergreen
Times, published
quarterly
Levels
of study
<. All students are encouraged to begin their studies at Evergreen in a Coordinated Study Program,
whether it is a Core Program or a more advanced Coordinated Study in one of the specialty areas.
A Few Words on Diversity
Open almost any college catalog these days and you'll find prominent statements on
diversity.
"Diversity," reads a typical first sentence of one catalog, "is the virtual core of
University life."
"Diversity is rooted deeply in the liberal arts tradition and is key to our educational philosophy," writes another college. And, "Diversity is the hallmark of the ...
[college X]...experience."
Despite the sincerity of these statements, enrollment of students of color in
America's colleges is in decline nationwide. The problem is a complex one. The
solutions must go beyond rhetoric and good intentions.
This catalog also makes strong statements of commitment to multiculturalism and
diversity. We do so knowing that the process of creating a truly multiculural campus
is a long and arduous process. Here is what Evergreen is doing to make our words a
reality.
~ We've adopted a new admissions policy, which gives special recognition to
diverse groups of applicants, i.e., African Americans, Native American Indians/
'Alaska Natives, Asian AmericanslPacific Islanders, Mexicans/Latinos, Vietnam-era
veterans, persons 25 years or older and students whose parents have not graduated
from a four-year college.
Not only is this the first admissions policy of its kind in the state, but it has
received national attention for its innovative approach (New York Times, January
15,1990).
~ As a result of intensive recruitment efforts, Evergreen has one of the highest
percentages (20%) of faculty of color in the nation.
~ Throughout the year, we host and promote campus seminars, guest speakers and
workshops on racism, sexism, social justice and cross-cultural communication and
sensitivity.
~ We are expending substantial time and effort into developing a Strategic Plan for
a Multicultural Campus that will not only bring more people of color to campus, but
will establish a consciousness of racial and cultural diversity throughout our curriculum.
While these first steps are important, we recognize that many more steps must be
taken to define, achieve and maintain a multicultural community. We consider that
task our most important challenge. We encourage you to join us.
Students
Caucasian
Students of Color
Female
Male
I Total
2900
337
1825
1412
90%
10%
56%
44%
Evergreen Students, 1989-90
For more information,
see page 112.
Enrollment
Olympia
Graduate students
Tacoma
3237
3092
162 5%
145
Race/Cultural Background
Asian
African American
Caucasian
Mexican/Latino
Native American
3%
3%
90%
2%
2%
Age
18-24 years old
25-29 years old
30-39 years old
40+ years old
Median Age
63%
11%
16%
10%
22
Olympia
Main campus
Tacoma
Program
2820 91%
272
9%
1730 56%
1362 44%
80
65
95
50
55%
45%
66%
34%
Education with a Difference
11
Other Evergreen Differences
The center of learning at Evergreen is you,
the student. Evergreen prides itself on
being a distinctive student-centered
learning environment. Being "studentcentered" 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
making choices, 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 Faculty
Narrative Evaluations
At Evergreen, you'll find a faculty committed to excellence in 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 onethird more hours in direct teaching contact
with their students than is the norm at
most public institutions of higher education.
Evergreen faculty write narrative evaluations of each student's work instead of
giving grades. These evaluations describe
in detail just what the student planned to
do in the program or contract; how well
they approached and solved problems,
worked with others and expressed
themselves in written and spoken work;
the student's area of concentration, and
how well they succeeded. Narrative
evaluations precisely chart the student's
academic development and achievement,
providing him or her much more meaning
and insight thari any set of letter or
number grades.
The faculty evaluation of student work
also lists a set of Course Equivalencies
that divides the program or contract into
its constituent parts to aid other schools or
future employers in translating the credit
earned into approximations of traditional
courses. Sometimes these translations
of equivalencies are easy to make,
i.e., "4 credits-Introductory
Psychology,
3 credits- Theoretical Physics"; but
sometimes the program work resists simple
translation. In either case, these equivalencies are generally indicated at the end of
each program description in this catalog
and initial program materials.
Faculty members have final responsibility for seeing that their program's curricular plan is carried out. They also bear final
responsibility for all matters of academic
credit.
The criteria for awarding credit are
spelled out in program covenants and
should also be specified in each individual
contract. Although there may be some
negotiation between you and your faculty
on particular matters, the program
covenant, or the contract, always sets the
limits. You can and should discuss all this
thoroughly with your faculty.
At Evergreen, You'll Become an
Independent Thinker
At the heart of most Evergreen interdisciplinary programs is the seminar, where one
faculty member and an average of 20
students meet regularly for extended
exploration of a crucial topic or reading.
Although up to 100 students and a fivemember faculty team may be involved in a
Coordinated Study Program, much of a
student's time is spent in these small group
discussions.
The faculty leader and students ready
themselves for seminars, which meet once
or twice a week, by reading the same
materials, by writing and by preparing
brief reports. Then they gather to share
their understandings and sort out differences. Through this close collaboration
with faculty and fellow students, you will
learn to research your ideas, to express
yourself clearly, and to work cooperatively-abilities Evergreen graduates have
found essential in their lives and careers.
Self-Evaluations
Evaluation Conferences
Each student also writes a self-evaluation. You will describe your work in your own
words, explaining what was most important to you, and why. You will offer evidence of
your comprehension and provide details about your progress and success in the program.
The self-evaluation, when done carefully and seriously, often represents a major part of
your learning experience, for in it you summarize your experience, putting everything in
order and connecting this study to your past learning and future directions. Self-evaluations are often the most revealing documents in a student's transcript.
The final week of every quarter is Evaluation Week. It corresponds to the conventional "exam week," except that it is
devoted entirely to writing and discussing
student and faculty evaluations.
Each faculty member has somewhat
different practices, simply because each has
a personal style. But there are some
uniformities. Students in programs and
contracts should have individual conferences with their faculty to discuss the
evaluations. Your self-evaluation, your
evaluation of the faculty, and the faculty
evaluation of your work are all part of
conference discussions.
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 specifically what you think has and has not worked.
Student evaluations of faculty also are used by the academic deans, along with other
information, in helping with faculty development, and in determining whether or not.
faculty are retained. At a school where teaching is the most important commitment,
student evaluations of faculty are among the most important documents.
You can complete your evaluation of any faculty member with whom you work after
they have completed your evaluation. This eliminates any suggestion that their award of
credit may have been influenced by your evaluation of them, and allows you to give a
frank critique. This is done by turning your evaluation in to the program secretary who
gives it to the faculty member after credit has been awarded.
A Week in the Life of an Evergreen Student
Monday
Tuesday
Wednesday
Thursday
Friday
Lecture
10:30 a.m.12:30 p.m.
Skills
workshop/lab
9:30 a.m.12:30 p.m.
Library
research
8 a.m.-noon
Lecture
10:30 a.m.12:30 p.m
Seminar
10:30 a.m.12:30 p.m.
Individual
Conference
Study
1:30-3 p.m.
Seminar
2-4 p.m.
Governance
1-5 p.m.
Field trip
1:30-6 p.m.
Study, write
papers
. 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.
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.
13
Education with a Difference
_. 1
But Does an Evergreen Education Work?
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.
Rating Personal Growth
TESC
Alumni
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 thai: their alma mater had
contributed "very much" in the following areas.
Would Evergreen Alums Do It Again?
If You Could Start College Over,
Would You Choose This College
Again?
80%
70%
60%
50%
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.
National
Average
Understanding
different philosophies
and cultures
58%
Understanding the
interaction of society
and the environment
49%
26%
Writing effectively
59%
38%
Recognizing rights,
responsibilities and
privileges as a citizen
37%
I
20%
Critical thinking
54%
I
37%
--
I
31%
Working cooperatively
in a group
57%
Defining and solving
problems
60%
I
44%
Understanding
and
appreciating the arts
37%
I
24%
Speaking effectively
44%
I
34%
Working
62%
I
52%
independently
40%
40%
Still Learning and Self-Employed
30%
A large proportion of Evergreen alums, 91 %, indicated they were
either self-employed, or employed and continuing their education.
20%
10%
0%
Definitely
Yes
TESC
Alumni
National
Average
Education
with a Difference
I
15
Eight Easy Steps to Picking Your Program
~,L-------------------1-.-c-o-n-s-id-e-r-w-h-a-t-y-o-u-w--a-nt-t-o-s-w--d-y.'1
"'
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.
"
"
/
/
/
/
/
/
/
/
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 110. 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 rjght choice. If a
specialty area is listed under your subject in the index, read overall 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 of subject 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. Try to choose at least three alternates before you take the next
step.
•
\
\
\
\
\
\
\
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 programs.
/
/
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.
~ 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-.-R-e-g~is-t-er-o.1
•
........
................
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.
Answers To Some Frequently Asked Questions
I'm undecided about what I want to study.
Do I need to know exactly
what I want to do?
No. Although it often helps, sometimes it's a hindrance if you want to explore.
Coordinated Study programs are excellent places for pursuing what you want to do, or
discovering directions that are wholly new and unexpected.
Who will help me choose which
program to take each quarter?
The Academic Advising Office, your current program faculty, the faculty in areas which
interest you. 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).
Who will help me plan
my degree program?
Your program faculty and the Student Advising Center (SAC) staff, specifically, the
Academic Advising and Career Development Office which are part of SAC. Any or all of
the above. When in doubt, go to the Student Advising Center.
Who is allowed to do an Internship?
When?
Some programs incorporate Internships in their learning plan. Internships can also be
arranged outside of programs through 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 86.
Will I receive letter or numerical grades?
The faculty assess the quality of the work done by means of detailed written evaluations.
Evergreen uses this system in lieu of letter or numerical grades. See pages 12 and 13.
Are all 1991-92 programs listed in this
Catalog, or are others added later?
What degrees and certificates
do you offer?
r
Most full-time programs were planned more than a year before the 1991-92 academic
year. Information about changes and additions will be available at the Academic
Advising Office. Part-time offerings, which are described briefly in this Catalog, are
planned 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 Master of Teaching, the Master of
Public Administration and the Master of Environmental Studies.
What are advanced study
opportunities at Evergreen?
Coordinated Studies programs and group contracts are available for advanced, upper
division students in the specialty areas and as interdivisional offerings. Advanced students
may also pursue individualized options, such as individual contracts, Internships or enroll
in the student-originated study programs available in the humanities and the arts.
Where can I get more
information about programs?
The Academic Advising Office in the Student Advising Center often has more detailed
program descriptions, including book lists and weekly schedules. These are also available
at the Academic Fairs or directly from program faculty and secretaries.
Can I take more than one
program at a time?
Since Evergreen believes that focused study in one program is what makes the college
distinctive, taking more than one program or a series of courses at one time is not
encouraged.
Can I take courses in addition to a
full-time program?
Sometimes. Each program description in this Catalog specifies whether additional courses
may be substituted for portions of that program, if they are more in keeping with your
academic goals. You can also negotiate this with program faculty.
Who is allowed to do an individual
learning contract?
Usually advanced, highly motivated students with a specific project in mind. Also, many
programs allow individual projects. Individual contracts are only available in very limited
numbers. Entering students should not seek individual contracts.
Education with a Difference
17
An Evergreen Glossary
A( a de m I( Ad uismq
A key part of the Student Advising Center, the
Academic Advising Office provides students upto-date information on programs, faculty and
academic services. You'll also receive advisingformal and informal-on an ongoing basis from
faculty in your programs and areas of interest.
Hr e d ernlc
Fail
A mass gathering of faculty and students where
faculty are available to explain upcoming
programs or discuss possible contracts with
students. 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.
A( e d e rnir Pe ttuue q s
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.
Ht hle t ir S
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, cross country running, track and
field, and basketball.
Unless you're calling a taxi, "CAB"
refers to the College Activities Building.
See page 98.
• I
Around here, it's spelled KAOS
and it means the college's FM
community radio station.
Cun tre ct s
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.
Cuorume t e d Study Program
An academic program with a faculty team of
two to five, and 40 to 100 students. Primarily
full-time and one or more quarters in length,
Coordinated Studies focus on interdisciplinary
study and research of a particular theme or
topic.
Core
Pruqrarn
s
Designed for first-year college students, these
introductory programs are 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.
( ours e s
Part-time courses supplement the main
curriculum. For a sense of how they fit in, see
the "Major Modes of Study" on page 10.
Stands for the Cooper Point Journal,
Evergreen's student newspaper.
I
The initials stand for Disappearing Task Force.
Evergreen's planners wanted to avoid permanent committees, so they created DTFs to study
problems, make recommendations and then
disappear. Students are encouraged to participate on any of the approximately 20 DTFs
usually active in the course of an academic year.
Environment
A big issue at Evergreen. Many people study
the natural environment in academic programs
and on their own. If you want to learn
environmental science on land, in water and in
the air, this is the place to do it. (We even have
our own beach.) May also refer to "Evergreen
environment," meaning the sense of campus
community.
Equivalencies
The approxima te course titles and credit hours
listed at the end of the program descriptions on
pages 40-85. 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
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.
Evergreen's grading system consists of a
narrative evaluation of a student's academic
work at the end of each quarter. Faculty
members write evaluations of each student's
work and progress; each student writes a selfevaluation as well as a faculty evaluation.
Usually one typed page, these official documents
make up your 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.
F.](ulty
Sponsor
A student's chief instructor during any given
quarter in a Group Contract, Individual
Contract or Internship.
Irip s
One of the most exciting examples of this
college's approach to education. At Evergreen,
field trips are regularly integrated into the
schedule of program activities just like lectures,
seminars, etc.
Field
I
Supervised experience in a work
situation for which a student
receives academic credit.
Internships require advance
planning through the Office of
Cooperative Education. Seniors are
generally given priority, as are students
Hrs t Peoples
At Evergreen describes people of color,
commonly referred to in America as minorities-African Americans, Asian Americans,
Pacific Isle Americans, Alaska Natives,
Native Americans, Chicanos
the First Peoples' Advi
section on the Studen
in academic programs
that require Internships. For
additional information, see the
"Major Modes of Study" chart on page
10, read the information on page 86, and visit
the Cooperative Education office.
Organic
Farm
Interested in learning about agriculture? See
pag.e 47.
e we try
ce is
d 1-5 p.m.
te in
'faculty
you're asked to
articipatory
time-consuming,
at happens at
exercise this unusual
Pal t-time
disc iphnary
tr
5ilidy 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.
l ndiuinu al Learning
Cun tre ct s
An individual study plan agreed to by a student
and a faculty sponsor. May include readings,
writing, painting, photography, field studies and
research-whatever suits your academic needs
and interests. Requires well-defined goals, selfdiscipline,' lots of motivation and the ability to
work with minimal supervision. For advanced
students and available only in limited numbers.
Academic Advising has information on how to
proceed and which faculty might be
appropriate sponsors.
!!I!! .
at Evergreen were a aculty
member and the students in his or her seminar
bring food for lunch or dinner, often at a
seminar member's home. These occasions are
perfect for mixing academic and social life.
PIIOI
EHpenentlal
Seminars
One of the central experiences of an Evergreen
education, seminars usually meet twice weekly
to discuss the readings assigned in a particular
program. The discussion group consists of a
faculty member and an average of 20 students.
The faculty member or, often, a student leads or
facilitates the seminar. Participants are expected
to prepare for the seminar by reading and
analyzing the book to be discussed.
So(ial
Co ntre ct
Evergreen's planning faculty wanted Evergreen
to function as a community, so they wrote their
ideas about working together and social ethics
into the Social Contract. See The Evergreen
Student Handbook for a full copy.
t.eerrunq
Practical knowledge of a subject that is the
equivalent of academic learning in that field,
and for which Evergreen may award academic
credit. See page 86 for more information.
PI
Your evaluation of your own academic work, as
measured against your objectives at the
beginning of a quarter and the requirements of
your program, contract or Internship. Evergreen
believes that developing the ability to assess
oneself is an important ability in the modern
world. Student self-evaluations are part of their
formal academic record.
Study
Most Evergreen programs are designed for fulltime study, but some offer part-time options in
the evening for working adults. Evergreen offers
some half-time programs for working students,
often on Saturdays, and there are also part-time
courses (4 quarter hours) which can fit into
most any schedule. Sometimes part-time courses
are available only to regularly admitted
students.
Id'!l
A tra4tion
Intel
Self-Eualuation
o qr arn s
To distinguish Evergreen's offeringsTrom the
traditional courses or classes of other institutions, we use the term "programs" to indicate
an academic offering that is multidisciplinary
and full-time or nearly so. Students enroll in one
program at a time, often for a full year of study.
Reheat
Many academic programs go on retreat during
the year, often off campus. Retreats allow for
secluded work on a particular project or the
finale to an entire year's studies. Also, the whole
curriculum is planned at an annual Faculty
Retreat. The programs in this catalog were
planned at the Faculty Retreat of_spring, 1990.
Spec ialty
Area
An interdisciplinary grouping of Evergreen
faculty, all of whom are interested in a specific
set of disciplines or issues. Faculty within each
specialty area meet regularly to plan curriculum
and often teach together. Evergreen's nine
specialty areas are listed in "The Condensed
Curriculum" on page 34.
The Euergreen
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.
Transfer
Cre dit
Academic credit transferred to Evergreen from
another institution of higher learning. Usually
given only for academic, as opposed to
technical, coursework.
Education with a Difference
19
1
Junior Darcy Bromley's interests are
plants, who listic and herbal healing and
"any growing thing." The Alaskan native
reports that her experiences at Evergreen
have given her confidence to speak her
mind and assert herself.
Admissions
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
Students entering directly from high school
or students who have earned less than 40
quarter credits of transferable college work
by the application deadline 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 African
American, Native American IndianlNative
Alaskan, Asian-AmericanlPacific Islander,
Hispanic, physically challenged, Vietnamera veterans, adults 25 years and older,
and students whose parents have not
graduated from college. Determination of
diversity factors is based on information
provided on the Washington Uniform
Application.
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. (College
preparatory program requirements will
change in 1992. Please check with the
Admissions Office for updated information.)
Admission can be granted on the basis
of six semesters of high school work
though seven semesters are preferred.
Before final acceptance by Evergreen,
applicants considered on this basis must
submit a transcript showing the completed
high school record and date of graduation.
Failure to submit a final transcript which
shows satisfactory completion of admission requirements will result in disenrollment.
Note: First year students are admitted
for Fall Quarter only.
Transfer Students
Transfer students, i.e., those who have
earned 40 quarter credits of transferable
college work or more at accredited
colleges/universities by the application
deadline, 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 AfroAmerican, Native American Indian/Native
Alaskan, Asian-AmericanlPacific Islander,
Hispanic, physically challenged, Vietnamera veterans, adults 25 years and older,
and students whose parents have not
graduated from college. Determination of
diversity factors is based on information
provided on the Washington Uniform
Application. 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.
Admissions
I
21
Applicants from other institutions who
have completed 40 quarter hours of credits
of transferable college work 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 final 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 a solid
foundation for intermediate and advanced
lev,elwork. We strongly encourage all
transfer students to complete the English
composition course sequence (including
research paper) at their present college, if
currently enrolled.
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 for the
SAT, ACT or WPC (ifWPC was taken
prior to 6/1/89).
2. 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.
Wanda Curtis
Admissions Counselor
Coordinator of Community College
Relations
3. 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
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:
L 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 completed high school
T
Bob Cillo
Admissions Counselor
Coordinator of High School Relations
FOR MORE
INFORMATION ABOUT
ADMISSIONS,
CALL (206) 866-6000,
EXT. 6310
Anthony Greenidge
Admissions Counselor
First Peoples Recruitment
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 (ifWPC was taken
prior to 6/1/89).
It is the applicant's responsibility to
assure that all required materials are in the
Admissions
Office by the specified
I
.
deadline. Incomplete files will not be
considered.
First year applicants are considered for
Fall Quarter only. Transfer applicants are
considered for Fall, Winter and Spring
Quarters.
Application Deadlines'
Fall 1991: Applications will be accepted
from September 1, 1990 to March 1,
1991. All application materials must be
received in the Admissions Office by 5
p.m. on March 1, 1991. (Postmarks
cannot be accepted.) Note: First year
students are admitted only for Fall
Quarter.
Notification and Deposit
Summer Quarter
Target dates for notification of admission
are April 1, 1991, for Fall Quarter 1991;
December 1, 1991, for Winter Quarter
1992 and January 1, 1992, for Spring
Quarter 1992. Upon notice of eligibility
you will be asked to send a non-refundable
deposit of $50 by a stated deadline in
order to assure your space at the college
for the quarter of admission. However,
admission and deposit do not guarantee
your space in a particular program,
contract or course.
Summer Quarter enrollment is handled
through the Office of Registration and
Records and does not require formal
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's first-come, first-served
application process. You may complete the
housing application process even before
notification of admission.
Admission deadlines and scholarship
deadlines often vary. Contact the Dean of
Enrollment Services for scholarship
information in early january of 1991.
Special Students and Auditors
Winter 1992: Applications (transfer
students only) will be accepted from April
1, 1991 to October 1, 1991. All application materials must be received in the
Admissions Office by 5 p.m. on October 1,
1991. (Postmarks cannot be accepted.)
Spring 1992: Applications (transfer
students only) will be accepted from June
1, 1991 to December 1, 1991. All application materials must be received in the
Admissions Office by 5 p.m. on December
1, 1991. (Postmarks cannot be accepted).
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.
'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 nonmatriculated 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 nor
narrative evaluation to be advanced
toward a degree if they later apply for
admission. '
Transfer of Credit
Evergreen has a generous policy on the
acceptance of credit from other institutions. The maximum amount of credits
that can be transferred is 135 quarter
hours or 90 semester hours. The maximum
n~mber of credits that can be 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 86). Work performed should be equivalent to' work for
which a four-year college or university
would normally give credit toward a
bachelor's 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 twoyear community college, you may be
eligible for the Upside-Down Program.
Working with a faculty committee, you
earn 90 credits at Evergreen in interdisciplinary study designed to assure a level of
general education comparable to other
bachelor's degree recipients. Upon
successful completion of 90 credits, your
voc/tech degree, including all transfer
credit, will be posted as 90 transfer credits
and you will be recommended for a
bachelor's degree. Non-completion of the
recommended 90 Evergreen credits results
in a course-by-course evaluation of the
voc/tech coursework, which usually results
in less than 90 transfer credits.
Minimum eligibility criteria include a
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 UpsideDown Program. Please contact the
Admissions Office about your eligibility,
which must be approved no later than the
30th day of your first quarter.
Doug Scrima
Assistant to the Dean
Diane Kahaumia
Coordinator of First Peoples
Recruitment
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 DD214 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 acheived
may be transferable. This source of credit
may also be applicable to the bachelor of
science requirements at both the lowerand 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, multiengine rating, airline transport pilot license
and flight instructor license. No credit,
however, is given for possession of a
private pilot's license.
Credit for Training Sequences
Work for which you have earned a
recognized certificate may apply as transfer
credit if it is comparable to the quality of
work you might do under the direction of
an Evergreen faculty member. It must alsobe 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 for further review.
Generally up to one quarter hour of
credit may be generated for every 30 hours
you spend in class. Contact Admissions for
more information on this possible source
of transfer credit.
Financial Aid
Evergreen participates in most federal and
state financial aid programs. You must
apply for these programs every year.
Financial application packets are generally
available by mid-January. Because funds
are limited, it is recommended you submit
your 1991-92 Financial Aid Form to the
College Scholarship Service by February
15, 1991, 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.
Georgette Chun
Director of Financial Aid
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 wh~ have temporary
need by providing short term loans of up
to $200. Application is made by personal
interview with a Financial Aid counselor.
Karan Wade James
Financial Aid Counselor
FOR MORE
INFORMATION ABOUT
FINANCIAL AID,
CALL (206) 866-6000,
EXT. 6205
Carol N. Klacik
Financial Aid Counselor
(photo not available)
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 oncampus work-study earnings, which are
distributed through monthly payroll
checks.
The Financial Aid Office also offers
financial counseling and maintains a listing
of-part-time employment opportunities
both on- and off-campus.
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. Information is usually available
after January 1. Application deadline is
usually April 1.
Financial Aid
25
1
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 your intention 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,
Washington/British 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 Regis5ration 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.-4
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.
FOR MORE
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 1991-92 year and
subject to change.
Residents
Tuition and Fees
(Full-time
undergraduate)
Nonresidents
$1611
$5649
Books and Supplies
495
495
Housing 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
Tuition and Fee
Housing Deposit
Applicable Refunds
100 percent to fifth
class day of quarter,
50 percent to 30th
calendar day; after
that, no refund.
Please contact the
Housing Office for a
copy of the Housing
Contract which
contains complete
details on deposits
and refund schedules.
INFORMATION ABOUT
TUITION AND FEES,
CALL (206) 866-6000,
EXT. 6180
26
Appeals on tuition and fee charges must be
made to the Office of Registration and
Records. Appeals on any financial policy
or other charges must be made to the
Controller's Office.
Tuition and Fees
These are projected tuition and fees for the 1990-91 academic year" and may
be subject to change.
Enrollment
Status
Full-time
undergraduate
. students
Part-time
undergraduate
students
Quarter
Credit Hours
Washington Resident Tuition
Nonresident Tuition
10-16
$537 per quarter
$1883 per quarter
9 credits
or less
$53.70 per credit;
2 credits minimum
$188.30 per credit;
2 credits minimum
$107.40 for 2 credits
$153 for 3-16 credits;
2 credits minimum
Does not apply
Southeast Asian
Veteran undergraduate students * *
Full-time
graduate students
10-12
$868 per quarter
$2633 per quarter
Part-time
graduate
students
9 credits
or less
$86.80 per credit;
2 credits minimum
$263.30 per credit
2 credits minimum
$153 for 2 credits or more;
2 credits minimum
Does not apply
Miscellaneous Fees
$ 20 §
Mandatory health fee (quarterly)
WashPIRG
3.50 t
(quarterly; refundable)
Housing deposit/administrative fee
Rental contract
60
Unit lease
100
Transcript
10
Extra transcripts ordered
at same time
5
ID card replacement
5
Returned check
15
Application fee (non-refundable)
25
Admission deposit (non-refundable)
50
Late registration fee
15
Reinstatement/late registration fee
50
Graduation fee
25
Lab fee (varies)
10-25
Leisure Education (varies)
5-100
PerDa
Southeast Asian
Veteran graduate
students * *
A $74 fee for student Services and Activities is included in tuition.
For other fees) see the "Miscellaneous Fees" chart on this page.
*
Tuition and fees may vary Summer Quarter, which is not part of the regular academic
year.
**
If registered before May, 1990
Parking
Automobiles
Motorcycles
.75
.75
uarter
Year
$22
11
$54
27
§
Students may also purchase health
insurance for themselves and dependents.
Options include either a major medical
plan or full health care coverage. Students
registered for ten credits or more are
automatically enrolled in the major
medical plan unless they submit a waiver
card or full health care request to Student
Accounts by the fifth class day of each
quarter. Dependents are not automatically
covered. Students must formally enroll at
Student Accounts for additional coverage.
Students registered for eight or nine credits
must request coverage. Students registered
for less than eight credits or as special
students are not eligible for coverage.
Contact Student Accounts for more
information.
t·
WashPIRG, or the Washington Public
Interest Research Group, is a consumer
and environmental organization directed
by students. Students who do not pay the
$3.50 special fee are not blocked from
enrollment. If you do not wish to support
WashPIRG, you may waive the fee.
Tuition and Fees
27
As a young girl, Faculty Member Ratna
Roy learned to perform Buddhist and
Hindu dances. That devotion continued
throughout her life as she has extensively
studied goddess worship, East and West,
through books, journals, films and art. She
has earned degrees from universities in
India and the U.S., including a Ph.D. in
English from the University of Oregon.
Academic Regulations
Registration
New and Continuing Student
Enrollment Process
If you are a continuing student, you should
consult registration information that is
mailed out each quarter. You should select
your academic programs for the following
year during advance registration in midMay. If you are a new student, you will be
asked to participate in an orientation and
an academic advising session before you
register. The Admissions Office will inform
you about the dates.
All programs are filled on a first-come,
first-served basis, and some require a
faculty interview or audition for entry.
Early registration will increase your
chances of getting into the program of
your choice. As a full-time Evergreen
student, you will be enrolled in only one
full-time learning activity. When you
enroll, you will designate the length of
your program or contract by specifying the
beginning and ending dates. You also will
specify the number of quarter credit hours
you'll take per quarter during that period.
There will be no need to re-enroll each
quarter during this designated period if
you continue in the same program or
contract. Changes in the dates or amount
of credit need to be made as far in advance
as possible to assure proper assessment of
tuition and fees.
Any changes in the number of quarter
credit hours for which you are registered
must be submitted to the Office of
Registration and Records no later than the
fifth day of any quarter.
Special registration periods are held for
those desiring to enroll as non-degree
seeking Special Students or Auditors.
These special registration periods usually
coincide with the opening dates announced
in both on- and off- campus publications.
Throughout the year, important
information will be mailed to you from a
variety of sources, 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.)
To Drop Or Change A Program
If you want to reduce credit, or drop or
change a program, you must do so by the
30th calendar day of the quarter. Use a
Change of Registration Form from the
Office of Registration and Records, and
also check to see if faculty signatures are
required for the particular programs
involved. It 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
Full-time
Part-time
Status
Undergraduate
Students
12-16
credits
11 credits
or less
Graduate
Students
9-12
credits
8 credits
or less
Veteran
Students
Important: VA standards
for full-time training are
different than Evergreen's.
The "seat-time" rule
requires a specific amount
of time in classroom situations. To be sure you
meet these standards,
check with Evergreen's
Office of Veteran Affairs.
Full-time enrollment must include any
credit earned concurrently
at another college for transfer to Evergreen. Maximum enrollment
may not exceed the credit totals indicated
above.
Academic Regulations
I
29
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
You accumulate academic credit for work
well done and levels of performance
reached and surpassed. Only if you fulfill
. academic obligations will full credit,
expressed in quarter hours, be entered on
the permanent academic record. Evergreen
will not accept credit twice for the same
coursework.
Partial Credit Options
Some programs will make provisions for
partial credit; others will not. That
determination rests with the faculty of
each particular program or contract.
Faculty will announce their policy at the
outset of the quarter. Exceptions are made
only with their approval.
Evaluation
Evergreen's credit system distinguishes
between quantity and quality. The
quantity of your academic work is
recognized by an award of credit based on
satisfactory completion of program,
contract or course requirements. The
quality of your work is expressed in a
written evaluation.
To evaluate your work, you meet
individually with the faculty member who
leads your seminar. At the end of each
quarter, two evaluations are written about
your academic accomplishments, one by
your faculty member and one by yourself.
For more about this unique way of
grading, turn to page 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.
Arnaldo Rodriguez
Dean of Enrollment Services
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
unauthorized 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.
Judy Huntley
Assistant to the Dean for
Enrollment Services
FOR MORE
INFORMA nON ABOUT
ACADEMIC REGULAnONS,
CALL (206) 866-6000, EXT.
6180
"
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 selfevaluations, particularly those not in the
transcript. You should also include
examples of your best work and any other
pertinent information.
The portfolio is your academic biography, to be shared with faculty during your
learning experience and with graduate
schools and prospective employers in
future interviews.
Retention of Records
Credentials, including original documents
submitted in support of an application for
admission, become the property of the
college and are not returnable or reproducible. Transcripts of students who do not
register for the term for which they applied
will be held two years before being
discarded.
You must request transcripts of work
done at other schools directly from those
schools, not from copies in Evergreen's
files.
Confidentiality of Records
Evergreen complies with the federal Family
Education Rights and Privacy Act of 1974,
which establishes fair information
practices regarding student records at
American colleges and universities. Copies
of Evergreen's policies may be obtained
from the Office of Registration and
Records or the Office of the Dean of
Enrollment Services.
Academic Standing Policy
The academic standing of each Evergreen
student is carefully monitored to ensure
the full development of his or her academic
potential. Any student not making
satisfactory academic progress, as defined
below, is informed of her or his standing in
the college and is advised accordingly.
Faculty evaluation of student achievement formally occurs at the conclusion of
programs, contracts, courses and internships. In addition, any student in danger of
receiving less than full credit is so notified
in writing at mid-quarter by his or her
sponsor. A student making unsatisfactory
academic progress will receive an Academic Warning and may be required to
take a Leave of Absence.
1. Academic Warning. A student who
earns fewer than three-fourths the number
of registered credits in two successive
quarters will receive an Academic Warning
issued by the Dean of Enrollment Services.
A student registered for six (6) quarter
credit hours or more who receives no
credit in any quarter will receive an
Academic Warning. Such warning will
urge the student to seek academic advice
or personal counseling from a member of
the faculty or through appropriate offices
in Student Affairs. A student will be
removed from Academic Warning status
upon receiving at least three-fourths of the
credit for which he or she is registered in
two successive quarters.
2.Required Leave of Absence. A student
who has received an Academic Warning
and who, at the next evaluation period,
receives either an incomplete or fewer than
three-fourths of the credit for which she or
he is registered will be required to take a
Leave of Absence, normally for one full
year. A waiver of Required Leave can be
granted only by the academic dean
responsible for academic standing upon
the student's presentation of evidence of
extenuating circumstances. A student
returning from Required Leave will reenter 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 0'£ 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.
Academic Regulations
31
"I've learned that whatever I can dream
about, I can do," says senior Nikki
McClure. This year she teamed with other
students to write, edit, illustrate and
publish The Evergreen Natural History
Journal, a stunning collection of essays
and drawings. She is currently writing a
book on wetlands for children.
Curriculum 1991-92
Special Features of the Curriculum
Interdivisional Offerings, page 37
International Studies and Opportunities to Study Abroad, 37
Special Forms of Study and Academic Resources, 86
Core Programs
Exploration, Discovery and Change, 40
What's Cookin'?: Food & Culture, 40
Home: A Mutually Shared Responsibility, 40
Chaos, Calculus and Confucius, 41
The Awakening Mind-Spirit, 41
Making American Selves, 41
Through African Arts: Arts, Religions and
Cultures of Africa and Her Diaspora, 42
Border Studies: Canada, Mexico, USA, 42
Environmental Studies
Introduction to Marine Environments, 44
Topics in Marine Studies, 44
Ecological Agriculture, 44
Geography and Environment, 45
Mammalogy,45
Environmental Ethics: Theory and Action, 45
Landscapes and Biogeography, 46
Ornithology, 46
Natural History of the American Southwest:
Here and There, 46
Riding the Hydrologic Cycle, 47
Related Offerings:
Making a Difference: Doing Social Change, 47
The Human Condition: Reading and Writing
the Book of Nature, 47
Pat Labine
Convener
32
16
48
16
16
32
32
16
F
W
F
F
F
W
F
W
W
S
S
48
48
48
48
48
48
F
F
F
F
F
F
W
W
W
W
W
W
S
S
S
S
S
S
48
24
F
W
W
S
S
Terry Setter
Convener
S
Expressive Arts
Introduction to the Performing Arts, 50
Studio Project, 50
S Studio Project, 50
Studio Project, 50
S Recording and Structuring Light & Sound, 51
Identity, Imagination and Voice:
The Politics of Representation, 51
S
Multicultural Music, 52
Taste and Popular Culture, 52
Grasp Tight the Old Ways, 53
Stylistic Theater: Archetypes in Theater
and the Arts, 53
Freedom in Control:
Stylized Theater in Production, 54
- Moving Image Theater:
Production and Performance, 54
Out There: New Works in New Forms, 55
Writers' Workshop, 55
Hometowns, 55
All Creatures Great and Small:
Images of Animals in the Visual World, 56
Interface: The Poetics of Words and Music, 56
Related Offerings:
Mass Media, Popular Culture and Folklore, 56
S
16
16
W
48
F
W
48
F
W
48
16
16
16
32
F
F
W
F
W
48
48
32
32
F
F
F
F
W
W
W
W
32
F
W
W
S
16
12
16
16
16
S
S
S
S
F
F
W
16
16
48
S
S
S
F
W
S
Virginia Darney
Secretary
Humanities
Roots and Visions:
Humanistic Explorations, 58
An Anthropology of Human Communities, 58
At the Edge of History:
The Roots of Society, 58
Literature, Values and Social Change, 59
Mass Media, Popular Culture and Folklore, 59
Student Originated Studies [in Humanities], 59
Meaning, Learning and Power:
Constructing an Education, 60
Northwest Life, 60
The Victorian Connection, 60
Interpreting Modern Poetry, 61
Revising the Tradition, 61
American Studies IV: 1960-1990,61
Narrative Poems of the Golden Age, 62
Related Offerings:
Writers' Workshop, 62
Hometowns, 62
The Human Condition: Reading and
Writing the Book of Nature, 62
48
48
F
F
W
W
S
S
48
48
48
48
F
F
F
F
W
W
W
W
S
S
S
S
48
48
32
16
32
32
16
F
F
F
F
W
W
W
S
S
W
W
S
S
S
16
16
F
48
F
i p~
Susan Fiksdal
Convener
Language and Culture Center
Japanese Language and Culture, 64
Spanish Forms in Life and Art, 64
The New Faces of Eastern Europe:
From the Baltic to the Balkans, 65
48
.48
F
F
W
W
S
S
48
F
W
S
48
48
F
F
W
W
S
S
48
F
W
S
32
F
W
W
W
S
Management and the Public Interest
Management and the Public Interest, 67
48 F
Decisions: Making Choices in
Complex Situations, 67
48 F
Making a Difference: Doing Social Change, 67 48 F
W
S
W
W
S
S
Dean Olson
Convener
Key
F Fall Quarter
W Winter Quarter
S Spring Quarter
Native American Studies
Celebration: Human Exchange, 68
Quinault Community-Based Program, 69
Culture and Design:
Pacific Northwest Traditions, 69
The Making of the Modern World:
500 Years of Oppression and Resistance, 69
David Whitener
Convener
I
35
Jeanne Hahn
Convener
Political Economy and Social Change
Political Economy and Social Change, 72
32 F
The Making of the Modern World:
500 Years of Oppression and Resistance, 72 32 F
Class, Gender and Development, 72
16
Microeconomic Theory, 73
16
Related Offerings:
Making a Difference: Doing Social Change, 73 48 F
Riding the Hydrologic Cycle, 73
16
W
W
S
S
W
Betty Ruth Estes
Convener
S
S
Center for the Study of
Science and Human Values
The Human Condition: Reading and Writing
the Book of Nature, 75
Tom Grissom
Convener
Science, Technology and Health
Foundations of Natural Science, 79
48 F
W S
Matter and Motion, 79
48 F
W S,
Molecule to Organism, 80
48 F
W S
The Geology and Chemistry of Pollution, 80
16 F
Advanced Chemistry: Dynamic Systems, 80
16
W
Advanced Chemistry: Structures, 81
16
S
Energy Systems, 81
48 F
W S
Mathematical Systems, 81
48 F
W S
Physical Systems
not offered this year
Data to Information, 82
48 F
W S
Science of Mind, 82
48 F
W S
Human Health and Behavior, 82
32 F
W
Postmodernism and Human Services, 83
48 F
W S
The Helping Professional, 83
48 F
W S
Understanding Deaf Culture, 83
16
S
48
F
W
S
W. Joye Hardiman
Director
Tacoma Program
Urban Issues, Urban Organizations, 85
Graduate Study at Evergreen
Master of Environmental Studies (MES), 88
Master of Public Administration (MPA), 88
Master in Teaching (MIT), 90
Ralph Murphy
Director, MES
Lucia Harrison
Director, MPA
John Parker
Director, MIT
48
F
W
S
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, so much so because they are
team-taught by faculty from divergent
specialty areas and possibly of equal interest
to students with widely different fields of
interest.
Hometowns, page 55
Interface: The Poetics of Words
and Music, 56
Mass Media, Popular Culture
and Folklore, 59
Meaning, Learning and Power:
Constructing an Education, 60
The Human Condition: Reading and
Writing the Book of Nature, 75
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 a variety of
year-long programs with an international
theme within the various specialty areas and
the core curriculum. Opportunities are
available for part-time language study.
Evergreen students also may pursue
options to study abroad through individual
learning contracts, group contracts or
programs offered by other
universities.
For further information regarding these
options, contact the Student Advising Center
, preferably a year before you seek to study
abroad.
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 at least a quarter.
u.s.
Multicultural Music, page 52
Stylistic Theater: Archetypes in Theater
and the Arts, 53
Border Studies: Canada, Mexico, U.S.A., 42
The Awakening Mind-Spirit, 41
What's Cookin'?: Food &
Human Culture, 40
Chaos, Calculus and Confucius, 41
Through African Arts: Arts, Religions and
Cultures of Africa and her Diaspora, 42
Spanish Forms in Life and Art, 64
(overseas travel tentative)
Mass Media, Popular Culture
and Folklore, 59
An Anthropology of
Human Communities, 58
Literature, Values and Social Change: Europe
and the U.S. in the 19th Century, 59
Japanese Language and Culture, 64
(overseas travel tentative)
The Making of the Modern World:
500 Years of Oppression
and Resistance, 69
Class, Gender and Development, 72
Special Features of the Curriculum
I 37
Before attending
Evergreen I only saw
myself as a behind-thescenes support person.
Jan James recently served an internship as an
artist-in-residence coordinator for the
Washington State Department of Corrections.
She managed a program that included
teaching art workshops to the inmates. The
internship, she says was a perfect way to
"connect my love of art and emerging talents
as an organizer and leader."
Core Programs
Core Programs are designed to give students
in their first or second year of college a solid
foundation of knowledge and skills in
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 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.
Core Programs
l39
Exploration, Discovery and Change
Fall, Winter, Spring/Coordinated Study
Coordinator: John Filmer
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: Field trip costs, foul
weather gear, safety harness
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
What's Cookin'?: Food & Human
Culture
Home: A Mutually Shared
Responsibility
Fall, Winter, Spring/Coordinated Study
Coordinator: Carrie Margolin
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: Field trips and lab supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Mary Nelson
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: Field trip(s), art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, if they
apply to the program
Your identity as homo sapiens and as an
"astronaut on spaceship earth" is a matter of
individual perception and is intimately
related to your own particular world view.
Conflicting ideas and paradigms may emerge
from your thoughts based on contemporary
and multiculturally diverse under.standings to
form an ever changing dialectic. These
representations are often spatially and
chronologically removed from the reality of
the environments in which you live. Sometimes it seems difficult to find congruency or
achieve integration and relevancy in life.
This program will explore some of the
social, economic, technological, intellectual,
cultural, physical and historical environments
in which we live with a view toward
discovering who we are and developing a
better understanding of ourselves in relation
to these environments and to the rapid
changes occurring in them. The focus of our
explorations and discoveries will be the
Pacific Northwest, its history, peoples,
environment, economy and waters.
The "view" from the deck of a fast moving
sailboat with sails flapping, snapping and
fluttering and the wind and foam in your face
can often be the catalyst that helps put it all
in perspective. The challenge of sea and sail
means something different for each and yet,
strangely enough, results in an awareness of
something larger than ourselves.
Come explore and discover through books,
boats, people and through your own writing,
observations and thought.
I
Planned equivalencies in quarter hours:
8-economic history
4-ecology of the Pacific Northwest
4-introductory mathematics
4-literature
4-marine natural history
4--oceanography
8-cultural economics
4-journal and expository writing
8-piloting, seamanship and small boat
handling
Total: 48 credits
Program is preparatory for careers and future
study in humanities, physical, biological,
social or environmental sciences.
Spam, spinach, lima beans, embargoes, grain
subsidies, the galloping gourmet, a frugal
gourmet, food fights, manna from heaven,
breaking bread, broken bread and bulimia,
vegetarianism, starvation and the commodity
exchange, Big Mac's, Wendy's, Sushi, hot
dogs, apple pie, Halvah and Grandma's
cookies, being on diets, lost on diets, apple
maggot quarantines, calories, sucrose,
glucose and everything in-between. The
Russians want our grain, the Japanese
harvest our fish and the world views an obese
United States. Americans cherish French
cuisine, Szechuan beef and pasta almandine.
Food is part of our existence and much of
our daily routine.
This program will explore the cultural role
of food through a diverse array of analytical
tools and models. Through an extensive
review of food themes in literature, film,
economics and cultural practice, an understanding of the centrality of food to the
human psyche will be acquired. For example,
food has been used as a weapon on many
scales. From 'systematic bartering and in
some instances to the starvation of populations and of individual people, food serves as
a means of conquest and oppression. On
another scale, the use of food in initiation
rites and family practices has been central to
the function and transmission of culture.
Not only will students examine the
theoretical and political role of food, but a
variety
labs in food preparation and ritual
practice will place the student close to the
subject matter at the table. Field trips will
include visits to food factories and related
industries. We will study literature and films
which investigate the symbolic and metaphoric qualities of food.
0t
Home. How do we collectively and individually share this responsibility? Is it in the
heart? How does it apply to individuals,
families, various cultures within a community, to peoples from different lands and
from different cultures and is home a place, a
time, a reflection or a remembrance? This
program is designed to answer these
questions and more in several study areas.
We will do this by examining U.S. history,
Northwest history and prehistory of the
indigenous peoples of the area, as well as
pertinent literatures, mythologies and poetry
(including multicultural works). In addition
to writing and research, we will consider
anthropology, archaeology, politics, law,
sociology and the arts.
The Northwest is the primary focus of this
study, but we will include other areas when
applicable.
The program will offer classes for students
interested in specific areas: writing and
poetry, applied arts, history and contemporary issues. We will also conduct workshops
designed to acquire library research skills,
listening skills and semina ring skills.
There will be at least one field trip,
possibly to a Native American Cultural
Center, a major museum or an historical site.
Possible texts include: Peoples of Washing-
ton, Legends of the Pacific Northwest, When
Legends Die, Snow Walker, Forgotten
Founders, Bless Me, Ultima, Winter in the
Blood, I Know Why the Caged Bird Sings,
Breaking the Silence, Riding the Earth Boy
40, The Joy Luck Club, No No Boy, October
Light, Home, House, Third Woman
Writers ..., Oysterville, America is in the
Heart, Song Lines and Of Mice and Men.
Planned equivalencies in quarter hours:
Planned equivalencies in quarter hours:
Will be distributed in anthropology,
humanities, expository writing, psychology,
economics and biology.
Will be distributed in Northwest history,
Washington state history, literature,
multicultural literature, cross-cultural studies,
anthropology, archaeology, writing and
research, poetry, humanities and applied arts.
Total: 48 credits
Program is preparatory for careers and future
study in humanities, social science, human
services, biological sciences, law and
medicine.
Total: 48 credits
Program is preparatory for careers and future
study in history, arts, anthropology,
education, cultural studies, literature and
humanities.
Chaos, Calculus and Confucius
The Awakening Mind-Spirit
Making American Selves
Fall, Winter, Spring /Coordinated Study
Coordinator: Rob Cole
Enrollment: 66 Faculty: 3
Prerequisites: No
Special Expenses: Field trip expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Don Middendorf
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: $50 for program retreat,
Fall, Winter, Spring/Coordinated Study
Coordinator: Brian Price
Enrollment: 88 Faculty: 4
Prerequisites: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
This program will examine the ways in which
we see and describe the universe. Exciting
advances in multiple disciplines are causing
scientists to rethink mechanistic ways of
seeing the world around us, and causing us to
confront many of our cherished mythologies
about "the way things are."
A world view heretofore dominated by
order and predictability is being challenged
by emerging studies of "chaos" and chaotic
systems. Many ancient peoples believed that
the forces of chaos and order were part of an
uneasy tension in the world. Chaos was seen
as immensely powerful, and potentially
creative. Until recently, however, much of
modern science has proceeded as if its task
were to eliminate chaos from our lives: the
world was thought to be reducible to a set of
deterministic principles-a
giant Newtonian
clockwork which we could eventually
understand with sufficient determination and
patience. Current work in the study of
chaotic systems in biology, medicine and the
physical sciences suggests otherwise.
This program will examine the literature,
history and mythology of ancient and
modern world views. We will spend significant time reading and writing about the ways
we see our world. We will also undertake _
laboratory exploration of non-chaotic and
chaotic systems. We will study mathematics
including pre-calculus and calculus. We will
explore fractal geometry and the strikingly
beautiful images generated from fractal sets.
We will use Evergreen's well-equipped·
personal computer laboratories to learn a
variety of software applications in the study
of order and chaos.
This program will give students a substantial introduction to current work in the
mathematical and physical sciences, and to
the impact this work has on the way we view
the world.
field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will explore the constructs
created by the human mind and the processes
used to achieve these constructs. We will
examine the similarities and differences in the
perceptions of physical and spiritual "reality"
by Eastern and Western cultures. In our
explorations we will examine the products of
the mind such as expressive arts, psychology,
anthropology and other sciences, belief
systems, philosophy, religions and dreams. In
addition, we will examine the processes and
methods used to understand the mind such as
music, dance, poetry, meditation and
empirical science. We will consider the
nondiscursive modes (music, arts, poetry and
dance) of expressing and understanding the
psyche as well as inter-being communication.
For example, what is the relationship
between music and the emotions? We will
also examine the symbol-generating capability of the mind and the relationship between
symbols, allegories, metaphors and myths/
beliefs/religions. Throughout our discussions,
we will consider the views of major world
philosophies and religions.
We will focus extensively on writing skills
in this program. After prompt feedback,
papers will be rewritten. Provisions will be
made for enhancement of writing skills at all
levels including students with English as a
second language and those with learning
disabilities.
We will integrate mathematics to the
extent possible and to the level appropriate
for our studies. For example, statistics will be
needed to examine some of the experiments
in psychology and parapsychology. Chaos
theory will be included in our study of
approaches to understanding the mind. The
views of modern physics will be discussed in
relation to world philosophies.
How do we gain a sense of individual
identity? How do we define ourselves/get
defined? How do these ways change over
time? How do our races, genders, classes,
families, friends, communities, educations,
work experiences and interactions with
institutions create, constrain and change us?
What does it mean to be an American?
How does one become an American? How
has the meaning of American changed over
time? What will American mean in the
future?
These questions will inform our studies in
"Making American Selves," as we try to
make sense of this changing American world
and to understand ourselves within it.
In Fall Quarter we will focus on who we
are, reading about a diversity of contemporary American identities, while exploring and
writing about our own changing identities
and our family histories.
In Winter Quarter we will focus on where
we came from, reading about American
identities constructed in previous eras,
discovering how they differ from our own
and learning from older generations how
they generated American selves.
In Spring Quarter we will focus on where
we are going, reading about how American
selves will change in the near future, and
exploring what will be required of us in order
to live in an increasingly multicultural United
States.
This multicultural, gender-balanced,
interdisciplinary Core Program will explore
the construction of female and male selves in
a variety of cultures in the United States. We
will focus on fictional, autobiographical, and
biographical representations of American
selves, informing our reading by background
studies in the areas of psychology, sociology,
anthropology, history, education, gender and
cultural studies.
Planned equivalencies in quarter hours:
Planned equivalencies in quarter hours:
Will be distributed among the history and
philosophy of science, mathematics, the
physical sciences, world literature, mythology, computer studies, critical reasoning and
expository writing.
Will be distributed among expressive arts,
psychology, expository writing, mathematics,
religion, philosophy, anthropology, multicultural studies, critical reasoning and individual
projects.
Planned equivalencies in quarter hours: Will
Total: 48 credits
Total: 48 credits
Program is preparatory for careers and future
study in all of the liberal arts and sciences.
Program is preparatory for careers and future
study in women's studies, men's studies,
ethnic studies, American studies, American
literature, history, education, sociology,
anthropology and psychology.
be distributed among women's studies, men's
studies, ethnic studies, American studies,
American literature, history, education,
sociology, anthropology and psychology.
Total: 48 credits
Program is preparatory for careers and future
study in a wide variety of the natural and
social sciences, the humanities and the arts.
Core Programs
I 41
Through African Arts: Arts, Religions
and Cultures of Africa and Her
Diaspora
Fall, Winter/Coordinated Study
Coordinator: Marianne Bailey
Enrollment: 88 Faculty: 4
Prerequisites: No
Special Expenses: Resource people,
film rental, field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will explore Africa's diverse cultures
through their art forms: their images, words
and rhythms. We'll look at aesthetic and
religious, societal and political traditions and
their role as a source of contemporary
cultures in the Americas. Through accounts
of explorers and colonizers, we will recognize
the preconceptions and misconceptions that
still color our view of African cultures. Ours
is no ordinary exploration: we will remain
still, attentive and open, training our eyes
and ears to hear African and Caribbean
artists speak, and to let the truths in their
images come to light.
In Fall Quarter we will begin with
traditional African societies and their ways of
relating to the world: oral tradition, ritual
and festival life, roles of music, dance and
plastic arts, matriarchal and patriarchal
cultures. We will look at how these traditions
changed through the coming of Islam,
Western exploration, colonization and the
slave trade, and how-they were transmitted
and took root in the New World.
In Winter Quarter we will shift our focus
to the African diaspora in the Caribbean
area, and its evolving, syncretistic cultures
which, like Haitian voodoo, survive and
flourish through mixing, camouflage and
transmutation. We will study the role of art
as revolutionary weapon, culture-builder and
consciousness-changer through such artists as
Cesaire, Conde, Lam, Soyinka and Sembene,
and look at contemporary concerns with
neocolonialism, environmentalism and the
role of women.
Program activities will include seminars
and lectures, a film series, two weeks of
workshop-based skill development, African
music and dance, and writing workshops.
Planned equivalencies in quarter hours: Will
be distributed in expository writing, research
methods, African and Caribbean history,
ethnology, world religions, literatures of
Africa and the Caribbean, African art
history, and African and Caribbean music.
Total: 32 credits
Program is preparatory for careers and future
study in all of the arts and humanities.
Border Studies: Canada, Mexico,
USA
Winter, Spring/Coordinated Studies
Coordinator: Gilbert Salcedo
Enrollment: 66 Faculty: 3
Prerequisites: No
Special Expenses: $20 for film rentals
Part-time Options: Four quarter hours in
related area (e.g., foreign language)
Internship Possibilities: No
Additional Course Allowed: Yes, four
quarter hours maximum
Borders are lines on a map. They define and
differentiate nations from one another but
they cannot separate peoples; indeed, they
often serve as a corridor of cultural exchange. This paradox is central to understanding the dilemma of values and identity
which challenges the individuals who live and
work on an international or interregional
borderline. Their situation is composed of
diverse ingredients in history, politics,
geography and languages.
Yet, while a boundary line emerges from
these factors, the idea of the border eventually becomes a line drawn in the mind. The
social reality of the border is a demarcation
which has dissolved into a blur, the blend of
distinct cultural roots tempered by common
public concerns.
We will examine old assumptions, test new
ideas and explore the cultural, political and
linguistic borders of countries, provinces and
"nations within nations" from a variety of
interdisciplinary perspectives. We will raise
such questions as: How are borders invented
and what causes them to change? What
function do they serve? What realities do
they mask? Have they become anachronistic
and illusory? What happens to the personal
sense of identity of a man or woman native
to the border zone of the nations?
Our major case studies will be Quebec!
Canada, CanadafUSA, and MexicofUSA.
Students will develop a working definition of
a particular cultural or political border area
and write an individual research project or
engage in collaborative research. Projects will
be presented orally. Students can expect to
acquire library investigation skills, techniques
in interviewing and public speaking,
improvement in writing capabilities, and a
solid understanding of how historians,
geographers, sociolinguists and political
economists view borders.
Seminars will deal with bilingualism,
population studies, legend and tradition,
novels, biography, politics, gender and social
class, race and ethnicity, and Native
American mythology. Our overarching
metaphor will illustrate how the idea of "the
border" illuminates margins and boundaries
unspoken in society-language,
gender and
race.
Planned equivalencies in quarter hours: Will
be distributed in geography, history,
language and culture, literature, library
research, ethnic studies and gender studies.
Total: 24 credits
Program is preparatory for careers and future
study in international studies, history,
linguistics, geography, law, education and
intercultural studies.
Environmental Studies
Convener: Pat Labine
Affiliated Faculty: Michael Beug, Paul Butler,
Jovana Brown, William Brown, Richard
Cellarius, Larry Eickstaedt, Russ Fox, Steven
G. Herman, Jaime Kooser, Pat Labine, Kaye
V. Ladd, David Milne, Ralph Murphy, Tom
Rainey, John Perkins, Robert Sluss, Oscar
Soule, Jim Stroh, Pete Taylor and AI
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 insures the prosperous survival
of both. It is our primary goal to help people
develop the knowledge, skills and experiences
to express that philosophy in many different
roles in society.
Specifically, the goals of Environmental
Studies are:
To understand the nature, development and
interactions of terrestrial and marine
ecosystems, and human societies;
To learn the richness and the limits of the
environmental and social resources available
to sustain both human environments and
natural systems;
Career Pathways in Environmental
Studies
Major curricular pathways in Environmental
Studies include (1) Field Biology and Natural
History, (2) Marine Studies, (3) Ecological
Agriculture and (4) Environmental Assessment and Design. Additional strengths of the
Environmental Studies faculty include
ecological physiology, environmental
chemistry, environmental history and
philosophy, environmental policy, geology,
physical geography and planning. The faculty
are experienced in, and committed to,
providing students with practical experience
through fieldwork and projects that serve the
people and organizations of southwest
Washington and the Pacific Northwest.
Environmental Studies has close working
relationships with two other Specialty Areas.
Political Economy and Social Change
To study the cultural values and philosophies
that shape environmental behaviors, and
Through applied work, to develop the skills
necessary to handle our resources wisely.
Environmental Studies requires students and
faculty who are willing to study material
from many disciplines 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.
provides a strong social science component,
particularly in environmental politics,
economics and the social impacts of technology. Science, Technology and Health
provides additional work in the physical
sciences, including chemistry and energy
studies, and in the biological sciences,
emphasizing molecular and organismal
biology. Most faculty in Environmental
Studies are also affiliated with Evergreen's
Graduate Program in Environmental Studies
(MES). Advanced undergraduates may be
able to enroll in a graduate course with the
permission of the instructor if it is appropriate to their curriculum and they have the
necessary prerequisites.
First Year:
Any Core Program. Students interested in
Environmental Studies may want to consider
the following Core Programs: "Exploration,
Discovery and Change" or "What's
Cookin'?: Food & Human Culture."
Second or Third Years:
"Introduction to Marine Environments"
(FW)
"Ecological Agriculture" (FWS)
"Geography and Environment" (F)
"Topics in Marine Studies" (S)
Third or Fourth Years:
"Making a Difference: Doing Social Change"
(FWS)
"Mammalogy" (F)
"Environmental Ethics: Theory and Action
(WS)
"Landscapes and Biogeography" (W)
"Ornithology" (S)
"Riding the Hydrological Cycle" (S)
Environmental
Studies
43
Introduction to Marine
Environments
Fall, Winter/Coordinated Study
Coordinator: Kaye V. Ladd
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: About $20/quarter lab fee,
$80/quarter
field trips
Part-time Options: Yes, but not encouraged,
faculty consent required
Internship Possibilities: No
Additional Course Allowed: See faculty
This program will focus on the sea as a
habitat for marine life and the relationships
between marine organisms and properties of
the sea. Water pollution and its effects on
aquatic life will be examined. In addition to
topics in marine biology, the program will
cover general chemistry with application to
the chemical properties of the sea and the
quantitative methods necessary for marine
research. Field and laboratory work will
focus on marine biology and water quality
chemistry. Students with general college
chemistry may substitute another course.
Topics in Marine Studies
Ecological Agriculture
Spring/Group Contract
Sponsors: TBA
Enrollment: 24
Prerequisites: "Introduction
Fall, Winter, Spring/Coordinated Study
Coordinator: Pat Labine
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: Approximately $75 field
to Marine
Environments"
Special Expenses: Lab fee, field trips
Part-time Options: By consent of faculty
Internship Possibilities: No
Additional Course Allowed: See faculty
trip fees
This program will focus on advanced topics
in marine studies. Field and laboratory work
will be included.
Additional Course Allowed: By arrangement
Part-time Options: By arrangement with
faculty
Internship Possibilities: By arrangement with
faculty
Planned equivalencies in quarter hours: Will
be distributed in marine studies.
Total: 16
Program is preparatory for careers and future
study in environmental and marine studies.
Planned equivalencies in quarter hours: Will
be distributed in marine biology, chemistry
and quantitative methods.
Total: 32 credits
Program is preparatory for careers and future
study in environmental and marine studies.
The launching of the Resolute, one of Evergreen's two floating lab/classrooms.
See page 47.
with faculty
The study of agriculture is a study of human
interaction with the natural environment.
Therefore, "Ecological Agriculture" will
provide students with a useful introduction
to Environmental Studies. The program will
examine the progression of agriculture from
its tribal and peasant origins to present-day
industrialized food systems. Spring term will
give special emphasis to agriculture and
Third World development. At all levels, the
larger social, political and economic contexts
will be considered. Students will develop
skills in critical reading and expository
writing. There will be substantial work in a
range of natural and social sciences (ecology,
chemistry, botany, entomology, soils,
planning and community development).
Students may elect "Farm Practicum" as
an option within the program. Under the
direction of the farm manager, students will
help maintain the demonstration and market
gardens of Evergreen's Organic Farm. They
will be given the opportunity to learn plant
propagation, intensive organic production of
fruits and vegetables, marketing and general
farm maintenance. Practicum will also
include field trips to a variety of farming
operations in the Pacific Northwest.
Students who have not completed work in
college level chemistry will be given the
option of enrolling in Chemistry I and II
concurrently with the program.
Planned equivalencies in quarter hours: Will
be distributed among ecology, botany, soil
science, chemistry, entomology, political
economy of American agriculture, agriculture
and development in the Third World,
expository writing, library research and farm
practicum.
Total: 48 credits
Program is preparatory for careers and future
study in environmental studies, ecological
agriculture research projects, Third World
service and a variety of internships in organic,
agriculture.
Geography and Environment
Mammalogy
Fall/Group Contract
Sponsor: William Brown
Enrollment: 24
Prerequisites: None
Special Expenses: No
Part-time Options: Consult faculty
Internship Possibilities: No
Additional Course Allowed: Yes
Fall/Group Contract
Sponsor: Steven G. Herman
Enrollment: 24
Prerequisites: Introduction to biology;
This course will examine the recent historical
relationship that has developed between
natural environments and human systems
that have been imposed upon it. Our
particular concern will be with the sustainability of both in view of population growth
and resources. We will begin with an
exploration of physical geography and
climate, the basis of all natural systems. Next
we will examine the nature of political
territorialization that has resulted in the
present global division of have and have-not
nations, the industrial West and the Third
World. We will take a close look at the
impact and ideology of growth in the
industrial West in general, but also as it is
now being scrutinized in Washington state in
terms of its effects on this region's environment. Students will have an opportunity to
work with and hear from local organizations
concerned with growth, e.g., Washington
2010, the Washington Environmental
Council and the Sensible Growth Alliance.
Planned equivalencies in quarter hours:
4-physical geography
4-resource geography
4-environmental politics
4-economic development and underdevelopment
Total: 16 credits
Program is preparatory for careers and future
study in geography, environmental studies
and planning.
general understanding of natural history and
interest in field work
Special Expenses: $100 for transportation
and related expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
"Mammalogy" is an advanced program
designed to familiarize students with the class
Mammalia, emphasizing Washington
mammals through lectures as well as lab and
field work. Students will be required to
prepare scientific study skins and research
one species of mammal in both the library
and the field. There will be at least two
overnight field trips, one west of the Cascade
Mountains, one east. Most other fieldwork
will be local, emphasizing live trapping.
Students will maintain field records according to a rigorous technique pioneered by
Joseph Grinnell. Required materials will
include curatorial kit, standard field guides,
Mammalogy by T. Vaughn and shorter texts
as needed.
Planned equivalencies in quarter hours:
12-mammalogy
4-another course or area of emphasis on
mammals
Total: 16 credits
Students who do well in "Mammalogy" will
have an excellent background in the natural
history and physiology of mammals, and a
thorough working knowledge of the natural
history of Washington mammals, including
selected marine species. These studies are
applicable to career preparation in natural
resource work and will be especially helpful
f,or graduate studies in vertebrate zoology.
Environmental Ethics: Theory and
Action
Winter, Spring/Group Contract
Sponsor: Mark Levensky
Enrollment: 24
Prerequisites: College-level ability to read,
write about and discuss difficult texts in the
humanities and social sciences. Willingness to
engage in a half-time internship with an
environmental action agency or organization
during spring.
Special Expenses: Field trip expenses
Part-time Options: No
Internship Possibilities: Half-time internship
with an environmental action group, agency
or organization during Spring Quarter
Additional Course Allowed: Yes, but not in
place of some part of the program
"Environmental Ethics: Theory and Action"
is one response to our present worldwide
environmental trouble. During the first
quarter, students will read about, write about
and discuss possible religious, philosophical,
economic and social causes of this great
trouble. Each student will participate in a
small group research project on the condition
of one part of our environment-air,
land,
water, plant, fish, animal or human artifact.
During the second quarter, students will read
about, write about and discuss possible
foundations for an environmental ethics:
religious, legal, economic, life-centered,
humanistic. In addition, each student will
engage in a half-time internship with an
environmental action group, agency or
organization. Seminars, lectures, films, field
trips and workshops throughout the program
will support students in all parts of their
work.
Seminar texts, first quarter: "Genesis;"
Western Man and Environmental Ethic;
Second Treatise of Government; Walden and
Civil Disobedience; The Death of Nature:
Women, Ecology and the Scientific Revolution. Second quarter: The Rights of Nature:
A History of Environmental Ethics; A Sand
County Almanac and Sketches Here and
There; A Companion to a Sand County
Almanac: Interpretive and Critical Essays;
Land of the Spotted Eagle; Earth and Other
Ethics: The Case for Moral Pluralism;
Respect for Nature: A Theory of Environmental Ethics.
Planned equivalencies in quarter hours:
4-expository writing
16-environmental ethics
8-interI1$hip in environmental affairs
4-independent studies in social sciences
Total: 32 credits
Program is preparatory for careers and future
study in the humanities or social sciences.
Environmental
Studies
45
1
Landscapes and Biogeography
Ornithology
Fall, Winter/Group Contract
Sponsor: Pete Taylor
Enrollment: 48 Faculty: 2
Prerequisites: Third-year standing, biology
Spring/Group Contract
Sponsor: Steven G. Herman
Enrollment: 24 Faculty: 1
Prerequisites: Basic understanding of natural
and physical geology
history, basic understanding of bird identification and record-keeping techniques
Special Expenses: $500 for field expenses
(room and board), $170 for transportation
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Special Expenses: Field trip costs, approximately $80
Part-time Options: No
.Internship Possibilities: No
Additional Course Allowed: No
This group contract will feature topics in
geology and biology toward understanding
the distributions and interrelationships of
landforms, plants and animals. The primary
subjects to be covered are geomorphology
and biogeography. The geographic scope will
be worldwide to include terrestrial and
marine environments; polar, temperate, and
tropical regions; and continents compared
with islands. The modes of study will be
lectures, reading, seminars, labs, field studies
and literature-based research projects. During
the Fall Quarter and continuing into the
Winter Quarter, the studies will cover the
broad scope of geomorphology (and related
geology) and biogeography (and related
ecology and evolutionary biology). Winter
Quarter, there will be emphasis on case
studies in the Northwest and on individual
literature-survey research. The laboratory
and field studies during both quarters will
feature methods and trips to local sites
applicable to geomorphology and biogeography.
Planned equivalencies in quarter hours:
8-geomorphology
8-biogeography
6-geological
methods
6-ecological
methods
4-selected topic in geomorphology and/or
biogeography (literature survey)
Total: 32 credits
Program is preparatory for careers and future
study in geology, biology and environmental
studies.
"Ornithology" is an advanced program
designed to provide students with a comprehensive background in avian biology with an
emphasis on field studies. Required materials
include standard field guides (Ornithology,
The Naturalist's Field Journal, Bird Study),
field journal materials and high quality
binoculars.
Planned equivalencies in quarter hours:
4-bird ecology
-l-ornithology
4-bird behavior
4-bird structure
Natural History of the American
Southwest: Here and There
Winter/Group Contract
Sponsor: Paul Ray Butler
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing;
previous academic work in natural history;
faculty interview and signature
Special Expenses: Field expenses for
approximately two weeks
Part-time Options: Consent of faculty
Internship Possibilities: No
Additional Course Allowed: No
During the first half of the quarter students
will study the natural history of the area
through lectures, discussions and individually
tailored reading assignments in preparation
for their field project. The students will spend
approximately two weeks with the faculty
sponsor in the Southwest working on that
project. Upon return to Evergreen, each
person will write up the results of his or her
work and make an oral presentation. Possible
research projects include reconnaissance
archaeology of the lower Grand Canyon and
natural history topics in southern Death
Valley.
Total: 16 credits
Planned equivalencies in quarter hours: Will
Students completing this program as part of a
larger scheme of study will be in a position to
seek care-ersor future study in resource
.management, vertebrate zoology or environmental interpretation. Persons finishing the
program will be competent to study birds
successfully at the sub-professional level, and
uniquely well-qualified for graduate work in
the field of ornithology.
be distributed in geology, botany, anthropology, archaeology and zoology.
Total: 16 credits
Program is preparatory for careers and future
study in environmental studies, anthropology
and archaeology.
Ridingthe Hydrologic Cycle
Spring/Group Contract
Sponsor: Matt Smith
Enrollment: 48 Faculty: 2
Prerequisites: Previous academic experiences
in Political Economy and Social Change,
Habitats or other Environmental Studies
program or equivalent experience; faculty
interview and signature required
Special Expenses: Approximately $100 for
field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Abundant water makes this planet unique.
The distribution of water is a crucial issue for
the growth and development of societies.
This program will carry out an in-depth
study of the hydrologic cycle and its
modification and meaning to human
societies. We will investigate the natural
movement of water through the environment.
This will allow us to discuss how these
pathways are modified by human needs and
structures. We will explore history of the
competing and often incompatible demands
made on river systems in the American West.
We will also attend to the economic, cultural
and personal meanings of water. In addition
to classroom work, the program will have a
strong commitment to field studies of local
and regional significance. The program will
involve travel away from campus.
Planned equivalencies in quarter hours: Will
be distributed among hydrology, political
economy of natural resources, water resource
issues and writing.
Total: 16 credits
Program is preparatory for careers and future
study in environmental policy, natural
resource management, hydrology, law,
western American history and environmental .
education.
Making a Difference: Doing Social
Change
During the first years of college, we learn
about societal and environmental problems.
Population growth, our homeless, misuses of
our natural resources and our environment,
questionable business ethics and child abuse
are some examples.
Useful methods exist now for being an
effective agent for change. Increasing
students' skills and knowledge about the
ethics, goals and practices of doing change is
the purpose of this program. "Making A
Difference" will combine field experience
with seminar learning. Students are encouraged to negotiate, in advance, internships
where they will specifically conduct or
observe field change projects. Students who
do not have or want internships are welcome
in the program, provided that they design
and carry out their own change projects.
For a complete description, turn to page 67
in the Management and the Public Interest
Specialty Area.
The Human Condition: Reading and
Writing the Book of Nature
This program is about the literary character
and philosophical presuppositions of
scientific work. We will study the writing and
interpretative practices of scientists, as well
as the literary and aesthetic character of
scientific work.
Within the context of scientific pedagogy
(how science gets taught), we will examine
the social and intellectual consequences of a
language that is now increasingly seen as
both specialized and exclusionary. An
underlying assumption is that a critical
understanding of how knowledge itself is
socially constructed within language can
. inform and motivate social action-including
projects chosen and pursued by scientists. For
a complete description, turn to page 75 in the
Center for the Study of Science and Human
Values Specialty Area.
The Organic Farm.
The Organic Farm, started by students
during the college's first year, is an inspiration for involvement in agriculture. Each year
new projects are undertaken to explore a
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 98.
The Seawulff and The Resolute
Commisioned in 1978, the Seawulff is a 38foot sailboat, a portable piece of campus that
serves as a floating classroom for marine
studies and reaserch projects. Built by
students, faculty and community volunteers
over a six-year period, the vessel is now used
in academic programs to explore Puget
Sound as far north as the San Juan Islands.
The Seawulff has recently been joined by The
Resolute, a 44-foot sailing vessel formerly
used at Annapolis, Maryland. The Resolute
was restored at Evergreen.
Expressive Arts
Convener: Terry A. Setter
Affiliated Faculty and area of
Graduate Advising:
Susan Aurand-Visual Art, Ceramics
Andrew Buchman-Music
Sally Cloninger-Film/Video
Doranne Crable-Performance
Studies,
Literature
Joe Fedderson-Visual Art
Anne Fischel-FilmNideo
Bob Haft-Visual Art, Photography
Meg Hunt-Dance
Rose Jang- Theater
Bud Johansen-Dance
Jean Mandeberg-Visual Arts, Sculpture
Laurie Meeker-Film/Video
Sandie Nisbet-Theater
Ratna Roy-Darice, African Studies
Terry Setter-Music
Paul Sparks-Visual Art, Photography
Gail Tremblay-Fiber Arts, Creative Writing
Ainara Wilder-Theater
Bill Winden-Music, Visual Art
The Expressive Arts Specialty Area is
primarily concerned with helping students
gain skills and experience in the arts. In many
programs students have the opportunity to
do work in more than one art form simultaneously, and collaboration and crossdisciplinary approaches to learning are
stressed throughout the specialty area.
Program themes are dra,wn from issues of
current and historic interest to the faculty
and vary widely from year to year. This
insures that the faculty and the curriculum
remains vital and relevant. Students should
be aware that traditional sequential skills
training is not available in most of the arts.
The Expressive Arts faculty are committed
to the importance of creative work as a
central element in liberal arts education. The
skills acquired in Expressive Arts programs
will contribute to the work students undertake in future academic programs. However,
it is important for students primarily
interested in the Expressive Arts to have a
broad range of other academic experiences.
Students should not expect to do all of their
undergraduate work within the Expressive
Arts. They ar~ encouraged to move into and
out of the area, taking advantage of study
opportunities in other specialty areas. While
in the Expressive Arts, students are encouraged to work in more than one of the arts
areas and to consider undertaking multimedia, collaborative projects with other
students. The faculty believe that a wide
range of experience in the arts and other
disciplines is necessary to broadly develop the
students' creativity and perspective .
Expressive Arts offerings include work in
dance, theater, film/video, photography,
visual arts, music, and creative writing. In all
of these, we are working to create a learning
environment which supports a strong
multicultural perspective.
Each year the offerings in Expressive Arts
include:
A sophomore level coordinated study
program which serves as an introduction and
theoretical foundation for work in the arts;
Junior/senior level work-based programs
where students apply and refine arts skills;
Individual contracts, internships and senior
theses opportunities where advanced students
with a minimum of three quarters of prior
experience in the Expressive Arts can do
work which is developed in relation to their
own particular needs and abilities;
Skill development modules designed to
supplement work in programs and group
contracts, and
Internship possibilities for pre-professional
work experience.
./
Expressive Arts
Introduction to the Performing Arts
Studio Project
Studio Project
Fall, Winter, Spring/Coordinated Study
Coordinator: Bud Johansen
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Ticket cost and travel
Fall/Group Contract
Sponsor: Bill Winden
Enrollment: 24 Faculty: 1
Prerequisites: Faculty signature
Special Expenses: Art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Winter/Group Contract
Sponsor: Bob Haft
Enrollment: 24 Faculty: 1
Prerequisites: Fall Quarter of "Studio Projects"
Special Expenses: Photo Lab user fee ($401
expense to performances
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program is designed for the student who
has an interest in exploring the roots of the
performing arts: music, theater, dance.
Through readings, seminars, lectures on the
history and selected works of art, critiques of
these works, response papers and hands-on
workshops, the student will be given a broad
and specific introduction to the performing
arts.
Lectures will show the historical development of the performing arts as they grew in
various areas and countries of the world.
Comparisons and connections will demonstrate the richness and pertinence of the arts
in the lives of people. Film/video, audio or
live performance presentations of the periods
studied will be used to develop critique skills
and aesthetic awareness of the performing
arts.
Seminars will be based on readings,
lectures and critiquing of works of art. This
will be a time to share reactions to material
presented. Students will write a response
paper each week for the seminar and a
rebuttal paper after the seminar.
Each faculty member will give a workshop in
which students will concentrate on one or
more areas for practical skills in music
composition, acting or choreography. These
workshops will result in collaborative
productions shown to the program as works
III progress.
The emphasis during Fall Quarter of "Studio
Project" will be upon drawing and painting,
using a variety of media. Through work in
art history, design and aesthetics, students
will learn to synthesize an increasing ability
to see imaginatively with ideas drawn from
philosophy, history and personal themes.
(This is the first quarter of a year-long study
of imagemaking, and it is prerequisite to
"Studio Project" work offered Winter and
Spring Quarters.)
Planned equivalencies in quarter hours:
6-drawing and painting
6-two dimensional design
4-art history
quarter) plus materials
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will be an in-depth study of
photography and photographic history.
Students will be expected to become proficient
with the camera and in the darkroom, and will
read and discuss critical texts (both historic and
contemporary) about photography and how it
relates to modern art. Emphasis will be placed
on using the medium as a tool of personal
expression. In addition to classroom work,
field trips will be taken to galleries to view
exhibits of photographic work and to sites of
special visual interest for on-location shooting.
Students will also be expected to participate in
an art history module.
Planned equivalencies in quarter hours:
8-basic photography
4-aesthetics and design
Program is preparatory for careers and future - 4-art history
Total: 16 credits
study in arts and humanities.
'
Total: 16 credits
Program is preparatory for careers and future
study in photography, the arts and humanities.
Studio Project
Spring/Group Contract
Sponsor: Paul Sparks
Enrollment: 24 Faculty: 1
Prerequisites: Fall Quarter of "Studio Project"
Special Expenses: Studio fees, material, special
tools or equipment
Planned equivalencies in quarter hours:
12-music, theater, dance history
6-expository writing
12-music composition
12-acting
12-<:horeography
4/8-production
12-aesthetics and critique of performing arts
Total: 48
Program is preparatory for careers and future
study in the performing arts.
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.
Recording and Structuring Light
and Sound
Identity, Imagination and Voice:
The Politics of Representation
Fall, Winter/Group Contract
Sponsor: Sally Cloninger
Enrollment: 24 Faculty: 1
Prerequisites: Sophomore standing or above,
Fall, Winter, Spring/Coordinated Study
Coordinator: Anne Fischel
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing;
one year Core programs, interview and
signature required
Special Expenses: $200 materials, $50
screening fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
interview and portfolio review; faculty
signature; students must have had course
work and be able to demonstrate basic skills
in the area in which their Spring Quarter
research will be carried out.
Special Expenses: Possible donation to film
fund and personal project budget
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: No
All of the media curricula in Expressive Arts
have a strong commitment to a critical
perspective on imagemaking, the interface of
theory and practice, skill development, and a
concerted effort to integrate multiple
perspectives on gender, race, class and sexual
diversity. Specific attention to the politics and
poetics of nonfiction imagemaking as well as
to theoretical positions informed by feminist
scholarship and Third World filmmaking
praxis form the basis of film/video studies at
Evergreen. This program is the entry-level
media arts contract designed to provide
students with a basic yet comprehensive
background in technical, theoretical and
aesthetic aspects of nonfiction imagemaking
with emphasis on film, video and audio
production.
Students will spend Fall Quarter acquiring
specific technical skills, exploring the design
process as it applies to these media, executing
experiments in visual imagemaking, screening
and evaluating films and video tapes,
attending lectures and design seminars, and
preparing for the production of a complete
film or a videotape during Winter Quarter.
Students will be instructed in preproduction design, cinematography (including
camera operation and location lighting),
sound recording for film and video, editing,
sound recording and mixing, graphic design
for film and video, and post-production
techniques. Although technical skills will be
stressed, the overall emphasis will be on
experimentation and the development of a
critical and political viewpoint with regard to
one's own imagemaking.
•
People of color and white feminists all over
the world have questioned European notions
of history and their place within it. Seeking
to create identities beyond that of "the
other," feminist and Third World thinkers
and artists have begun the difficult task of
creating new forms of enunciation in
literature, images and theory. We are moving
beyond colonial expressions of ourselves to a
new politics of self-representation. As we
map this difficult terrain, we seek to explore
the connections between diverse groups,
building dialogues and coalitions and
developing strategies for change.
We propose to explore these themes in the
context of three time periods: the 1920s, the
post-WWII period and the contemporary
(post-I968) era. We will focus on three
things. We will pay close attention to voices
from the Third World and to texts and
images that are informed by senses of identity
and historical imagination quite different
from those of dominant North American
culture. Some possibilities for study include
the Harlem Renaissance, the rise of
Negritude and the Third Cinema movement
in contemporary Third World filmmaking.
We want to contrast the ways in which the
West has constructed its "others" in texts
and images. We will look at works drawn
from traditional anthropology and ethnographic film and the modernist period in art,
among others. We are also interested in the
development of critical perspectives. We will
look at a variety of these including: Marxist
cultural criticism, feminist theory and film,
the critique of racism and recent experimental ethnographies.
During Fall and Winter Quarters we will
be engaged in intensive study of these
materials. During this time we will be
grappling with a variety of critical approaches and methodologies, seeking to
construct philosophies and positions from
which to work effectively as makers and
critics of culture. During Spring Quarter
students will carry out an original in-depth
inquiry in one of a variety of media,
including film, video, photography and
creative or analytical writing.
Planned equivalencies in quarter hours:
20--cultural studies
8-film studies
8-feminist theory
12-independent project
Total: 48 credits
Program is preparatory for careers and future
study in social science, film, history and
writing.
Planned equivalencies in quarter hours:
8-filmfvideo production
4-audio production
4-history and theory of moving image
4-feminist film theory
4-film aesthetics
4-introduction to visual research
4-independent projects: film and video
Total: 32 credits
Program is preparatory for careers and future
study in media, visual communications and
inter-arts.
Expressive Arts
I 51
Multicultural Music
Fall, Winter, Spring/Group Contract
Sponsor: Andrew Buchman
Enrollment: 24 Faculty: 1
Prerequisites: Third- or fourth-year standing;
interest and some expertise in music; faculty
signature not required
Special Expenses: Lab fees, materials, field
trip to San Francisco, Winter Quarter
Part-time Options: No
Internship Possibilities: Yes, if student
arranges
Additional Course Allowed: Yes
Do you like Basie? Black Sabbath? Fela? Five
Blind Boys from Alabama? Le Mystere des
Voix Bulgaires? Wayang Kulit? All of the
above? Do you play guitar, harmonica,
bongos, MIDI devices, radio dials? Then
"Multicultural Music" is for you.
Typically, students in this program will be
very interested in music and beyond the
beginning level of skill development. They
probably will not be interested only in music.
A year in an Expressive Arts program
including music, six months or more of
private lessons and a year or more of
independent study might be typical preparation. Students should plan to take one or
more music skill modules and to study an
instrument privately for credit. In addition to
music modules, students may well want to
work in visual media modules such as video,
film and computer graphics.
Our goal will be to develop artistic skills
within a multicultural framework. For
example, we will study rhythm by using
African music as models, melody by studying
Irish folksongs, instrumentation and timbre
by studying Balinese and Japanese music, and
improvisation by studying jazz and Indian
classical music. We will compare and
contrast harmony and form in contemporary
popular music and in "classical" European
art music. We will also explore the social and
political implications of changing definitions
of what music is.
Specific activities are subject to the
availability of resources, staff and equipment.
Some possibilities: (1) quarterly concerts of
new work in the Experimental Theater; (2)
collaborative programming projects between
computer scientists and musicians, resulting
in a multicultural computer courseware
package to be distributed nationally entitled
World Beats; (3) a field trip to San Francisco
in January to pursue research at Berkeley and
the Center for Composition and Research in
Music and Acoustics at Stanford University
and cultural activities; (4) production and
distribution of a CD, LP or cassette of
students' works; and (5) attendance at a
national meeting of the International
Association for the Study of Popular Music
in Eugene, Oregon.
Planned equivalencies in quarter hours:
4/12-ethnomusicology
4/12-modules (selected to meet individual
needs) or independent study
4/12-independent study, including private
music lessons and/or student-arranged
internships
Total: 12/16 credits per quarter
Program is preparatory for careers and future
study in music composition, music performance, audio recording,ethnomusicology and
media arts.
Taste and Popular Culture
Fall, Winter/Group Contract
Sponsor: Hiro Kawasaki
Enrollment: 48 Faculty: 2
Prerequisites: Core in humanities or arts, or
its equivalent
Special Expenses: Field trips and tickets
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This contract will examine cross-cultural and
historical concepts of taste and their
manifestations in popular arts of two
contrasting cultures.and times: a period from
Japanese history and one from the West. We
will read popular literary work, look at
examples of functional and decorative art,
including crafts, architecture, interior
designs, fashion, etc., and study popular
theater and music, We will examine the
relationships among various popular arts,
discuss the connections between "taste" and
"aesthetics," and between "taste" and
"socio-economic conditions." We will
explore how certain taste manifested in
popular culture shapes as well as reflects the
spirit of the time and place. We will see films,
plays and other performances whenever
possible as well as visit museums. Some
students may work in art studio for a part of
their credits and make objects that enhance
their understanding of our subjects. Others
can do library or field research in order to
extend and expand what we learn as a group.
Planned equivalencies in quarter hours:
8-literature
8-art history
8-sociology
8-popular culture
Total: 32 credits
Program is preparatory for careers and future
study in Japanese studies, humanities and art
history.
Grasp Tight the Old Ways
Fall, Winter/Coordinated Study
Coordinator: Marilyn Frasca
Enrollment: 35 Faculty: 2
Prerequisites: Core program, portfoliointerview and signature of faculty
Special Expenses: Students will provide cost
of own art materials, plus $30 film screening
and guest speaker's fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty
approval
The title of our program is taken from the
catalog for an exhibition of Inuit art which
documents the skill, ingenuity and resourcefulness of visual artists whose work reflects
both the traditions of the past and the
cultural necessities of the present.
This program is a two-quarter study of
pattern and symbol in various cultural and
religious contexts such as roadside shrines of
India, Islamic tiles, Northwest coast form
line, Hmong textiles and influences of these
cultural forms on contemporary art.
We will examine traditional attitudes,
practices and beliefs about the construction
and design of formal visual objects. Students
will be expected to identify a visual principle
or motif from each cultural context studied
and produce a body of work in a visual form
which documents their understanding and
response. In addition, students in small teams
will do research on the life history of a
particular work or visual element and present
their findings throughout the quarter.
Program activities will include seeing
seminars, film screenings, group critiques and
collaborative student presentations. Students
will be selected on the evidence of demonstrated skill in the visual arts after an
interview with the faculty.
Planned equivalencies in quarter hours:
6-anthropology
6-principles of design
lG-independent project (TBA)
8-art history
2-philosophy
Total: 32 credits
Program is preparatory for careers and future
study in the arts and humanities.
Stylistic Theater: Archetypes in
Theater and the Arts
Fall, Winter/Coordinated Study
Coordinator: Ren-Hui (Rose) Jang
Enrollment: 48 Faculty: 2
Prerequisites: Junior or senior standing or
equivalent; faculty signature; audition in
spring, 1991
Special Expenses: Yes
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program will introduce students to the
concept and power of archetypes in expressing universal emotions. Stylistic theater,
which explores the spiritual, archetypal
representation of the human world will be
introduced as one such expression. Our study
will be divided into theory and practicum.
Primary theory will be based on an
overview of Jungian archetypes as they might
apply to performance practice and creativity.
We will also look at theories and practices of
stylistic performance inherent in different
cultures. In Western tradition, we will study
some 20th century theater movements such
as expressionism, symbolism, surrealism,
ritual theater and theater of the absurd. We
will also analyze Laban movement, Chinese
theater, Japanese Butoh theater, story dance
and mask theater as different forms of
stylization which incorporate archetypes.
Faculty and students will pursue the study
of archetypes and creative human expressions
through workshops devoted to movement
and voice, seminars covering assigned texts,
and group meetings in which we will see
films and videos, hear guest speakers and
share lecture responsibility among students
and faculty.
Students are expected to come into the
work with one creative skill or perspective in
which they have already had training. Faculty
will hold auditions in the preceding Spring
Quarter. We welcome students experienced
in technical theater design and operation,
visual arts, performing arts, arts promotion!
production and poetry/playwriting/scripting.
Students with other creative skills or training
are also welcome and encouraged to
audition. Each student will use his or her skill
as the problem-solving support for individual
and collaborative projects or responses both
quarters, with more emphasis on "response"
in the fall.
During Winter Quarter, students will
combine "new" skills with the "old" to
produce a "stylistic" theater presentation. No
new students will be admitted in winter.
Workshops will focus on vocal and
physical skill development in stylistic
performance. Students who do not want to
perform have to participate in the voice and
movement workshop but do not have to
perform final presentations.
Planned equivalencies in quarter hours:
Fall
4-theoretical study of archetypes a~d
performance
4-theater history and theory
4-writing: research and critical analysis
4-stylistic performance
Winter
8-performance/production
4-critical analysis: written and verbal
4-group process: collaboration in performance
Total: 32 credits
Program is preparatory for careers and future
study in performing arts, theater arts, theater
production, comparative theater, comparative mythology and Jungian studies.
Moving Image Theater: Production
and Performance
Spring/Group Contract, Upper Division
Sponsor: Doranne Crable
Enrollment: 20
Prerequisites: One year of coordinated study
or group contract work in Expressive Arts or
equivalent; juniors and seniors only; faculty
signature required; audition/portfolio
required Week 9 of Fall Quarter 1991
Special Expenses: TBA
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Auditors: No
Freedom in Control: Stylized
Theater in Production
Spring/Group Contract
Sponsor: Ren-Hui (Rose) Jang
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing or
equivalent. Faculty signature, audition in
Winter for actors, dancers, musicians,
playwrights and theater technicians.
Special Expenses: Performance supplies,
tickets to performances
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This group contract will provide opportunities and training to exercise and combine
concepts and principles of stylization from
Western and Eastern performin'g traditions.
Its main focus is on a major and collaborative production of stylized theater at the end
of the quarter, which will incorporate
theater, dance and music.
Students will spend some time studying the
theories of various stylized performances
through lecture and seminar. However, the
core of this contract is an intensive movement workshop which begins with the basic
training of stylized movements in Chinese
theater. Students will also observe, experience and practice the movements from
Chinese martial arts, dances in India and
Bali, Grotowski theater movements and
Martha Graham's modern dance. Through
workshop activities, students will learn how
to adapt their bodies to a series of totally
controlled, formalized, yet expressive forms
and shapes in correspondence with a definite
rhythmical pattern. They will learn how to
explore freedom through control and
discover flexibility in discipline. Soon
enough, they will find out the heart of
emotion, the flow of energy, and the truth of
expression in those exact, precise and
predetermined theatrical forms.
The final production will be an adaptation
of a Chinese story intended for a Western
audience. In this production, which emphasizes collaborative process, students and
faculty will try to incorporate all the stylized
principles and actual movements they have
learned and practiced into the conceptualization and enactment of a consistent style
throughout the performance. Since rhythm
and music are integral parts of any stylized
theater, we encourage the students who have
interest in composing original music for
theatrical productions to join this contract.
Planned equivalencies in quarter hours:
8-stylized performance/production
4-critical analysis
4-group process: collaboration in performance
Total: 16 credits
Program is preparatory for careers and future
study in performing arts, theater arts, theater
production, comparative theater, comparative mythology and Jungian studies.
"Moving Image Theater" will focus on
creating and producing a public performance
in Week 9 of Spring Quarter and possible
touring performance in Week 8 and Week
10. The work will be self-contained.
Functioning as an ensemble, we will design
and implement all elements of our production/performance: lighting, sets, music/sound,
costumes, make-up, masks, publicity.
Students will work in one area of choice and
expertise. In order to facilitate the planning
and production, faculty will hold auditions in
Week 9 of Fall Quarter 1991. After
auditions and selections, the ensemble will
begin preparation for spring work.
During Winter Quarter, students and
faculty will meet once per week to plan the
Spring production. This will include reading
and discussing sources; deconstructing,
interpreting, adapting or creating performance text; designing first-draft lighting, sets,
costumes and publicity; determining possible
off-campus performance sites for touring and
learning techniques of "Image Theater
Performance. "
Sources will be presented after auditions.
Our Winter Quarter meetings will be
informal, non-credit generating and necessary
for all people involved in the Spring production. Students will earn their credit,
primarily, through the one area of artistic
work which is their chosen work for the
quarter. The general direction of the sources
will be comparative mythologies, depthpsychology and personal "anthropology."
Interested students, please note the importance of the Fall Quarter auditions/interviews.
Planned equivalencies in quarter hours:
8-moving image theater: production/
performance
4-moving image theater texts: analysis,
composition, creation, production
Total: 12 credits
Program is preparatory for careers and future
study in performing arts, theater production
and comparative mythology.
Out There: New Works in New
Forms
Writers' Workshop
Hometowns'
Fall/Group Contract
Fall/Coordinated Study
Coordinator: Sandie Nisbet
Enrollment: 72 Faculty: 3
Prerequisites: Previous college level work in
performing or visual arts, presentation of a
portfolio of work and writing sample in
interview with faculty; faculty signature.
Special Expenses: Materials for projects
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with faculty
permission
Sponsor: Argentina Daley
Enrollment: 24 Faculty: 1
Prerequisites: One year of college
Special Expenses: Students must provide own
Winter/Coordinated Study
Coordinator: Argentina Daley
Enrollment: 48 Faculty: 2
Prerequisites: Previous college-level study in
This quarter is an opportunity for students
with prior experience in the visual and
performing arts to collaborate in the creation
of original works in non-traditional forms.
We are interested in working with intermediate and advanced students who wish to
broaden the scope and content of their work
through collaboration with other artists and
performers and through the exploration of
textual material from a variety of sources.
Through weekly seminars, lectures, workshops and work-in-progress discussions, we
will examine new inter-arts work being done
in the Northwest and internationally, and
explore the nature of the artist/audience
relationship.
Planned equivalencies in quarter hours:
4-visual and performance composition
4-contemporary
art history
8-individual project (exact equivalences will
vary with the student)
Total: 16 credits
Program is preparatory for careers and future
study in visual or performing arts or
humanities.
duplication copies for workshop discussion
Part-time Options: None
Internship Possibilities: No
Additional Course Allowed: No
Writers! Here's your chance to hone your
creative writing skills within a workshop
setting for credit. The primary emphasis of
this course will be on the practical side:
writing, critiquing and more writing.
Students will share their work in round-robin
fashion during scheduled workshops,
rewriting and revising manuscripts per
criticism received in the workshop and from
the instructor. We will also explore hallmark
works of contemporary fiction and poetry, as
well, as essays by writers on writing during
book seminars. Becoming familiar with the
formal properties of fiction and poetry will
also be stressed throughout workshop,
seminar and lecture activities. Each student
will also be responsible for one tutorial
presentation of an author of hislher choice.
Planned equivalencies in quarter hours:
12-c~eative writing (fiction or poetry)
4-contemporary
American authors
Total: 16 credits
Program is preparatory for careers and future
study in literature, editing and expressive
writing.
creative writing or art or both; presentation
of portfolio and faculty signature
Special Expenses: Students must provide their
own art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With permission
of the faculty
This program is a one-quarter study of the
mystique and reality of hometowns through
creative writing, visual art and literature. We
are interested in working with students who
are skilled in either writing or art, who wish
to learn to use both forms to understand
more about their own hometowns and lives,
and/or to invent imaginary hometowns. All
students will participate in weekly lectures,
seminars, writing and/or drawing workshops
and work in progress critiques. Each student
will have the opportunity to make a body of
work on a personal theme relating to the
topic of hometowns in one or more of the
following media in which he/she has basic
technical skills: creative writing, drawing,
painting, photography and/or sculpture.
Planned equivalencies in quarter hours:
4-literature
2-aesthetics
2-art history
8-individual
project in writing and/or art
Total: 16 credits
Program is preparatory for careers and future
study in writing, art, humanities, art history
and literature.
Expressive Arts
I
55
All Creatures Great and Small:
Images of Animals in the Visual
World
Spring/Coordinated Study
Coordinator: Bob Haft
Enrollment: 48 Faculty: 2
Prerequisites: "Studio Project" or equivalent
art experience and at least junior standing
Special Expenses: Art supplies, possible
photography
user fee
Part-time Options; No
Internship Possibilities: No
Additional Course Allowed: No
Since the time of the cave paintings at
Lascaux, images of animals have been a
mainstay of visual artists all over the world.
We will look at such images throughout
history and across cultures. What does the
art tell us about ourselves and our relationship to the creatures portrayed? How do
some images of animals serve as substitute
self-portraits or unique expressions of human
experience and fears? We will examine the
symbology behind the choice of various
animals as subject matter and how these vary
from culture to culture. In addition, students
will make their own art dealing with animals
and read books and stories in which animals
playa central role. Possible readings include
Mexican and Native American legends, John
Berger's essay on animals and selected short
stories.
Planned equivalencies in quarter hours:
4-world
literature
4-art history
8-studio art (two or three dimensional
work)
Total: 16 credits
Program is preparatory for careers and future
study in art, art history, teacher's certification and humanities.
Interface: The Poetics of Words and
Music
Mass Media, Popular Culture and
Folklore
Spring/Coordinated Study
Coordinator: Terry Setter
E"nrollment: '48 Faculty: 2
Prerequisites: Faculty signature required
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Consult faculty
A central power that drives our society is
rooted in cultural identification and difference. The resultant clash of intellectual
perspectives created by this multiculturalism
generates positive and negative tensions that
provide us with cultural insight and understanding. This program will study these
differences by examining the culture of Latin
America and its influence on mainstream
American culture.
Activities in the program will include
critical media analysis, fieldwork and
practice in the documentation of culture
through observation r.nd interviewing.
We will examine a wide range of expressive cultural forms: storytelling, family
history, food ways, music, minstrelsy, belief,
legend, myth, world views and the analysis of
popular culture artifacts. We will also
analyze key forms of mass media: popular
entertainment, television, print journalism,
propaganda and advertising. For a complete
description, turn to page 59 in the Humanities Specialty Area.
Does music speak to you? Can poetry sing?
What is the "line" between speech and
music?
This program will examine works by
Joyce, Berio, Roethke, Anderson, Stockhaussen, post-modernists, beat poets and
others to research commonalities of structure, rhythm, content and intention. We will
develop a semantic/syntactical vocabulary for
use in our research, focusing on concerns
shared by both art forms and investigate new
works which write words and music in ways
which reduce or eliminate the distinction
between them.
Planned equivalencies in quarter hours:
6-music history and aesthetics
6-English literature
4-writing and research skills
Total: 16 credits
Program is preparatory for careers and future
study in the arts.
Humanities
Secretary: Virginia Darney
Affiliated Faculty: Richard Alexander,
Gordon Beck, Stephanie Coontz, Argentina
Daley, Virginia Darney, Leo Daugherty, Don
Finkel, David Hitchens, Hiro Kawasaki, Eric
Larson, Mark Levensky, Charles McCann,
David Marr, S.R. Martin Jr., Charles Pailthorp, Mark Papworth, David Powell, Gil
Salcedo, Pete Sinclair, Nancy Taylor and
Kirk Thompson
The Humanities Group is a policy and
curriculum planning group of faculty from
the fields of literature, history, philosophy,
anthropology, archeology, psychology and
art history. We are committed to these
subjects and concerned 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. 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 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.
Humanities
I 57
Roots and Visions: Humanistic
Explorations in the Culture,
Social-Psychology and Political
Economy of Reason
Fall, Winter, Spring/Coordinated Study
Coordinator: Rudy Martin
Enrollment: 96 Faculty: 4
Prerequisites: Sophomore level or above
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The program will explore the power and
limitations of reason by means of interdisciplinary and intercultural perspectives and in
various social and historical contexts. The
ideals of universal and objective reason,
embodied in the birth of modern science and
in the Age of Revolution, will be contrasted
with those dimensions of human beings
which were usually marginalized or repressed
by the dominance of those ideals: arts,
imagination, dreams, myth, intuition,
comedy, the wisdom of the body, spiritual
life and small-scale communal life. We will
draw upon the experience and literature of
several cultures that have suffered from the
dominance of science and its ideals, notably
women in various societies, Native Americans, African Americans and the Irish.
We will study the phenomenon of
rootlessness and will move toward a more
rooted and holistic conception of human
being. To assist us in that task, we will study
the works of such authors as C.G. Jung,
Gregory Bateson, Catherine Harding, Martin
Heidegger, N. Scott Momaday and several
writers of fiction. The working hypothesis of
the program is that liberating vision emerges
not through universal or abstract reason but
from the interaction of diverse cultural and
disciplinary perspectives.
Students will be asked to formulate their
own judgments about the contribution of
reason to the forming of views, public
discourse and decision-making. A good deal
of room will be left for individual projects
and, hence, the credit equivalencies will vary
greatly.
An Anthropology of Human
Communities
At the Edge of History: The Roots of
Society
Fall, Winter Spring/Group Contract
Sponsor: Eric Larson
Enrollment: 24 Faculty: 1
Prerequisites: No
Special Expenses: No
Part-time Options: Yes
"Internship Possibilities: Yes.
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Study
Coordinator: Gordon Beck
Enrollment: 48 Faculty: 2
Prerequisites: Two years of college work;
A human community is a place where people
feel they belong and where they create social
relationships with one another. This group
contract will study such communities,
drawing examples from different cultures and
periods in history. We will distinguish
between various kinds of communities and
make selections to reflect cultural diversity: a
hunting and gathering band in South Africa;
an isolated Polynesian island in the South
Pacific; three peasant villages, including one
situated on the Nile River in Sudan, another
located in the state of Oaxaca, Mexico, and a
third 70 miles from metropolitan Tokyo. We
will also look at larger communities,
including the ancient city of Rome during the
reign of Augustus and the city-state of
Tenochtitlan at the time of the Spanish
Conquest. Cities in more recent history will
be an additional subject of study: industrial
Manchester in the mid-1800's; Italian
Harlem around the turn of the 19th century;
the colonial city of Lagos, Nigeria; and
Hollywood, California in the Golden Era of
the 1930s and 40s. We will read books
chosen from anthropology, social history and
literature and we will respond to these
readings by writing short essays each week.
The instructional modes in this group
contract will include book seminars, writing
workshops, videos, slide presentations and
informal responses made by the instructor to
the reading and writing assignments.
Planned equivalencies in quarter hours:
12-literature
12-social history
12-cultural anthropolology
12-expository writing
demonstrated ability to write, discuss and do
advanced research
Special Expenses: Field trip each quarter;
Spring Quarter program retreat
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This is a program of exploration and
discovery that probes the dim past of the
human species, the formation of the continents and the earliest societies.
Our search will begin with the study of the
earliest humans and end with the collapse of
the Han Dynasty in China about 220 AD. In
aid of our search we will read texts of bone,
ash, stone, ivory, paint and ancient texts.
Although we will use secondary texts for
investigation of these societies, this work will
involve a great deal of research, careful
interpretation of evidence and speculative
reasoning.
Our search will utilize the academic tools
of history, archaeology, anthropology, art
history, psychology, literature, mythology,
folklore, religion and cosmology.
Some of the major texts we will use: Erich
Neumann's The Great Mother, Colin
Renfrew's Before Civilization and Archaeology and Language, Joseph Campbell's
Primitive Mythology, Donald Johanson and
James Shreeve's Lucy's Child: The Discovery
of a Human Ancestor, William Irwin
Thompson's At the Edge of History, Claude
Levi-Strauss' The Savage Mind, Jean M.
Auel's The Clan of the Cave Bear, and Alfred
North Whitehead's Adventures of Ideas.
From Olduvai Gorge to Lascaux, from Dr
to He, from Nagarjunakonda to the Nile
Valley, from Banpo to Tell es-Sawwan, and
from Catal Huyuk to Mohenjo Daro, our
study will range across the breadth of human
societies.
Planned equivalencies in quarter hours:
Planned equivalencies in quarter hours: Will
be distributed in philosophy, literature,
history, writing, psychology, political
economy, African American studies, Native
American studies, Irish studies and feminist
studies.
Total: 48 credits
Program is preparatory for careers and future
study in philosophy, literature, history,
psychology and various cultural studies.
Total: 48 credits
Program is preparatory for careers and future
study in the humanities.
8-anthropology, cosmology and paleoethnography
8-ancient and paleohistory
8-comparative literature, ancient and
modern
8-comparative religion, mythology and
folklore
8-archaeology, art history and paleogeography
.
8-advanced research writing
Total: 48 credits
Program is preparatory for careers and future
study in humanities, arts, social sciences and
sciences.
Literature, Values and Social
Change: Europe and the United
States in the Nineteenth Century
Fall, Winter, Spring/Group Contract
Sponsor: Tom Rainey
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing; Winter
and Spring Quarter entry with permission of
faculty
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program explores European and
American social and cultural life, 1800-1900,
through fiction, poems and plays. The
program has two interrelated aims: to learn
about history through great literature and to
read literature in its original historical
context. To do this work we will pursue
questions like the following: What is
literature? What is history? What is interpretation? What uses do authors make of their
own lives and times? How does literature
treat racial experience, class difference and
gender identity?
Fall Quarter focuses on Charles Dickens'
England, Winter Quarter on Herman
Melville's United States, and Spring Quarter
on Feodor Dostoevsky's Russia. Among the
works we will read are: Jane Austen, Pride
and Prejudice; William Wordsworth, "Ode:
Intimations of Immortality;" Mary Shelley,
Frankenstein; Dickens, David Copperfield;
Ralph Waldo Emerson, "Self-Reliance;"
Melville, Moby-Dick; Margaret Fuller,
Women in the Nineteenth Century; Nikolai
Gogol, Dead Souls; Dostoevsky, Crime and
Punishment; Leo Tolstoi, Anna Karenina. In
addition, we will read English, U.S. and
Russian social history.
The format of the program will consist of
weekly seminars, lectures and films. Each
quarter there will be one examination and
two papers on the required reading.
Planned equivalencies in quarter hours:
8-19th century
8-19th century
8-19th century
8-cultural and
England
8-cultural and
America
8-cultural and
Russia
English literature
American literature
Russian literature
social history of 19th century
social history of 19th century
Mass Media, Popular Culture and
Folklore
Fall, Winter, Spring/Coordinated Study
Coordinator: Tom Foote
Enrollment: 48 Faculty: 2
r Prerequisites: Successful completion
of Core
Program or one year of college
Special Expenses: $25 car fee, speakers,
films, field trips
Part-time Options: No
Internship Possibilities: Negotiable
Additional Course Allowed: No
A central power that drives our society is
rooted in cultural identification and difference. The resultant clash of intellectual
perspectives created by this multiculturalism
generates positive and negative tensions that
provide us with cultural insight and understanding. This program will study these
differences by examining the cultures of Latin
America and their influence on mainstream
American culture. We will look at stories,
music and myth and study how they have
contributed to our national ethos. We will
examine our cultural icons and how they are
presented to us in the mainstream press. We
will pay attention to the way in which the
production of images about European
American culture serves class interests and
promotes divisions based on race, gender and
other cultural differences.
We will examine the mainstream media,
identify and analyze the sacred stories around
which our national icons are constructed and
unmask the techniques of covert stereotyping
that contribute to, and reinforce, attitudes
about class and race. Critical media analysis
is central to our work and we will pay
particular attention to the visual image
expressed in film, on video and in advertising. Students will explore their own family
history and cultural identities as Americans,
and as members of particular groups.
Activities will include critical media
analysis, fieldwork and practice in
documentating culture through observation
and interviewing. We will examine a wide
range of expressive cultural forms:
storytelling, family history, foods, music,
minstrelsy, belief, legend, myth, world views
and the analysis of popular culture artifacts.
We will also analyze popular entertainment,
television, print journalism, propaganda and
advertising.
Student Originated Studies
[in Humanities]
Fall, Winter, Spring/Group Contract
Sponsor: Charles B. Teske
Enrollment: 24 Faculty: 1
Prerequisites: Two years of college work at
Evergreen; signature of faculty
Special Expenses: No
.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, if group
project is designed to include it
"Student-Originated Studies" allows groups
of students to develop their own educational
plans for work in the Humanities. These
plans should grow out of previous work at
Evergreen and result in proposals including,
for each group: (1) a statement of goals; (2) a
description of proposed meeting times,
readings, issues for discussion, writing to be
accomplished and other activities and (3) a
covenant describing the responsibilities and
obligations of all participants. Each proposal
must have the full commitment of at least
eight students. The faculty sponsor and
proposing team will then negotiate the
formal description, covenant and credit
equivalencies for the project.
The faculty member is particularly
interested in sponsoring groups planning to
work on: English and comparative literature;
issues of orality and literacy; comparative
linguistics-etymology,
semantics, philology,
analysis of propaganda, or dramatic rituals in
cultural context. Proposals for Fall Quarter
studies should be submitted to Charles Teske
by September 15, 1991; for Winter Quarter
by December 1, 1991; and for Spring
Quarter by March 1, 1992.
Planned equivalencies in quarter hours: Will
be negotiated by project groups.
Total: 48 credits
Program is preparatory for careers and future
study in literature, cultural history, theater,
philology and linguistics.
/
social history of 19th century
Total: 48
Program is preparatory for careers and future
study in literature, history and American
studies and careers that require intelligent
conversation and communication.
Planned equivalencies in quarter hours: Will
be distributed in introduction to media
analysis, introduction to anthropology and
folklore, race and ethnicity, video production, American cultural history, gender
studies, documentary and media projects.
Total: 48 credits
Program is preparatory for careers and future
study in media and graduate studies in
folklore or communications.
Humanities
59
Meaning, Learning and Power:
Constructing an Education
Fall, Winter, Spring/Coordinated Study
Coordinator: Don Finkel
Enrollment: 72 Faculty: 3
Prerequisites: Core Program
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With permission
of faculty
Three faculty members (Don Finkel, Burt
Guttman and Kirk Thompson), all with an
interest in the process of education and each
with a distinct interest in one of the three
terms in the main title, will lead an inquiry
into the meaning and making of meaning,
learning and power to see how these might
inform our aims and means in education.
This will not be a career-oriented program.
It will be, instead, a challenging, broad-based
and philosophic set of studies which should
stimulate us to understand our own education, as well as the tension between the aims
of public education and its cultural context.
The program will also have an experiential
component. We are considering investigating
the learning involved in the mastery of
various "non-academic" skills such as
cooking, a martial art or an athletic skill. We
may require ourselves each to undertake the
learning of such a skill. We also imagine
including a student-run experimental
laboratory for inventing and trying out
various educational modes.
Nevertheless, the main thrust will be
intellectual and academic with lots of reading
and writing. We will delve deeply into
political philosophy, epistemology, linguistics, psychology and cognitive science. We
also anticipate looking at the nature of
metaphor, the "unlearning" involved in
meditation, the "educational" components of
religious and social rituals, and, in general,
broadening our notion of how meaning,
learning and power pertain to education.
We welcome all students with at least a
year of college, with well-developed academic
skills, and with a desire to work hard with
others and have fun doing so. We envisage
this program as ideal for seniors wishing to
conclude their education with a broad-based
inquiry into a set of topics with surprising
implications.
Planned equivalencies in quarter hours: Will
be distributed in political philosophy,
epistemology, psychology, cognitive science,
linguistics and philosophy of education.
Total: 48 credits
Program is preparatory for careers and future
study in humanities, social sciences, education and psychology.
60
Northwest Life
The Victorian Connection
Fall, Winter, Spring/Coordinated Study
Coordinator: Pete Sinclair
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing; winter
Fall, Winter/Group Contract
Sponsor: Sandra Simon
Enrollment: 24 Faculty: 1
Prerequisites: Upper-division status, faculty
entry with permission of faculty
signature
Special Expenses: Travel expenses for
Special Expenses: Books
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
fieldwork
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Language study
What is distinctive about life in the northwestern United States? The range of cultures
and natural environments here make many
Northwests. Yet the region as a whole has a
shared history and sense of identity. This
program will explore the character of
experience in the Northwest, the traditions
and aspirations of men and women who have
lived here and what we can learn from them
about the American experience.
Two central themes for inquiry will be the
making of community and the environment.
How, we will ask, have different groups
created and sustained the means for a
rewarding life? We will begin by studying
Native American cultures and their relation
to the land. We will look at subsequent
settlement, covering the I\omesteading
mentality, the control of resources by outside
corporations, attitudes toward wilderness
and the interplay of class, ethnicity, occupation and place. We will examine efforts to
express a regional sensibility through
imaginative literature. We will also analyze
changing'me~ia images of the Northwest,
including its current incarnations as ecotopia
and a haven for white supremacists.
This program emphasizes research and
writing skills. Students will research topics
and communities of their choice. Faculty will
provide training in the craft of writing, oral
history interviewing and ethnographic
fieldwork. Readings will include a range of
books about the region.
Planned equivalencies in quarter hours: Will
be distributed in humanities and social
sciences, depending on the student's project.
Total: 48 credits
Program is preparatory for careers and future
study in social sciences and humanities.
This two-quarter group contract will cover
the British poets, essayists and novelists
standard to any upper-division 1832-1890
survey course. However, we will also trace
some of the social, political, aesthetic and
technological issues facing us in the 1990's
(i.e., how to break through the apathy of the
middle classes, the moral implications of
"realism" in art, the escalation of the media
into our everyday lives, the transformation of
political issues into "controversial" ones).
Students will be asked to indulge both
their literary and speculative frames of mind.
Good reading skills will be required, as well
as a willingness to participate in team
research projects. One day per month will be
spent at the University of Washington
Library.
Planned equivalencies in quarter hours:
8-Victorian
essayists
4-Victorian
fiction
4- Victorian poetry
8-19th century political and social history
4-literary scholarship
4-primary
research techniques
Total: 32 credits
Program is preparatory for careers and future
study in literature, history, and graduate
school.
Interpreting Modern Poetry
Revising the Tradition
American Studies IV: 1960-1990
Fall/Group Contract
Sponsor: Thad Curtz
Enrollment: 24
Prerequisites: Sophomore status
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Winter, Spring/Group Contract
Sponsor: Thad Curtz
Enrollment: 24
Prerequisites: Junior status
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Winter, Spring/Group Contract
Sponsor: David L. Powell
Enrollment: 24 Faculty: 1
Prerequisites: Two years of college
Special Expenses: Books
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We'll interpret poems in two senses of the
word. First, interpreting means talking and
writing about all the ways in which language
carries meaning as a voice on the page talks
along. Second, in the sense in which a
musician speaks of interpreting a score, it
means reading poems aloud, alone and
together. This is scarier for lots of people, but
we'll try to play around and have a good
time together learning to do it better.
Students with a little French, Spanish or
German will have some opportunities for
using it, since we will be reading poets like
Rilke, Rimbaud, Senghor and Neruda as well
as English and American writers from Yeats
to Rich. Work will include attention to poets'
lives, the interactions between poetry and
politics and the encounters across cultural
traditions which have multiplied in the last
hundred years.
From Virgil and Dante to Joyce and Rich,
one of the characteristic activities of Western
writers has been the interrogation and revision of their received traditions. We will
study several cases in which sequences of
major works imitate, critique and transform
preceding visions, probably centering on a
series of epics from Homer to Lessing's The
Golden Notebook, Blake's reworking of the
Bible, the sequence of African American
literature and political activity behind
Ellison's Invisible Man, and a variety of
paired short works.
This is a group contract in the exciting,
shifting world of contemporary American
culture; the intention is to gain "cultural
literacy" in our present. We will explore:
poor America, urban America, Native
American America, female and male
America, white America, vanishing and
emerging America, rich America, black
America and a new America. Through these
books we will explore the perennial American experiences, the old and new American
dilemmas and the present state of the everbuilding American consciousness. The class
will be a discovery of concepts, assumptions,
symbols, ideas, themes and serendipity.
The goals of the program are: to be open
to learning, to read huge numbers of books
(requiring at least 40 hours per week), to
agree to a written and signed covenant, to
speak in every seminar, to participate in class
readings, to experience what is learned, to
become aware and attentive.
Activities will include: (a) a student-only
seminar (4-5 students) to start each week, (b)
seminar (24 students, 1 faculty), (c) faculty
lecture, (d) workshops, readings of dramas,
movies, student writing/study/reading groups
as desired, (e) final paper/exams each quarter
and (f) individual student "readings" projects
and presentations.
Readings include: Beloved; Herzog; Fool's
Planned equivalencies in quarter hours:
12-studies in the epic
6-Afro-American history and literature
8-the prophetic tradition
6-literary influences
Total: 32 credits
Planned equivalencies in quarter hours:
4-oral interpretation
4-modern British poetry
4-modern American poetry
4-modern poetry in translation
Total: 16 credits
Program is preparatory for careers and future
study in humanities, public speaking and
performance.
Program is preparatory for careers and future
study in the humanities.
Crow; The Portable Arthur Miller; Complete
Stories, O'Connor; Love Medicine; Lonesome Dove; Lyndon Hills; Sophie's Choice;
Song of Solomon; Plays, A. Wilson; Shane;
Ironweed; Humboit's Gift; Contemporary
Literature; The Color Purple; The Group; A
Raisin In the Sun; The River Why; Even
Cowgirls Get The Blues; The Beans of Egypt,
Maine; The Bonfire of the Vanities. Idea/
concept books include: In The American
Grain; Shadow and Act; Zen and the Art of
Motorcycle Maintenance. Students are
strongly encouraged to pre-read as many
books as possible.
Planned equivalencies in quarter hours:
12-contemporary
American literature
8-contemporary
ethnic American literature
8-contemporary
American culture history
4-readings
in contemporary American
culture
Total: 32 credits
Program is preparatory for careers and future
study in the arts and professions.
Humanities
I
61
Narrative Poems of the Golden Age
Spring/Group Contract
Sponsor: Charles McCann
Enrollment: 24
Prerequisites: Preference given to seniors,
juniors and sophomores in that order
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Discuss with
faculty
We will read, in their entirety, Spenser's The
Fairie Queene, Shakespeare's Venus and
Adonis and The Rape of Lucrece, Milton's
Paradise Lost and Samson Agonistes, along
with one or two histories of the period.
Students will present one oral "insight
paper" per week and one long paper
summarizing independent study of other
poetry of Spenser, Shakespeare or Milton, or
the poetry of a contemporary such as Sydney,
Donne, Jonson, Herrick, Herbert or Marvell.
The Human Condition: Reading and
Writing the Book of Nature
This program is about the literary character
and philosophical presuppositions of
scientific work. We will study the writing and
interpretative practices of scientists, as well
as the literary and aesthetic character of
scientific work.
Within the context of scientific pedagogy
(how science gets taught), we will examine
the social and intellectual consequences of a
language that is now increasingly seen as
both specialized and exclusionary. An
underlying assumption is that a critical
understanding of how knowledge itself is
socially constructed within language can
inform and motivate social action-including
projects chosen and pursued by scientists. For
a complete description, turn to page 75 in the
Center for the Study of Science and Human
Values Specialty Area.
Hometowns
Planned equivalencies in quarter hours:
5-Spenser
4-Milton
2-Shakespeare
5-independent
study
Total: 16 credits
Program is preparatory for careers and future
study in humanities.
This program is a one-quarter study of the
mystique and reality of hometowns through
creative writing, visual art and literature. We
are interested in working with students who
are skilled in either writing or art, who wish
to learn to use both forms to understand
more about their own hometowns and lives,
and/or to invent imaginary hometowns. For a
complete description, turn to page 55 in the
Expressive Arts Specialty Area.
Writers' Workshop
The primary emphasis of this course will be
writing, critiquing and more writing.
Students will share their work in round-robin
fashion during scheduled workshops,
rewriting and revising manuscripts per
criticism received in the workshop and from
the instructor. We will explore hallmark
works of contemporary fiction and poetry, as
well as essays by writers on writing. Becoming familiar with the formal properties of
fiction and poetry will be stressed throughout
workshop, seminar and lecture activities.
Each student will be responsible for one
tutorial presentation of an author of his/her
choice. For a complete description, turn to
page 55 in the Expressive Arts Specialty
Area.
Language and Culture Center
Convener: Susan Fiksdal
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 convener, Dr. Susan Fiksdal, is
a full-time Evergreen faculty member who
specializes in Linguistics, E.S.L. Methodology, and French Culture. Associate 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 1991-92 academic year, three yearlong language and culture programs are
being offered under the auspices of the
Center: "Japanese Language and Culture,"
"Spanish Forms in Life and Art," and
"Border Studies: Canada, Mexico, U.S.A."
For students interested only in language
studies, Evergreen offers a series of part-time
courses. Most of these courses are offered
during evening hours. Language components
of area programs may also be taken as
separate courses, but they are mostly
conducted during the day. Students interested
in careers in business, journalism, education,
anthropology and human services may want
to consider such language study. In the 199192 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:
1991-1992
"Japanese Language and Culture," FWS
"Spanish Forms in Life and Art," FWS
"Border Studies: Canada, Mexico, U.S.A.,"
FWS
1992-1993 (tentative)
"Japanese Language and Culture"
"Francophone Culture"
"Classical World"
The Jackson School of International
Studies: A Partnership Program with
the University of Washington
Evergreen students of junior-and senior
standing who have met the necessary
prerequisites may be eligible to spend up to a
full year studying language, area studies,
economics or international trade and affairs
as special students in the University of
Washington's Jackson School of International Studies. The School of International
Studies has been a pioneer in offering
programs in non-Western languages and
cultural studies. It offers interdisciplinary
curricula emphasizing both regional and
topical studies. Students may concentrate
their study on a major world area within the
context of humanities and the social sciences,
they may specialize in topical studies, or they
may pursue a more general course of study
within the program. Major areas normally
available through this program include:
Chinese studies, Japanese studies, Korean
studies, Middle Eastern studies, Russian and
East European studies, South Asian studies
and 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
Universities
with Japanese
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
March 1. The applications will be screened
by a selection committee.
Language and Culture Center
I
63
Japanese Language and Culture
Spanish Forms in Life and Art
Fall, Winter, Spring/Group Contract
Sponsor: Setsuko Tsutsumi
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Group Contract
Sponsor: Nancy Allen
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent,
Japan has become a highly industrialized
nation while maintaining a strong attachment
to her cultural tradition. What were the
elements of Japan's cultural tradition and
how did they respond to forces of change?
How and with what consequences did the
new and sometimes disparate elements
contribute to conflict and contradiction? An
inquiry into these questions will go far
toward the delineation of Japanese society
and culture.
In Fall Quarter we will explore the
significant areas of conflict and contradiction
found in modern Japan from various
perspectives, drawing on materials ranging
from literature to mass media, from sociology to government and politics.
Winter' Quarter will be devoted largely to
the historical and cultural context of Japan in
order to establish the salient features that
constitute her cultural tradition and to probe
the reasons and processes leading to the
conflicts and contradictions.
In Spring Quarter we will turn to the
contemporary scene and examine Japan in its
microcosmic form of the daily life and
lifestyle of the individual. The approach will
be largely ethnological and social, and
involve areas pertaining to clothing, food,
dwelling and cadences of life marked, for
example, by ritual and festivals. If circumstances permit, this phase of the program will
be conducted in Japan.
Language will be taught throughout the
year on a daily basis. Emphasis will be on
developing skill in oral expression. The oralaural approach will be used.
some work in history or literature
Special Expenses: Approximately $3000 for
Spring Quarter trip to Spain
Part-time Options: Yes, 8 quarter hours of
Spanish language or 8 quarter hours of
history/culture seminar
Internship Possibilities: No
Additional Course Allowed: No, unless
student is already taking part-time option
The SOOth anniversary of Columbus' voyage
from Spain to America occurs in 1992. The
"Spanish Forms" program for the year 199192 will emphasize relations between Spain
and America and will include a trip to Spain
in the spring. During Fall and Winter
Quarters, students will be involved in
intensive Spanish language classes on campus
as well as a history/culture seminar conducted in English. In Spring Quarter all
program work will be done in Spanish.
We will begin the seminar by reading
selections from Columbus' journals and will
then study varying perspectives on the
Spanish conquest of indigenous peoples in
the Americas. From the vantage point of the
Conquest, we will return to a study of
Spanish medieval history and literature in an
attempt.to understand the actions of the
Spaniards who went to America.
In Fall Quarter we will concentrate on the
rich cultural interactions among Christians,
Moslems and Jews in medieval Spain and the
militant Christian ethic which grew out of
the "Reconquest" and promoted the
Inquisition as well as the conquest of
America. Student groups will research such
topics as Islamic contributions to Spanish life
and the comparative roles of women in
Islamic, Christian and Aztec groups.
In Winter Quarter we will read Cervantes'
masterpiece, Don Quixote de la Mancha.
Students will develop skills in literary
analysis and an understanding of this novel's
statement about Spanish Christian heroism.
Mid-quarter, we'll take a two-week break
from the travels of Don Quixote and students
may choose to read one of three women
writers: Saint Teresa of Avila, Maria de
Zayas or Sor Juana Ines de la Cruz. There
may be further opportunities to study Latin
American topics.
In Spring Quarter the program will
sponsor a trip to Southern Spain. Exact
details of this foreign study experience
remain to be decided. In events surrounding
the quincentennial of Columbus and by
visiting the World's Fair in Sevilla, students
will be able to explore various questions
related to Spain's present-day view of
America and its own colonial-imperialist
past. Depending on program staffing, there
may be a possibility of study in Latin
American.
Planned equivalencies in quarter hours:
Fall:
4-medieval Spanish literature in translation
4-history of medieval Spain and the conquest
8-Spanish language
Winter:
6-golden age Spanish literature in translation
2-history of 16th and 17th century Spain
8-Spanish language
Spring:
8-Spanish language
8-depending on student project in Spain
Total: 48 credits
Planned equivalencies in quarter hours:
24-beginning or intermediate Japanese
12-Japanese literature in translation
12-social and cultural history of Japan
Total: 48 credits
Program is preparatory for careers and future
study in languages, humanities or social
sciences.
Program is preparatory for careers and future
study in language study and teaching,
history, literature and international studies.
Management and the Public Interest
Convener: Dean Olson
Affiliated Faculty: John Filmer, Virginia
Ingersoll, Duke Kuehn, Paul Mott, Art
Mulka, Chuck Nisbet, Dean Olson, Niels
Skov, Greg Weeks and Tom W omeldorff
Upper-division work in this specialty area
consists of a Coordinated Study Program
titled "Management and the Public Interest"
(MPI) for the first year and a changing series
of advanced Group Contracts, Individual
Contracts and Internships for the second
year. Students may take one or two years of
work in this area. During the first year, the
"MPI" program provides students with the
opportunity to acquire essential managerial
skills and concepts. The program will address
broader issues such as the ability of the
private and/or public sector to meet the
public's needs.
Management and the Public Interest
Fall, Winter, Spring/Coordinated Study
Coordinator: Virginia Ingersoll
Enrollment: 72 Faculty: 3
Prerequisites: Microeconomics, principles of
accounting, junior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program is designed both to explore
what it means for managers of business and
government organizations to act in the public
interest and to teach fundamental management concepts and skills. Year-long attention
is devoted to the treatment of values, ethics
and the public interest. Special emphasis is
placed on developing students' analytical,
problem-solving and communication skills.
In addition to addressing the program theme,
students will do work in organizational
psychology, economics, managerial accounting, managerial finance, marketing, management policy and strategy, and statistics.
"MPI" is a demanding and concentrated
effort to prepare students for careers in
business, government and service organizations. The program also provides fundamental preparation for graduate studies in
business administration, public administration and law.
Accounting and economics prerequisites
can be met through transfer of credit,
summer courses or through offerings in these
areas during Fall Quarter.
Planned equivalencies in quarter hours: Will
be distributed in accounting, economics,
finance, management, marketing, organization studies, statistics and business administration.
Total: 48 credits
Program is preparatory for careers and future
study in business management, public
administration, service organization management and law.
Decisions: Making Choices in
Complex Situations
Making a Difference: Doing Social
Change
Fall, Winter, Spring/Group Contract
Sponsor: Lowell Kuehn
Enrollment: 24 Faculty: 1
Prerequisites: Upper division standing
Fall, Winter, Spring/Coordinated Study
Coordinator: Paul Mott
Enrollment: 24 Faculty: 1
Prerequisites: Senior standing; interview;
required, completion of Political Economy
and Social Change or MPI recommended
Special Expenses: No
Part-time Options: Spring Quarter only
Internship Possibilities: No
Additional Course Allowed: With faculty
approval
faculty signature
This group contract addresses the question of
how decisions are made in complex organizations: legislatures, corporations, governments
and associations. Decision making in these
contexts requires clear thinking to analyze
problems, the creativity to identify multiple
courses of action and the courage to advocate
and follow through on a decision. Members
of this group contract will devote a year to
expanding their analytic abilities to solve
problems.
Using the tools of the social sciences,
students will explore theories and models of
decision making as well as quantitative and
qualitative methods of understanding the
sources and use of power within complex
organizations. The results of those investigations will turn to the analysis of the way in
which business and government reach
decisions about issues current at the time the
contract is underway. Students will produce
individual or group research products
applying their analytic skills to significant
problems in the public or private sectors.
Students will enhance their interest in
government through intensive exposure to
the legislative process during the 1992
session of the Washington State Legislature.
Similar interests in management and business
administration will be supplemented through
corporate biographies of Boeing,
Weyerhaeuser and Microsoft.
Specific work will be done in organizational diagnosis, creative problem solving,
social statistics, forecasting, strategic
planning and the legislative process.
Planned equivalencies in quarter hours:
8-models of decision making
4-sociology of complex organizations
4-organizational diagnosis
4-organizational history
4-legislative process
4-public policy analysis
4-intermediate quantitative methods
4-survey design and analysis
12-research practicum
Total: 48 credits
Program is preparatory for careers and future
study in management, public administration
and law.
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
During the first years of college, we learn
about societal and environmental problems.
Population growth, our homeless, misuses of
our natural resources and our environment,
questionable business ethics and child abuse
are some examples. Many of us will choose
to devote our futures to solving these kinds
of problems or we will want to learn how to
make changes in the places where we work
and live.
The good news is that useful methods exist
now for making a difference: for being an
effective agent for change. Increasing skills
and knowledge about the ethics, goals and
practices of doing change is the purpose of
this program. It is designed for seniors with
backgrounds in environmental studies,
helping professions, labor/management,
education 'and the social sciences.
We will combine field experience with
seminar learning. In the fall we will learn the
techniques of doing change and preparing for
field studies. Students are encouraged to
negotiate in advance internships where they
will specifically conduct or observe field
change projects during Winter and Spring
Quarters. A special effort will be made to
develop a number of internships concerned
with the problems of growth in the Olympia
area. Students who do not have or want
internships are welcome in the program,
provided that they design and carry out their
own change projects.
Among the topics that will be covered are:
personal skills of change agents; social goals
and ethics of planned change; assessing the
capacities of organizations to change; change
theory and techniques; designs for field
experiments; participant observation, and
measurement and evaluation of change.
Planned equivalencies in quarter hours:
6-theories of social change
6-Qfganizational theory
6-field methods of research and evaluation
6-advocacy techniques
24-internship or field change study
Total: 48 credits
Program is preparatory for careers and future
study in sociology, human services, management, political economy and environmental
studies.
Management
and the Public Interest
I 67
Native American Studies
Convener: David Whitener
Affiliated Faculty: Bill Aldridge,
Craig Carlson, Rainer Hasenstab,
Lovern Root King, Carol Minugh,
Mary Nelson, Sid White (emeritus),
David Whitener and David Rutledge
Associated Faculty: Betty Kutter,
Betsy Diffendal, Earle McNeil,
Yvonne Peterson 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 oncampus programs and a community-based
program that currently meets at the Quinault
Nation in Taholah, Washington. 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 insure that study in this area will satisfy
that student's personal needs.
Students in Native American Studies work
to develop (1) individual identity, (2) group
loyalty and (3) personal authority. Having
developed these strengths and the particular
skills they need, they return to their communities to have a positive impact on the world
around them.
Celebration: The Process of Human
Exchange
Fall, Winter Spring /Coordinated Study
Coordinator: William Aldridge
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
In this program 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 concepts.
The Native American Studies Program
continues to be 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 this program.
Our hope is not to repeat the situation
described in the following account from
Touch the Earth by T.e. 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 as
follows: 'We know that you highly esteem
the kind of learning taught in those colleges,
and that the maintenance 'Ofour 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.'"
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:
24-individual project work
4-Native American historical perspectives
4-cross-cultural studies
4-perspectives of cultural pluralism
4-philosophy
4-cross-cultural communication
4-human resource development
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.
Quinault Community-Based
Program
Culture and Design: Pacific
Northwest Traditions
Fall, Winter, Spring /Coordinated Study
Coordinator: Carol Minugh
Enrollment: 24 Faculty: 1
Prerequisites: Some college-level work or
Fall, Winter, Spring/Group Contract
Sponsor: Rainer Hasenstab
Enrollment: 24 Faculty: 1
Prerequisites: One year of college, interview
equivalent experience, faculty signature
and faculty signature
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Special Expenses: Field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Community-determined
education will 'be the
result of a process related to examining what
does an educated Native American (one who
wants to function within the Native American community) and what an educated
member of the Quinault Nation, needs to
know, Based on these two factors the faculty
will develop curriculum which will address
the broadly conceived 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.
This program will examine important
traditional and contemporary cultural and
physical aspects of environmental design of
the Pacific Northwest. Our focus will be on
the past, the present and the future of our unique region and its people. We will learn
about the traditional Native American
cultural values: the dignity of the individual,
cultural hospitality and the fundamental
respect for elders, community and nature. We
will develop an understanding of individual
and collective responsibilities for the
environment and for those who come after
us.
We will examine four important human
relationships: (1) to the land, (2) to others,
(3) to work and (4) to the unknown. Central
to our study will be an examination of
cultural and environmental systems as they
are expressed in the design of human
communities and shelter.
This program will work in close, invitational partnership with faculty and students
in the concurrent 1991-92 Northwest Native
American Studies program, "Celebration:
The Process of Human Exchange." Directed
individual research, group project work and
internships will be encouraged.
Readings will include Cedar and Indian
Planned equivalencies in quarter hours: Will
be determined based upon communitydetermined requirements.
Total: 48 credits
Program is preparatory for careers and future
study in social services, education, environmental policy-making, tribal administration
and others to be determined.
Artifacts of the Northwest Coast; God is
Red; Mountain in the Clouds: A Search for
the Wild Salmon; The Prodigious Builders;
House Form and Culture; Tradition and
Change on the Northwest Coast; Guidelines
for Bias-Free Publishing; Treaties on Trial;
Suquamish Tideland Rights Ignored; Portrait
in Time; Forgotten Founders; The Eyes of
Chief Seattle; Indian Givers: How the
Indians of the Americas Transformed the
World; The Most Beautiful House in the
World.
The Making of the Modern World:
500 Years of Oppression and
Resistance
Fall, Winter /Coordinated Study
Coordinator: Larry Mosqueda
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing;
background in political economy, film
studies, Native American Studies or faculty
signature required
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
October 12, 1992 is the Quincentennial of
Columbus' "discovery of America." Elaborate plans are being made to celebrate this
event. In this program we will focus on what
will be left out and trivialized in these
celebrations, the history of the people
"discovered" by European expansionism and
colonialism.
We will begin by exploring the nations and
people that were "discovered" by Europeans
in the Americas, Africa and Asia. In Fall
Quarter we will focus on how this discovery
and subsequent interaction shaped the Third
World and also the resistance it engendered
prior to the 20th century. In Winter Quarter
we will study colonialism and neo-colonialism and the resistance to it in the 20th
century. We will look at current struggles
against oppression with an emphasis on the
Third World and future possibilities.
Throughout the program we will examine
how class, gender and race relations shaped
and were shaped by colonialism. We will
'look at the history of people of nonEuropean background in the First World and
the impact of the Third World on the First
World. The dialectic of subjugation and
resistance will be an occurring theme.
Another will be how the culture of Third
World nations and people have been
influenced but not eradicated by this
interaction. We will integrate readings in
history and political economy with literature
and film. We will examine the perceptions of
this history as presented in the mass media
and high schools and try to develop alternative print and video materials that could be
used in the schools.
Planned equivalencies iIJquarter hours: Will
Planned equivalencies in quarter hours:
be distributed in cultural, natural, and
environmental design research projects;
environmental design theory; environmental
ethics; environmental planning and policy;
community development and cross-cultural
studies.
8-world history 1492-1992
8-political economy
8- Third World film and video
4-indigenous studies
4-cultural anthropology
Total: 32 credits
Total: 48 credits
Program is preparatory for careers and future
study in environmental policy and management, urban studies, community development
and cross-cultural studies.
Program is preparatory for careers and future
study in teaching, social services, and history,
political, Third World and ethnic studies.
Native American Studies
1__
69
Since Faculty Member Russ Fox came to Evergreen in
1971, his name has been synonymous with comtnitment
and community. In addition to helping found the
Thurston County Safeplace and Women's Shelter and
Olympia's Community/Senior Center, Fox has also
engaged his students in numerous studies that have
directly benefited Washington communities.
Political Economy and Social Change
Convener: Jeanne Hahn
Affiliated Faculty: Peter Bohmer, Priscilla
Bowerman, Ken Dolbeare, Fred Dube, Jorge
Gilbert, Angela Gilliam, Jeanne Hahn, Peta
Henderson, Larry Mosqueda, Alan Nasser,
Brian Price and Matt Smith
Political Economy and Social Change
integrates anthropology, economics, history,
law, political science, philosophy and
sociology as a way of understanding the
modern world and as a set of tools for
analyzing contemporary public problems. We
focus on problems related to class, race and
sex. We are interested in how such problems
interweave and overlap, how they evolved,
how they are understood, how and why
certain decisions are made about them, and
what difference all this makes for the quality
of human life.
All major problems are deeply grounded in
cultural, philosophical, social, economic and
political theories, history and practice. Their
understanding involves exploring basic
analytic concepts and values (freedom,
equality, justice and democracy) and their
meanings today. We look at societies as
dynamic and ever-changing systems, compare
them in different countries and cultures and
evaluate their impacts on the everyday lives
of all affected people.
Political Economy and Social Change
Political Economy and Social
Change
Fall, Winter/Coordinated Study
Coordinator: Jeanne Hahn
Enrollment: 96 Faculty: 4
Prerequisites: Sophomore standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The 1990s promise a decade of fundamental
and transformative political, economic and
social change. Old assumptions, alliances and
political-economic institutions will undergo
reformulation throughout the decade. Much
is at stake in this change.
We will focus on both current and
historical moments of political-economic
transformation, stressing their underlying
structural similarities and the significance of
their differences. We will investigate several
periods in the U.S., past, current developments in Europe and the Third World. We
will study power and contradictions in the
global economic system, theories and
ideologies of development, the role of the
state and the possibilities of democratic
outcomes.
We will raise questions about economic
structures and markets, exploring socialist,
capitalist and mixed systems in these
countries. We will explore the role played by
the developed nations and their transnational
institutions in shaping the options for less
developed nations. Our understanding of the
ways in which these societies develop will be
mediated through the interrelationships of
race, class, ethnicity and gender as they
operate in specific cultures and historical
periods. We will continuously ask the
question "Who wins and who loses?" Much
of the emphasis in Winter Quarter will be on
the implications and prospects for further
and future change.
Planned equivalencies in quarter hours: Will
be distributed in political economy, history of
economic thought, anthropology, history and
international political economy.
Total: 32 credits
Program is preparatory for careers and future
study in political science, history, anthropology, economics, development studies, law
and teaching.
The Making of the Modern World:
500 Years of Oppression and
Resistance
Fall, Winter /Coordinated Study
Coordinator: Larry Mosqueda
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing;
background in political economy, film
studies, Native American Studies or faculty
signature required
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
October 12, 1992 is the Quincentennial of
Columbus' "discovery of America." Elaborate plans are being made to celebrate this
event. In this program we will focus on what
will be left out and trivialized in these
celebrations, the history of the people
"discovered" by European expansionism and
colonialism.
We will begin by exploring the nations and
people that were "discovered" by Europeans
in the Americas, Africa and Asia. In Fall
Quarter we will focus on how this discovery
and subsequent interaction shaped the Third
World and also the resistance it engendered
prior to the 20th century. In Winter Quarter
we will study colonialism and neo-colonialism and the resistance to it in the 20th
century. We will look at current struggles
against oppression with an emphasis on the
Third World and future possibilities.
Throughout the program we will examine
how class, gender and race relations shaped
and were shaped by colonialism. We will
look at the history of people of nonEuropean background in the First World and
the impact of the Third World on the First
World. The dialectic of subjugation and
resistance will be an occurring theme.
Another will be how the culture of Third
World nations and people have been
influenced but not eradicated by this
interaction. We will integrate readings in
history and political economy with literature
and film. We will examine the perceptions of
this history as presented in the mass media
and high schools and try to develop alternative print and video materials that could be
used in the schools.
Planned equivalencies in quarter hours:
8-world history, 1492-1992
8-political economy
8- Third World film and video
4-indigenous studies
4-cultural anthropology
Total: 32 credits
Program is preparatory for careers and future
study in teaching, social services, and history,
political, Third World and ethnic studies.
Class, Gender and Development
Spring/Group Contract
Sponsor: Jeanne Hahn
Enrollment: 48 Faculty: 2
Prerequisites: "Political Economy and Social
Change" or equivalent; signature of sponsor
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The process of development affects people
differently depending on their class, ethnicity
and 'gender; it must be seen as a process of
multiple pow~r interactions and outcomes.
expressed both through formal politicaleconomic institutions and policies, and
through cultural media and norms.
For example, the impact of global
capitalist institutions like the World Bank,
USAID and the IMF on people varies along a
number of dimensions. For instance, under
the Green Revolution, women's traditional
work has been eroded and they have been
pushed to the margins of the economy, thus
rendering them and their work invisible to
the state and its policies and often to
themselves. We will study such processes and
. the actions people take to counteract them,
with a focus on India. We will also consider
the development-state-gender
linkages in
Africa, Central and South America and
possibly Eastern Europe. There are significant differences between various economies,
states and cultures as well as production,
family, kinship and caste systems. We will
develop the specific historical contexts
necessary to understanding the process in
countries upon which we focus. In addition,
recent developments in feminist theory and
critical social science have raised new
perspectives on state and development theory
and we will investigate these attempts as they
apply to our subject matter.
Planned equivalencies in quarter hours: Will
be distributed in political science, anthropology, feminist theory, and women and
development.
Total: 16 credits
Program is preparatory for careers and future
study in anthropology, political science,
development, Third World studies, feminist
studies, law and social change.
Microeconomic Theory
Riding the Hydrologic Cycle
Spring/Group Contract
Sponsor: TBA
Enrollment: 24 Faculty: 1
Prerequisites: Introduction to Economics
Special Expenses: None
Part-time Options: Possible
Internship Possibilities: No
Additional Course Allowed: No
The distribution of water is a crucial issue for
the growth and development of societies.
This program will carry out an in-depth
study of the hydrologic cycle, its modification
and meaning to human societies.
We will investigate the natural movement
of water through the environment. This will
allow us to discuss how these pathways are
modified by human needs and structures. We
will explore the history of competing and
often incompatible demands made on river
systems in the American West. We will also
attend to the economic, cultural and personal
meanings of water. The program will have a
strong commitment to field studies. For a
complete description, turn to page 47 in the
Environmental Studies Specialty Area.
This program will focus on the microeconomic theory of the firm and consumer
behavior. Further, we will apply microeconomic theory to explore issues of labor,
regulation of business, protection of the
environment, international trade and the
proper role of the government.
Planned equivalencies in quarter hours:
6-intermediate microeconomics
6-applied microeconomics
4-research techniques and writing
Making a Difference: Doing Social
Change
During-the first years of college, we learn
about societal and environmental problems.
Population growth, our homeless, misuses of
our natural resources and our environment,
questionable business ethics and child abuse
are some examples.
Useful methods exist now for being an
effective agent for change. Increasing
students' skills and knowledge about the
ethics, goals and practices of doing change is
the purpose of this program. "Making A
Difference" will combine field experience
with seminar learning. Students are encouraged to negotiate, in advance, internships
where they will specifically conduct or
observe field change projects. Students who
do not have or want internships are welcome
in the program, provided that they design
and carry out their own change projects. For
a complete description, turn to page 67 in the
Management and the Public Interest
Total: 16 credits
Program is preparatory for careers and future
study in economics, political science and
business.
Specialty Area.
Center for the Study of Science and Human Values
Convener: Betty Ruth Estes
Affiliated Faculty: Beryl Crowe, Leo
Daugherty, Carolyn Dobbs, Betty Ruth Estes,
Hazel Jo Reed, Sandra Simon and York
Wong
The aim of the Center for the Study of
Science and Human Values is to provide a
bridge between science and the humanities. It
is based upon three assumptions:
-That the purpose of knowledge is to
improve the human condition by alleviating
suffering and providing ways to live in
harmony within our species land within the
natural environment;
-That the traditional questions asked by the
humanities are relevant.iand that, when
informed by current knowledge in natural,
physical and social sciences, the humanities
can help insure our survival as a species and
promote an optimal civilization; and,
-That citizenship in such an optimal future
(as well as 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 educates students to be, both
professionally and politically, interpretive life
scientists and technologically informed
humanists.
The Human Condition: Reading and
Writing the Book of Nature
Fall, Winter, Spring/Coordinated Study
Coordinator: Sara Rideout
Enrollment: 72 Faculty: 4
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
This program is about the literary character
and philosophical presuppositions of
scientific work. Physical, biological and
social science are increasingly seen by their
historians and theorists as socially created
constructs rather than as unproblematic
"mirrors of nature" (to use the phrase of
philosopher Richard Rorty). The traditional,
"common-sense" assumption that scientific
language is a direct representation of the
world-one
which is somehow very different
from poetic or literary language -seems
rather naive today. We will study the writing
and interpretative practices of scientists, as
well as the literary and aesthetic character of
scientific work. We will bring the resources
of recent literary theory which draws on 20th
century developments in philosophy,
linguistics, feminist theory, psychology and
sociology to the study of scientific texts,
communities and practices.
We will ask: What are the implications for
the entire scientific enterprise if every
supposed decoding is actually just one more
encoding? Our work with language will lead
us to questions about how science is taught,
as well as where and how it is located in the
school and college curriculum and in the
larger society. We will examine the social and
intellectual consequences of a language that
is increasingly seen as specialized and
exclusionary.
An underlying assumption is that a critical
understanding of how knowledge itself is
socially constructed within language can
inform and motivate social action including
Projects chosen and pursued by scientists.
We will read texts in literary theory and
philosophy in conjunction with a study of the
historical development of the experimental
article in science with special emphasis on
rhetoric and discourse theory.
In Winter and Spring Quarters the
emphasis will switch to individual or
collaborative student research projects which
focus on interdisciplinary and critical inquiry.
Students will also participate in workshops
on advanced composition and rhetoric.
Planned equivalencies in quarter hours: Will
be distributed among literary theory and
criticism; history and theory of science;
sociology of science; sociology of gender,
race and class; literature; philosophy;
European and American history; research
techniques; expository writing and rhetoric.
Total: 48 credits
Program is preparatory for careers and future
study in humanities, biological and physical
science, and social change.
(
Center for the Study of Science and Human Values
75
Science, Technology and Health
Convener: Tom Grissom
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, Al Leisenring, Carrie Margolin, John Marvin, Earle
McNeil, Don Middendorf, Janet Ott, Willie
Parson, David Paulsen, Greg StuewePortnoff, Masao Sugiyama, Fred Tabbutt,
Les Wong and Byron Youtz
Associated Faculty: Bill Bruner, Hazel Jo
Reed, Kirk Thompson
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 from
other Specialty Areas.
Some pathways are equivalent to the
"majors" available in conventional colleges
and universities. Others are unique to
Evergreen, and take advantage of the
college's special emphasis on interdisciplinary
learning. All are designed to give students the
knowledge and skills they need to go on to
productive work or graduate study in the
fields of their choice.
The current Science, Technology and
Health academic pathways are listed below.
Detailed descriptions of each pathway are on
the following pages.
Chemical Systems
Computer Studies
Energy Studies
Health and Human Behavior with three subpathwaysPsychological 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 fulltime load. These courses are useful for
gaining prerequisites, for pursuing part-time
studies, or simply for gaining an acquaintance with a subject without making a fulltime commitment to it.
Important Note: Students who plan to
gain a given prerequisite by taking one of
these courses should pay close attention to
their timing. We offer most courses only once
each year. Courses are listed quarterly in The
Evergreen Times.
.
Career Pathways in Science,
Technology and Health
Chemical Systerhs
This pathway will provide a strong background for professional work or study in
chemistry as well as a superior foundation
for students going into medicine or quantitative environmental studies. 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.
Computer Studies
Energy Studies
The Computer Studies pathway is designed
to serve students planning careers or
graduate study in the fields of computer
science and information systems. The student
who completes this pathway will have a solid
foundation in computer science and will be
prepared for career opportunities in this
rapidly expanding area.
The pathway.is strongly interdisciplinary
and includes partnership programs offered on
a regular basis with other specialty areas and
the disciplines of the arts, communication,
education, management and business, and
the natural sciences. Some of the Computer
Studies pathway is accessible on a part-time
basis and to students outside the specialty
area.
The Energy Studies pathway leads to careers
in applied energy analysis and development,
energy-efficient design, and energy policy
analysis and implementation. Opportunities
for employment exist throughout the
industrial and commercial sector, and in
numerous local, state and federal agencies.
The heart of the Energy Studies curriculum
is the third-year program, "Energy Systems,"
which is followed by fourth-year work in
either technical or policy areas.
Any Core Program, plus courses if necessary,
to meet prerequisites for "Matter and
Motion," e.g., pre-calculus math and basic
chemistry.
First Year:
Any Core Program
Second Year:
The structure of the pathway:
First Year:
Any Core Program, plus courses if necessary,
to meet prerequisites for "Data to Information"
Second Year:
First Year:
The suggested pathway:
"Data to Information," an entry-level
program offered each year covering the
fundamentals of information systems,
programming and system design
Electives (Introductory 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 any combination of
senior thesis, internships, portions of
"Physical Systems," or programs in other
specialty areas.
Third and Fourth Year:
Second Year:
"Matter and Motion"
Third Year and Fourth Year:
"Organic Chemistry I, II and III" course
sequence from "Molecule to Organism;"
"Chemical Systems" and senior thesis.
Advanced offerings alternate, with one group
of topics offered in even years (e.g., 1990-91)
and another group in odd years (e.g., 199192). 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
quarters' worth of programs from other
specialty areas related to their interests.
77
Science, Technology and Health
1
__
,
Human Health and Behavior
Laboratory Biology
Mathematics
The Human Health and Behavior pathway
has three main, often intersecting branches:
psychological counseling, human services and
health sciences. Workers in all three areas
need to be fully aware of the interaction of
social, psychological and biological forces
which affect human health and behavior.
Each 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, "Human Health and Behavior," 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 "Science of Mind" and "Psychological
Counseling" develop the special 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 in this branch
would be either "Matter and Motion" or
"Foundations of Natural Science." Upperdivision 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
fieldwork.
The Mathematics pathway consists of a
variety of courses, integrated programs and
Individual Contracts that provide students
with the opportunity to do intermediate and
advanced-level work in mathematics. It is
designed to serve those students who are
preparing for careers and/or graduate study
in mathematics, as well as those who want a
solid background in mathematics for work in
related fields.
Students are encouraged to combine their
study of mathematics with that of related
disciplines, such as computer science, physics
or philosophy. The two Coordinated Studies
listed below provide the full-time student
with an integrated way to do this. Courses
and Individual Contracts enable both fulland part-time students to do more specialized
and advanced work.
First Year:
Any Core Program
Second Year:
"Matter and Motion" or "Foundations
Natural Science"
of
Third Year:
"Molecule to Organism"
or outside studies
Fourth Year:
"Molecule to Organism" or individual study
or an advanced biology Group Contract
A recommended pathway:
First Year:
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.
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
offered in 1991-92.
Systems" will be
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 and impacts of
these technical subjects.
Foundations of Natural Science
Matter and Motion
Fall, Winter, Spring/Coordinated Study
Coordinator: Gonzalo Munevar
Enrollment: 72 Faculty: 3
Prerequisites: Any Core Program or one year
Fall, Winter, Spring/Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 48 Faculty: 2
Prerequisites: Proficiency in algebra,
of college work emphasizing writing and
discussion; mathematics through high school
algebra and geometry
Special Expenses: $10-$15 per quarter lab
fee; $30 retreat expenses
Part-time Options: Physics for those who'
have already completed college chemistry;
signature required
Internship Possibilities: No
Additional Course Allowed: No
trigonometry and high school chemistry and
physics (entrance exam in algebra and
trigonometry); faculty signature
Special Expenses: Above average textbook
expenses; up to $40 per quarter lab fee and
$30 retreat expenses
Part-time Options: Inquire
Internship Possibilities: No
Additional Course Allowed: By permission of
faculty; only as a substitute for portion of
program which student has already completed
The suggested academic pathway:
First Year:
Any Core Program, plus review (if necessary)
to meet prerequisites for "Matter and
Motion"
Second Year:
"Matter and Motion"
Third or Fourth Year:
Chemistry emphasis through "Chemical
Systems" and Advanced Group Contracts in
chemistry, or "Physical Systems" and
"Energy Systems."
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. Later 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 inthe 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 the
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.
Planned equivalencies in quarter hours:
12/1S-general chemistry with lab
81l2-general physics with lab
81l2-general biology with lab
9-mathematics
611O-history 'and philosophy of science
Total: 48 credits
Program is preparatory for careers and future
study in education, laboratory biology, the
health sciences, environmental/earth/marine
science and for students interested in natural
science for reasons of general education.
This program is designed for students with a
keen desire to develop a firm physical science
and mathematics background as preparation
for advanced work. In addition to teaching
the central concepts and methods of the
physical sciences, "Matter and Motion"
investigates how discovery happens. The
program is intended for students with strong
high school backgrounds in science and
mathematics. An alternative program for
students with less background is the
"Foundations of Natural Science" program.
This program combines material from
first-year physics, chemistry, calculus and
computer programming with relevant areas
of history, philosophy and literature in an
exploration of the nature of inquiry and the
basis of scientific discovery. Differential and
integral calculus provide a foundation for the
study of university chemistry and physics,
including mechanics, stoichiometry and
bonding, chemical equilibrium, thermodynamics, chemical kinetics and electricity, and
magnetism. In seminar, students will study
issues in ethics, literature and history to see
what the sciences can-and
cannotcontribute to human affairs.
"Matter and Motion" replaces traditional
science laboratories with Exploration
sessions. Students explore the nature of
physical systems with special emphasis on the
use of laboratory microcomputers for
interfacing experimental measuring devices,
collecting and processing data and controlling scientific experiments.
Planned equivalencies in quarter hours:
12-calculus
14IlS-university chemistry with lab
14l1S-university physics with lab
'3/4-Pascal computer programming
3/4-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.
Science, Technology and' Health
I
79
Molecule to Organism
Fall, Winter, Spring/Coordinated Study
Coordinator: Janet Ott
Enrollment: 48 Faculty: 2
Prerequisites: General chemistry and general
biology recommended
Special Expenses: Lab fee
Part-time Options: Consult faculty
Internship Possibilities: No
Additional Course Allowed: Possibly
"Molecule to Organism" is for students
pfanning to go on to advanced work in
biology or chemistry. An integrative seminar
series will accompany the core studies of the
program every quarter. The seminar deals
with such subjects as the ethical considerations of advances in biology, medicine and
molecular biology; the setting of priorities in
research and health care delivery; and the
actual practice of science as revealed by
reading the biographies of scientists.
As we develop an understanding of organic
chemical structure during Fall Quarter, we
will also look at the other end of the size
scale-at general biological structure and
organization. Since the program assumes no
previous study of biology, we will start with
the whole body-something
more recognizable than molecular reactions. We will study
comparative physiology and anatomy, as well
as development. As the year progresses, we
will bring the two topics of organic chemistry
and whole organisms together to examine the
workings of bodies on a smaller and more
intimate scale, studying examples of cellular
and molecular processes.
In Spring Quarter, we hope to offer a more
open-ended set of topics for study. The topics
may include immunology, nutrition,
neuroscience, molecular biology or more
advanced work in chemistry or physiology.
We will take the viewpoint that learning
how to ask good questions and how to find
the answers are better than trying to cram a
lot of soon-forgotten facts into one's brain.
To this end, the seminar will also examine
classic and current research papers. Perhaps
we might also catch the authors' enthusiasm
for their work.
Planned equivalencies in quarter hours: Will
be distributed in organic and biochemistry,
developmental biology, comparative
physiology and anatomy, genetics and cell
biology, and philosophy of science ..
Total: 48 credits
Program is preparatory for careers and future
study in biology, chemistry and health
sciences.
The Geology and Chemistry of
Pollution
Advanced Chemistry: Dynamic
Systems
Fall/Group Contract
Sponsor: Fred Tabbutt
Winter/Group Contract
Sponsor: Fred Tabbutt
Enrollment: 24 Faculty: 1
Prerequisites: Two quarters calculus, two
Enrollment: 24 Faculty: 1
Prerequisites: One quarter college chemistry
and algebra, faculty signature required
Special Expenses: Lab fee of $20
Part-time Options: 4, 8, 12, 16 credit hours
Internship Possibilities: Yes
Additional Course Allowed: Yes
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 classwork. 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 radox 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.
Planned equivalencies in quarter hours:
4-thermodynamics
4-<:hemical equilibrium
4-<:hemistry
4-instrumental methods
Total: 16 credits
Program is preparatory for careers and future
study in environmental science, chemistry,
geology and environmental policy.
quarters college chemistry, one quarter
college physics, laboratory and computer
experIence
Special Expenses: Lab fee of $20
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
A general approach to the modelling 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
modelling 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-<:hemical kinetics
8-systems research
Total: 16 credits
Program is preparatory for careers and future
study in environmental science, chemistry,
geology and environmental policy.
Advanced Chemistry: Structures
Energy Systems
Mathematical Systems
Spring/Group Contract
Sponsor: Fred Tabbutt
Enrollment: 24 Faculty: 1
Prerequisites: Two quarters calculus, two
Fall, Winter, Spring/Coordinated Study
Coordinator: Tom Grissom
Enrollment: 24
Prerequisites: "Precalculus Math;" college
Special Expenses: Above average textbook
Fall, Winter, Spring/Group Contract
Sponsor: George Dimitroff
Enrollment: 24
Prerequisites: One year of college
Special Expenses: No
Part-time Options: Yes, see the following
costs, field trips
description
Part-time Options: Yes, for 12 credits, with
Internship Possibilities: No
Additional Course Allowed: Yes
quarters college chemistry, one quarter
college physics, laboratory and computer
experience
Special Expenses: Lab fee of $20
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
level science or permission of the faculty
faculty permission
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: Yes, for 4
credits, with faculty permission
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 environmental science, chemistry,
geology and environmental policy.
Energy Systems is designed to look broadly at
issues of energy generation and utilization in
our society and in the natural world around
us. One of the goals of the program is to give
students an understanding of the issues
involved in achieving a sustainable energy
society. We will examine energy science and
technology, as well as related topics like
energy policy, economics, politics and
environmental concerns.
We will focus on electric and nuclear
power and examine alternative energy
sources such as solar, wind, geothermal,
biofuels, etc. There will be modules covering
the fundamentals of electricity, nuclear
energy, solar energy and thermodynamics.
Students will be expected to complete a
component in calculus to be offered either as
part of this program or in conjunction with
another program. Students who have already
completed calculus will be expected to take
some other module which continues the
development of their math skills, or a
component in computer programming.
In seminar we will explore the social,
political and economic aspects of energy
production and use, including environmental
and ecological concerns. Students will have
an opportunity to undertake individual
projects or to do internships in Spring
Quarter. Field trips to energy production or
technology centers are planned.
This contract will study particular mathematical structures-geometric,
topological
and algebraic-from
historical and psychological points of view as well as the purely
mathematical. We will consider such
questions as: Are such systems discovered or
created? Why does a particular culture allow
some to flourish and ignore others? What are
some of the ramifications of embracing one
model instead of another? Why are there so
few ranking women mathematicians?
The contract is designed for people
intending to pursue studies in mathematics
and the sciences, for those who plan to teach
in the area and for those who simply want to
know more about mathematical thinking.
"Mathematical Systems" is divided into
seminars, workshops and coursework.
Students may enroll in the seminar/workshop
portion, in individual courses or in the entire
constellation of activities. If you have
questions about the appropriateness of your
background for the various segments, consult
the instructor.
Fall Quarter courses: Advanced Calculus I
(a year of calculus is a prerequisite); Geometry.
Winter Quarter courses: Advanced
Calculus II (Advanced Calculus I is a
prerequisite); Topology (strong college-level
algebra is a prerequisite).
Spring Quarter courses: Abstract Algebra
(strong college-level algebra is a prerequisite);
special topics in mathematics.
Planned equivalencies in quarter hours:
Planned equivalencies in quarter hours:
4-fundamentals of electricity
4-fundamentals of nuclear energy
4-fundamentals of solar energy
4-thermodynamics
8-calculus
4-introduction to computers and computer
programing
4-energy systems: conventional/alternative
6-energy and society: policy, economics,
politics
4-energy and the environment
6-energy project or internship
4-abstract algebra
8-advanced calculus
4-chaos theory or other special topic
4-geometry
4-topology
8-history of mathematics
8-psychology of mathematics
8-individual projects
Total: 48 credits
Program is preparatory for careers and future
study in mathematics, education and
humanities.
Total: 48 credits
Program is preparatory for careers and future
study in energy science and technology;
environmental science; ecology; public policy
and administration.
Science, Technology and Health
Data to Information
Science of Mind
Human Health and Behavior
Fall, Winter, Spring/Coordinated Study
Coordinator: Will Humphreys
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
Fall, Winter, Spring/Coordinated Study
Coordinator: David W. Paulsen
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing,
Fall, Winter/Coordinated Study
Coordinator: Betty Kutter
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or one year of
others should speak with faculty
college work
Special Expenses: $30/quarter lab fee
Part-time Options: Yes, by arrangement
Internship Possibilities: By special arrange-
Special Expenses: Transportation,
intermediate algebra; math placement exam
required; faculty signature
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Possibly, if math
background is extensive
"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 highlevel 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.
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 science, mathematics and
information systems.
ment, Spring Quarter
Additional Course Allowed: In special
circumstances
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is the structure of mind? What is
the relationship of mind and brain? Does the
brain work like a computer; if so, what kind
of computer? How do culture and biology
affect the development of mind? To what
extent is the mind rational? A "cognitive
revolution" has transformed the study of
these questions.
"Science of Mind" will explore the nature
of this revolution. It will consider theories
from contemporary cognitive psychology and
neurobiology, issues in philosophy of science,
mind and language, as well as computer
models of mental activity. Emphasis will be
placed on theories about the nature of
memory and reasoning as well as current
developments in the use of neural nets for
computer simulation. The program will cover
basic cellular neurobiology, application of
neural network models, techniques of
experimental cognitive psychology, research
design in psychology, descriptive and
inferential statistics with psychological
applications, use of the computer for data
analysis and computer simulations of mental
activity.
Fall and Winter Quarters: considerable
work.in statistics and research design as well
as a survey of research in cognitive psychology, neurobiology and related fields.
Spring Quarter: an extensive research
project in experimental cognitive psychology,
neurobiology, computer modeling or library
research.
Planned equivalencies in quarter hours:
12-topics in cognitive science (seminar)
4-cognitive psychology
4-research methods in psychology
8-neurobiology with laboratory
3-descriptive statistics
3-inferential statistics
2-data analysis using the statistical package
for the social sciences
12-research project
Total: 48 credits
Program is preparatory for careers and future
study in psychology, computer science,
biology, the humanities and philosophy.
food,
lodging for possible retreat
Part-time Options: Yes, 12 credits, with
faculty permission
Internship Possibilities: Consult faculty
Additional Course Allowed: Yes, students
with a strong entering background in science
and/or psychology are encouraged to
substitute a course-i.e. chemistry, college
algebra, media production, language or
statistics (4 credits per quarter)-which
helps
meet needs for future work. Details need to
be discussed with the faculty.
In "Human Health and Behavior" we will
investigate the biological, psychological,
spiritual and social forces that affect human
behavior in order to develop strong foundation for further work in the areas of health,
human services, education and counseling.
Program material will be presented on the
basis of two important assumptions. First,
behavior and health are mutually influenced
by psychological, biological and spiritual
forces. Second, culture defines and influences
our understanding and facilitation of health.
Drawing particularly from human biology,
sociology, anthropology and psychology, the
program will examine physiological development, the roles of gender and culture in
differentiating human behavior; the central
importance of self-esteem, and the guiding
psychological processes. Emphasis will be
placed on cognitive development, nutrition,
perception, mind-body interactions, the
impacts of social and community structure,
and sociological and ecological forces
influencing mental and physical health.
Students will be encouraged to develop
analytical skills in reading, writing, discussion and research, as well as programs to
facilitate their own good health.
Planned equivalencies in quarter hours: Will
be distributed among psychology, human
biology, nutrition, sociology, anthropology
and health.
Total: 32 credits
Program is preparatory for careers and future
study in human services, education, health
sciences and psychology.
Postmodernism and Human
Services
Fall, Winter, Spring/Group Contract
Sponsor: Justino Balderrama
Enrollment: 24 Faculty: 1
Prerequisites: Core Program; background in
social science; faculty signature
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The guiding assumption in this advanced
group contract is that paradigms, models,
classifications and methodologies inherited
from the past no longer fully inform our
knowledge or understanding of the contemporary human service environment.
A revisionist criticism called postmodernism is urging us to reconsider our basic
pre-suppositions about professional human
service practice and its disciplines of social
science. Consequently we will reconsider
three professional practices: human services,
healthlhealing systems, and therapy/
counseling by using the new methods of
analysis suggested by post modernism. We
seek to understand how such powerful
thought-systems as feminism, post-structuralism, multicultural studies, cultural studies,
indigenous ism, critical theory and deconstruction have influenced, if at all, these three
professional practices.
The contract is designed for students
preparing themselves for the human service
professions who seriously wish to reconsider
the underlying assumptions that guide
present day theory and practice.
We hope to examine the works of Daly,
Keller, Griffin, Kristeva, Cixous, Allen,
Arguelles, Lacan, Derrida, Foucault, Geertz,
Clifton, Brotherston, Momaday, Douglas and
Hinojosa.
Planned equivalencies in quarter hours:
Fall:
4-social psychology of human services
4-social construction of social science
8-postmodernism: new methods of analysis
Winter:
4-the sociology of emotions
4-the ethics of intervention
4-new theories of human behavior
4-multicultural studies
Spring:
4-the deconstruction of helping/healing
4-revisionist social science
'8-independent research proj ect
Total: 48 credits
Program is preparatory for careers and future
study in law, social science, multicultural
studies, social work, counseling, health and
human services, women's studies, management, public administration and graduate
school.
The Helping Professional
Understanding Deaf Culture
Fall, Winter, Spring/Group Contract
Sponsor: Diana Cushing
Enrollment: 24
Prerequisites: Senior standing; faculty
Spring/Group Contract
Coordinator: Earle McNeil
Enrollment: 48 Faculty: 2
Prerequisites: None
Special Expenses: $30 fee for guests and
signature is notrequired, However, this
program demands willingness to be selfdisclosing and to confront personal issues
which are often painful. If you have any
doubts about the suitability of this class for
you, please discuss it with faculty before
registering
Special Expenses: $50IFall-Winter, $25/
spring fee for special workshops; $30/fall
retreat (possibile retreat winter and spring)
Part-time Options: No
Internship Possibilities: Spring Quarter, halftime
Additional Course Allowed: No
This advanced group contract is designed for
those who plan to work in a helping
profession and who may eventually attend
graduate school in psychology, social work
or a related area. It has three major components: (1) the study of much of the material
usually prerequisite to graduate work; (2)
development of interpersonal skills in one-toone, small group and large group contexts;
and (3) intensive personal growth work, since
being an effective helper requires that one be
relatively unhindered by one's own" stuff."
Three days a week (one-and-a-half in
spring), we will explore theories and models
of human growth and change, primarily ,
through interactive modes including lecturediscussions and seminars. Experiential
workshops led by faculty and others will
provide the primary means of skill development and learning. Students will be expected
to be co-creators of the learning experience.
We will study re-evaluation counseling and
participate in a co-counseling relationship
throughout the year.
Internship Component: Spring Quarter,
students will assume a helping role in a
human service agency (16-20 hours a week).
Through the retreat, social activities and
frequent opportunities for feedback in all
directions, we will create a supportive,
nurturing, stimulating and exciting learning
community.
Planned equivalencies in quarter hours: Will
be distributed in personality theory, communication skills, developmental psychology,
psychology of self-esteem, family systems,
conflict resolution skills, abnormal psychology, theories of counseling and psychotherapy and issues and ethics in the helping
professions.
Total: 48 credits
Program is preparatory for careers and future
study in philosophy, literature, history,
psychology and various cultural studies.
interpreters
Part-time Options: 12 quarter hours
Internship Possibilities: Yes
Additional Course Allowed: Yes
This group contract will focus on issues,
concepts and realities of living with severe
hearing impairments and the nature, form
and experience of the deaf community as a
distinct, viable and meaningful cultural
entity. A significant portion of the program
will be experiential.
At least one of the faculty will be either
born deaf and raised in contact with the deaf
community, with sign as his or her first
language; or hearing but raised by deaf
parents with sign as his or her first language
and in contact with the deaf community.
American sign language will be a component of the program although students with
advanced skills will choose alternative
activities such as an internship or independent research.
We will also come to understand the issues
and concepts raised as they apply to universal
construction of personal and cultural
realities.
Planned equivalencies in quarter !iours:
4-American sign language
4-cultural studies
4-American deaf community studies
4-human development
Total: 16 credits
Program is preparatory for careers and future
study in social work, human services and
counseling.
Joye Hardiman
"Inspirational" is how students and colleagues describe
joye Hardiman, an Evergreen faculty member since 1975.
Currently, she is the director of Evergreen's Tacoma Program, a
dynamic, community-centered program serving the
urban adult learner.
Tacoma Campus
Director: W. j. Hardiman
Urban Issues, Urban Organizations
Serving a student population composed
primarily of working adults, The Evergreen
State College-Tacoma
provides a broadbased liberal arts education in the arts and
sciences that recognizes the importance of
providing the urban adult learner with the
skills, information and vocabulary necessary
for living and working in the 21st century.
Evergreen's off-campus program in
downtown Tacoma features two-year, upperdivision studies leading to a Bachelor of Arts
degree. Classes are scheduled at times
convenient for working people. Both daytime
and evening classes are available. Students
wishing to enroll in an off-campus program
must have completed 90 quarter hours of
transferable college-level work before
entering. Detailed information on admission
is also available through the Admissions
Office in Olympia.
Tacoma Community College and Evergreen also offer a two-year, 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.
Fall, Winter, Spring/Coordinated Study
Coordinator: joye Hardiman
Enrollment: 120 Faculty: 4.5/Quarter
Prerequisites: junior standing and prospective student interview
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The goal of this year-long interdisciplinary
program is to explore historical and contemporary urban communities, their origins,
evolution and changing configurations.
In Fall Quarter the focus of the program
will be on urban communities in Africa,
Europe and Asia. In Winter Quarter the
focus will be on urban communities in the
United States. In Spring Quarter the focus
will be on applying the information gained in
the previous quarters to local urban issues
and organizations. Among the various
themes to be considered are: urbanization,
urban life cycles and cultural expressions,
ghettoization, gentrification and urban
revitalization.
The underlying subject matter will include
political economy, archaeology and anthropology, social theory, cultural history, urban
planning and architectural design, urban
health issues, urban education and applied
literary 'studies.
Students will be expected to use the
knowledge acquired to do advanced research,
construct conceptual models and design and
implement public service activities or
projects. The program format will consist of
large group lectures and discussions, small
group seminars, workshops and individualized projects.
Planned equivalencies in quarter hours:
6-cultural history
6-anthropology
6-political economy
6-urban studies
6-political theory and social change
6-educational theory
6-public health
6-applied literary studies
Total: 48 credits
Program is preparatory for careers and/or
future study in urban studies, public,
community and social services, law and
education.
Tacoma Campus
85
Special F<?rms of S,tudy
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 less 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 nation, 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. Opportunities to
conduct Internships are built into many
academic programs. They also are available
for upper-division 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 to determine
the amount of credit to be awarded for
Internship Learning, Activities at the
Internship site are guided by a field supervisor. At the end of the quarter, the faculty
sponsor, with the benefit of the field
supervisor's evaluation, writes the final
evaluation describing the student's performance and internship-related learning.
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 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 faculty and various
written reports.
The Office of Cooperative Education is the
central source of current information about
Internship programs, policies and procedures,
available Internship positions and Internship
sponsors. Co-op staff members 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 encouraged 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.
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, firstserved basis.
Part-time Studies
Self-Paced Learning
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-to-date descriptions of parttime 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.
Since Evergreen opened it has been building a
collection of slide-tapes, computer-assisted
instruction, videotapes, programmed texts
and other resources with which you can
independently study such diverse areas as
science, management, music, mathematics
and languages. Credit for self-paced studies
can be earned either on an individual
contract or, sometimes, in regular academic
programs. Self-paced learning resources that
do not require computers are housed in the
Library. Computer-assisted resources are
housed in the Computer Center.
Library
Computer Services
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 for
locating and using printed, filmed, taped and
microfiched information, library research
methods, and free instruction in the use of
media equipment 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
231,000 books, 30,000 reference volumes,
four well-equipped recording studios, a
complete video production system, films,
recordings, maps, documents, editing
benches, drafting tables, and 1,920 periodical
subscriptions.
In addition to resources on hand,
Evergreen's Library offers you access to
books and periodicals through the computerized database of the Washington Library
Network and through on-line database
searching. In fact, Evergreen students and
faculty borrow more Interlibrary Loan
materials than any other college in the
Northwest, and the Library circulates 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.
In Academic Computing, the emphasis is
placed 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 expanded its Macintosh
laboratory to 18 Mac 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. Evergreen also
has visual enlargement software and software
and hardware to support persons with special
needs. A Washington Services for the Blind
grant has expanded this resource with
personal reading and braille printing
equipment. 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. We encourage you to
consider purchase of a computer for your
academic work at Evergreen.
Student and Support Services
The Hillaire Student Advising Center
The Hillaire Student Advising Center (SAC)
exists to coordinate advising services among
faculty, students and staff.
The Center includes the offices of Academic Advising; the Prior Learning Program;
Career Development, which provides
students with career planning and placement;
Cooperative Education, described on page
86; KEY-Special Services, which provides
personal and academic skills development;
the First Peoples' Advising Services, which
supports students of color by providing
academic, personal and social support on a
drop-in basis; and the Dean of Student and
Academic Support Services.
Located in the 1400 wing of the Library,
. the Student Advising Center provides up-todate information on academic programs,
faculty, job listings and other resources for
students. The Center also offers numerous
workshops throughout the year on such
themes as writing evaluations, how to
compile and maintain Evergreen portfolios,
developing study skills, and career and
academic planning. Programs and services
are designed to assist students as they work
toward their educational goals.
See the Academic Advising Office's
publication, The Evergreen Student Handbook, for more about the SAC and advising
at Evergreen.
Other Services
Students and Academic Support Services also
include progams located elsewhere on
campus. These include: Student Activities, the
Counseling and Health Center, Upward
Bound, the Evergreen Childcare Center, the
Cooper Point Journal, and KAOS (Campus
radio station). Each office is devoted to
supporting the academic and personal
development of students. See The Evergreen
Student Handbook for more information
about the Academic Support Services, or
contact the Dean 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
87
Graduate Study at Evergreen
Master of Environmental Studies
(MES)
Director: Ralph Murphy
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.
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
(8 quarter hours)
Processes
Population, Energy and Resources
(8 quarter hours)
Quantitative Analysis for Environmental
Studies
(8 quarter hours)
Case Studies: Environmental
Policy and Management
(8 quarter hours)
Assessment,
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; 2061
866-6000, ext 6405.
Master of Public Administration
(MPA)
Director: Lucia Harrison
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 students intending
to pursue a public sector career and those
already working for government or organizations involved in public issues. It is open to
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 parttime basis. To accommodate these working
students, classes are concentrated in the
evenings.
A part-time student can complete the 60quarter-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 elective
courses and an applications project. Each
core program is interdisciplinary and team
taught by two or three faculty. The core
sequence provides sustained instruction in the
analytical, administrative and communication skills needed for effective public service.
It is also designed to imbue students with the
habit of examining the political and economic context of public administration and
policy making, of addressing the ethical
dimension of administration and policy, and
of attending to the roles and issues of race
and gender in the workplace and in public
policy.
Elective courses allow a student to broaden
the study of the public sector beyond the
range of the core programs or to concentrate
intensely on a specific public sector issue.
The applications project is completed
concurrently with the core program in Public
Policy over the Winter and Spring Quarters
Graduation at the Tacoma Campus
of the second year. It is a group or individually authored 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 Context of
Public Administration
(8 quarter hours)
Managing Human Resources
(8 quarter hours)
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):
Academic transcripts including certification
of receipt of a bachelor's degree
Brief essays by the applicant
Research Methods for the Public Sector
(8 quarter hours)
GRE score
Letters of recommendation.
Fiscal Policy
(8 quarter hours)
Public Policy and Its Administrative
tions
(8 quarter hours)
Implica-
Applications Project in Public Policy and
Administra tion
(8 quarter hours)
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 MP A and MES programs.
Financial Aid
Limited financial aid is available in the form
of fellowships, assistantships, scholarships,
work-study assistance and guaranteed
student loans. The Financial Aid application
must be completed before any financial aid
decision can be made. Financial Aid Forms
(FAFs) should be mailed to the College
Scholarship Service by March 1. Later
applicants who qualify for financial aid will
compete for the remaining monies. Certain
forms of financial aid are available to fulltime students; aid to part-time students,
however, is more limited. In some cases, the
MP A 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.
Electives
(12 quarter hours; typically, three 4 quarter
hour courses)
Inquiries about the MPA program should
be addressed to Carol Simila-Dickinson,
Assistant Director, Graduate Program in
Public Administration, Lab I, The Evergreen
State College, Olympia, WA 98505;
(206)866-6000, ext. 6405.
Graduate Study at Evergreen
89
Master in Teaching (MIT)
Elementary and Secondary Endorsements
Admissions Requirements
Director: John Parker
Program Assistant: Ernestine Pearl
An endorsement is a qualifying phrase on a
Washington Teaching Certificate which
identifies the grade level and subject matter
area in which an individual may teach.
Before beginning the MIT, students must
have their endorsement area coursework
completed (or within one academic quarter
of completion).
The secondary education candidate,
preparing for teaching in departmentalized
classrooms in grades 4-12, must have a
Primary Endorsement, and is encouraged to
add a Supporting Endorsement as well. The
available Primary Endorsements include
English; mathematics; physics; science with
biology, chemistry or physics concentrations
and social studies.
The elementary education candidate,
preparing for teaching in any classroom,
grades K-8, will qualify for the Elementary
Primary Endorsement, but must also have
two Supporting Endorsements. Available
supporting endorsements include: art,
chemistry, economics, English, Spanish,
French, German, history, math, physics and
political science. The elementary education
endorsement qualifies an individual to teach
any subject in grades K-8 except special
education.
Any course required for an endorsement
which is lacking at time of admission to the
program, must be completed no later than
the summer preceding year two. It is not
possible to undertake any endorsement
courses during the six quarters of the
professional program.
Admission to the Teacher Education program
is competitive.
Minimum requirements include a B.A. or
B.S. at the time of entry, a 3.0 grade point
average on graded transcripts (or comparable
work on ungraded transcripts). General
Education requirements for all candidates
include 8 quarter hours of ~atural science, 8
quarter hours of social science and 12
quarter hours in writing.
As part of the entry process, students must
take the Graduate Record Exam (GRE). The
score on this exam, however, will not be used
as a criterion for admission, but will be used
in a long range research study.
.
Students wishing to apply to this program
must submit all material to the Admissions
Office. Required material includes the
teacher education application form, official
transcripts from every college previously
attended, three letters of recommendation, a
work experience resume and two essays. For
complete information on admission, consult
our catalog, Teacher Education at Evergreen,
1991-1993.
Graduate Teacher Education
Evergreen offers an innovative Master in
Teaching degree program, full-time for six
academic quarters. Successful completion will
result in the MIT degree and Initial Certification.
Evergreen's MIT is interdisciplinary and
team taught. A group of 45 students and a
faculty of three will form a "learning
community" which will essentially remain
together for two academic years.
The program content meets all academic
requirements for the Washington Initial
Teaching Certificate, and most academic
requirements for the Washington Continuing
Certificate.
Major areas of interdisciplinary study in
the program will include psychology,
philosophy and history of education,
multicultural studies, research and teaching
methods. There will be a strong emphasis on
field experience. Five of the six quarters will
include significant work with students in
schools.
Faculty
Trustees and Administration
Board of Trustees
September 1990
Kay M. Boyd
Chair, Lacey
Carol Vipperman
Vice-Chair, Seattle
Richard S. Page
Secretary, Seattle
Herbert Gelman
Tacoma
Lila S. Girvin
Spokane
Constance W. Rice
Seattle
Allan M. Weinstein
Vancouver
Administration
Joseph D. Olander
President
Russell M. Lidman
Provost and Academic Vice President
Gail E. Martin
Vice President for Student Affairs
T. Les Puree
Vice President for College Advancement
M. Jamil Qureshi
Vice President for Finance and
Administration
Kathleen Garcia
Executive Assistant to the President
Michael W. Beug
Academic Dean
Priscilla V. Bowerman
Academic Dean
Carolyn E. Dobbs
Academic Dean
Charles N. Pailthrop
Academic Dean
Leslie Wong
Academic Dean
Jose A. Gomez
Associate Academic Dean
Sarah A. Pedersen
Dean of Library Services
Arnaldo Rodriguez
Dean of Enrollment Services
Shannon Ellis
Dean of Student and Academic
Support Services
This is a listing of Evergreen's faculty as of
1990-91. 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 University 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-Television, 1978;
B.S., Syracuse University, 1969; M.A.,
Theater, Ohio State University, 1971; Ph.D.,
Communications-Film, Ohio State University, 1974.
Doranne Crable, Expressive Arts: Performance Art, Literature, Writing, Acting,
Movement 1981;
B.A., English, University of Michigan, 1967;
M.A., American Literature, Wayne State
University, 1973; Fellow, Edinburgh
University, Scotland, 1975; Ph.D., English,
Wayne State University, 1977.
Thad B. Curtz, Literature, 1972;
B.A., Philosophy-Literature,
Yale University,
1965; M.A., Literature, University of
California at Santa Cruz, 1969; Ph.D.,
Literature, University of California at Santa
Cruz, 1977.
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.
Joe Fedderson, Printmaking, 1989;
B.F.A., Printmaking, University of Washington, 1983, M.F.A., University of Wisconsin,
1989.
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.F.A., 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, 1982;
B.S. Psychology, Washington State University, 1971; M.F.A., Photography, Washington State University, 1975.
Patrick Hall, Librarianship, 1988;
B.A. and M.A.R., Religious StudieslEducation/Anthropology, Canis ius College, 1976;
M.L.S., Library Science, University of
Washington, 1983.
W. Joye Hardiman, Literature and
Theater, 1975; Director, Tacoma Program,
1990-present;
B.A., Literature, State University of New
York at Buffalo, 1968; M.A., Literature,
Faculty
91
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, 1983-1990;
A.B. Philosophy, Queens College, 1963;
A.M. Philosophy, Boston University, 1966;
Ph.D., Philosophy, Boston University, 1969.
Willard Humphreys, Philosophy, 1970;
Academic Dean, 1976-80;
A.B., Mathematics, Allegheny College, 1961;
M.A., History; Philosophy of Science,
Indiana University, 1963; M.A., Philosophy,
Yale University, 1965; Ph.D., Philosophy,
Yale University, 1966.
Margaret I. Hunt, Dance, 1976;
B.F.A., Dance, Ohio State University, 1969;
M.Ed., Dance, Temple University, 1972.
Ren-Hui (Rose) Jang, Theatre, 1988
B.A., English, National Taiwan University,
1980, M.A., Theatre, Northwestern University, 1981, Ph.D., Theatre, Northwestern
University, 1988.
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, 1967; 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.
92
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.
Laurie Meeker, FilmlVideo, 1989;
B.A., Film Production/Still Photography, S.
Illinois University; 1980, M.F.A., Film
Production, Univeristy of British Columbia,
1985.
Carol Minugh, Native American Studies,
1988;
A.A., General Education, Grays Harbor
Community College, 1973; B.A., Liberal
Arts, The Evergreen State College, 1974;
M.S., Education Administration, Washington
State University, 1975; D.Ed., Higher
Education Administration, Pennsylvania
State University, 1981.
Harumi Moruzzi, Japanese Language and
Culture, 1990
B.A., English, Nanzan University, 1970;
Ph.D., English, Indiana University, 1987.
Frank Motley, Librarianship, 1978;
B.S., Psychology, Portland State University,
1965; M.S., Librarianship, University of
Oregon, 1968.
Alan Nasser, Philosophy, 1975;
A.B. Classical and Modern Languages, St.
Peter's College, 1961; Ph.D., Philosophy,
Indiana University, 1971.
Mary F. Nelson, Art, Anthropology,
Minority Studies, 1972;
B.F.A., Art Education, Washington State
University, 1966; M.A., Art Anthropology,
University of Idaho, 1968.
Sandra L. Nisbet, Drama, 1988;
B.A., Speech and Drama/English, San Jose
State University, 1958; M.A., Theater Arts,
Indiana University, 1962.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-present;
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
David Paulsen, Philosophy, 1978;
B.A., Philosophy, University of Chicago,
1963; Ph.D., Philosophy and Humanities,
Stanford University, 1971.
David L. Powell, Literature, 1972;
B.A.,'English, Pennsylvania State University,
1960; Ph.D., Literature, University of
Pennsylvania, 1967.
Sarah Rideout, Librarianship, 1987;
B.A., The Evergreen State College, 1978;
M.A., Literature, University of Puget Sound,
1982; M.L.S., University of Washington,
1984.
Ratna Roy, Dance/English, 1989;
B.A., English, Ranchi University, 1962; M.A.
English, Calcutta University, 1964; Ph.D
English, University of Oregon, 1972.
Terry A. Setter, Music and Audio, 1983;
B.A., Music Composition, University of
California, San Diego, 1973; M.A., Music
Composition, Theory, Technology, University of California, San Diego, 1978.
Sandra M. Simon, English, 1973;
B.A., Psychology, University of California at
Los Angeles, 1954; M.A. , English, University
of California at Los Angeles, 1963.
Leon R. Sinclair, Literature, 1971;
B.A., University of Wyoming, 1964; Ph.D.,
Literature, University of Washington, 1970.
Paul J. Sparks, Art and Photography, 1972;
B.A., Art, San Francisco State College, 1968;
M.A. Art-Photography, San Francisco State
College, 1971.
Charles B. Teske, Literature, 1970;
Academic Dean, 1970-75;
B.A., English, Lafayette College, 1954; M.A.,
English, Yale University, 1955; Ph.D.,
English, Yale University, 1962.
Gail Tremblay, Creative Writing, 1980;
B.A., Drama, University of New Hampshire,
1967; M.F.A., English (poetry), University of
Oregon, 1969.
Setsuko Tsutsumi, Japanese Language/
Culture, 1985;
B.A., Psychology; Teaching license in English
and Guidance and Counseling, 1965; M.A.,
English, 1978; Ph.D., Comparative Literature, 1985.
Sidney D. White, Art, 1970; emeritus, 1990;
B.A., Art Education, University of New
Mexico, 1951; M.S., Philosophy-Aesthetics,
University of Wisconsin, 1952.
Ainara D. Wilder, Theater and Drama, 1972;
B.S., Speech, General Science, Wisconsin
State University, 1968; M.A., Theater Arts,
University of Wisconsin, 1969.
William C. Winden, Music, 1972; Assistant
Academic Dean, 1976-78;
B.A., Art, Stanford University, 1953; M.A.,
Music, University of Washington, 1961;
D.M.A., Music, University of Illinois, 1971.
Natural Sciences
Clyde Barlow, Chemistry, 1981;
B.S., Chemistry, Eastern Washington
University, 1968; Ph.D., Chemistry, Arizona
State University, 1973.
Michael W. Beug, Chemistry, 1972;
Academic Dean, 1988-present;
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, Environmental Policy, 1972;
B.A., Physics, Reed College, 1958; Ph.D.,
Life Sciences, Rockefeller University, 1965.
Robert Cole, Physics, 1981;
B.A., Physics, University of California at
Berkeley, 1965; M.S., Physics, University of
Washington, 1967; Ph.D., Physics, Michigan
State University, 1972.
John O. Aikin Cushing, Computer Science,
1976; Director of Computer Services, 19761984;
B.A., Physics, Reed College, 1967; Ph.D.,
Cognitive Psychology, Brown University,
1972.
Judith E. Bayard Cushing, Computer
Science, 1982;
B.A., Math and Philosophy, The College of
William and Mary, 1968; M.A., Philosophy,
Brown University, 1969.
George E. Dimitroff, Mathematics, 1973;
B.A., Mathematics, Reed College, 1960;
M.A., Mathematics, University of Oregon,
1962; Ph.D., Mathematics, University of
Oregon, 1964.
Larry L. Eickstaedt, Biology, 1970; Academic
Advisor, 1978-81, 1986-88;
B.S., Biology, Buena Vista College, 1961;
M.S., Zoology, State University of Iowa,
1964; Ph.D., Biology, Stanford University,
1969.
Betty R. Estes, History of Science, 1971;
Academic Advisor, 1988-present;
B.S., Mathematics, University of Oklahoma,
1957; M.A., Mathematics, University of
Pennsylvania, 1960.
John Robert Filmer, Marine Studies, 1972;
B.S., Agriculture, Cornell University, 1956;
B.A.E., Agricultural Engineering, Cornell
University, 1957; M.S., Hydraulic Engineering, Colorado State University, 1964; Ph.D.,
Fluid Mechanics, Colorado State University,
1966.
Thomas Grissom, Physics, 1985;
B.S., Physics, University of Mississippi, 1962;
M.S., Physics, University of Mississippi,
1964; Ph.D., Physics, University of Tennessee, 1970.
Burton S. Gutman, Biology, 1972;
B.A., Interdisciplinary Science, University of
Minnesota, 1958; Ph.D., Biology, University
of Oregon, 1963.
Steven G. Herman, Biology, 1971;
B.S., Zoology, University of California at
Davis, 1967; Ph.D., Zoology, University of
California at Davis, 1973.
Donald G. Humphrey, Biology, 1970;
Emeritus, 1984; Academic Dean, Natural
Sciences and Mathematics, 1970-73;
B.S., Physical Education, University of Iowa,
1949; M.S. Physical Education, University of
Washington, 1950; Ph.D., Zoology, Oregon
State University, 1956.
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; Director of Laboratory Computing,
1984;
B.S., Chemistry, Harvey Mudd College,
1964; Ph.D., Biophysical Chemistry,
University of California at Berkeley, 1968.
Robert H. Knapp, Jr., Physics, 1972;
Assistant Academic Dean, 1976-79;
B.A., Physics, Harvard University, 1965; D.
Phil., Theoretical Physics, Oxford University,
England, 1968.
Elizabeth M. Kutter, Biophysics, 1972;
B.S., Mathematics, University of Washington,
1962; Ph.D., Biophysics, University of
Rochester, New York, 1968.
Patricia Labine, Ecological Agriculture,
1981;
B.A., Zoology, Mount Holyoke College,
1961; Ph.D., Biology, Stanford University,
1966.
Kaye V. Ladd, Inorganic Chemistry, 1975;
B.A., Chemistry, Reed College, 1963; M.A.,
Physical Chemistry, Brandeis University,
1965; Ph.D., Inorganic Chemistry, Brandeis
University, 1974.
Albert C. Leisenring, Mathematics, 1972;
B.A., Mathematics, Yale University, 1960;
Ph.D., Mathematics, The University of
London, 1967.
Carrie Margolin, Psychology, 1988;
B.A., Hofstra University, 1976; Ph.D.,
Dartmouth College, 1981.
John Marvin, Mathematics, 1988;
B.A., Mathematics, University of Montana,
1954; M.A., and A.B.D., Mathematics, Johns
Hopkins University, 1961.
Donald V. Middendorf, Physics, Physiology,
1987;
B.A., Biology, University of Missouri, 1977;
M.S. Applied Physics, Cornell University,
1980; Ph.D., Plant Physiology, 1984.
David H. Milne, Biology, 1971;
B.A., Physics, Dartmouth College, 1961;
Ph.D., Entomology, Purdue University, 1967.
Gonzalo Munevar, History/Philosophy of
Science, 1989;
B.A., Philosophy, California State University
at Northridge, 1970; M.A., Philosophy,
California State University at Northridge,
1971; Ph.D., Philosophy, University of
California, 1975.
Janet Ott, Biology, 1985;
B.S., St. Lawrence University, 1975; Ph.D.,
Biology, University of Southern California,
1982.
Willie L. Parson, Microbiology, 1971;
Academic Dean, 1974-78; .
B.S., Biology, Southern University, 1963;
M.S., Bacteriology, Washington State
University, 1968; Ph.D., Microbiology,
Washington State University, 1973.
John H. Perkins, Biology, History of
Technology and Environment, 1980;
Academic Dean, 1980-86;
B.A., Biology, Amherst College, 1964; Ph.D.,
Biology, Harvard University, 1969.
Hazel ]. 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 State University,
1955; Ph.D., Entomology, University of
California at Berkeley, 1966.
Oscar H. Soule, Biology, 1971; Director of
Graduate Program in Environmental and
Energy Studies, 1981-86; Associate Academic
Dean, 1972-73; Academic Advisor, 1983;
B.A., Biology, Colorado College, 1962; M.S.,
Zoology, University of Arizona, 1964; Ph.D.,
Ecology-Biology, University of Arizona,
1969.
James Stroh, Geology, 1975;
B.S., Geology, San Diego State University,
1968; M.S., Geology, University of Washington, 1971; Ph.D., Geology, University of
Washington, 1975.
Masao Sugiyama, Mathematics, 1988;
B.A., Eastern Washington University, 1963;
M.S., Western Washington University, 1967;
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, 1960; Ph.D., Marine Biology,
Scripps Institution of Oceanography,
University of California at San Diego, 1964.
Alfred M. Wiedemann, Biology, 1970;
B.S., Crop Science, Utah State University,
1960; M.S., Agronomy, Utah State University, 1962; Ph.D., Plant Ecology, Oregon
State University, 1966.
Byron L. Youtz, Physics, 1970; Academic
Dean, 1973-74; Vice President and Provost,
1978-83;
B.S., Physics, California Institute of Technology, 1948; Ph.D., Physics, University of
California at Berkeley, 1953.
Faculty
Social Sciences
Bill Aldridge, Education-Social
Psychology, 1970;
B.A., Mathematics, Oregon State University,
1959; M.Ed., Guidance, Oregon State
University, 1964; D.Ed., Educational
Administration, University of Oregon, 1967.
William Ray Arney, 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.S.W., Social Work, San Jose State
University, 1975.
Don Bantz, Public Administration, 1988;
B.A., Management/Marketing,
1970, M.P.A.,
University of Southern California, 1972;
D.P.A., University of Southern California,
1988.
Peter G. Bohmer, Economics, 1987;
B.S., Economics and Mathematics, Massachusetts Institute of Technology, 1965;
Ph.D., Economics, University of Massachusetts, 1985.
Priscilla V. Bowerman, Economics, 1973;
Director of Graduate Program in Public
Administration, 1986-89; Academic Dean,
1990-present;
A.B., Economics, Vassar College, 1966;
M.A., Economics, Yale University, 1967;
M.Phil., Yale University, 1971.
Jovana J. Brown, Library and
Information Studies, 1974; Dean of Library
Services, 1974-81;
A.B., Political Science, University of California Riverside, 1959; M.L.S., University of
California at Berkeley, 1965; M.A., Political
Science, University of California at Berkeley,
1967; Ph.D., Library and Information
Studies, University of California at Berkeley,
1971.
William H. Brown, Geography, 1974;
B.A., Geography, Antioch College, 1956;
M.A., Geography, University of California at
Berkeley, 1967; Ph.D., Geography, University
of California at Berkeley, 1970.
Bill Bruner, Economics, 1981;
B.A., Economics and Mathematics, Western
Washington University, 1967.
Stephanie Coontz, 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 Los Angeles, 1948; Ed.D.,
Curriculum Development, Columbia
University, 1956.
Llyn De Danaan (formerly Lynn D.
Patterson), Anthropology, 1971; Academic
Dean, 1973-76;
B.A., Anthropology, Ohio State University,
1966; M.A., Anthropology, University of
Washington, 1968; Ph.D., Cultural Anthropology, The Union Graduate School, 1984.
Elizabeth Diffendal, Applied Social Science,
1975; Academic Dean, 1981-85;
A.B., Social Anthropology, Ohio State
University, 1965; M.A., Cultural Anthropology, University of California at Los Angeles,
1968; Ph.D., Applied Anthropology, The
Union Graduate School, 1986.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-89;
B.A., History-Political Science, Memphis
State University, 1963; M.A., Political
Science, University of Kentucky, 1966; M.,
Urban Planning, University of Washington,
1968; Ph.D., Urban Planning, University of
Washington, 1971.
Kenneth Dolbeare, Political Science, 1981;
Director of Graduate Program in Public
Administration, 1984-85;
.
B.A., English, Haverford College, 1951;
L.L.B., Brooklyn Law School, 1958; Ph.D.,
Political Science, Columbia University, 1965;
Fulbright Scholar, Denmark, 1989-90.
Fred Dube, Psychology, 1989;
B.S., Psychology and Sociology, Natal
University, South Africa, 1966; Ph.D.,
Psychology, Cornell University, 1976.
Donald Finkel, Psychology, 1976;
B.A., Philosophy, Yale University, 1965;
M.A., Developmental Psychology, Harvard
University, 1967; Ph.D., Developmental
Psychology, Harvard University, 1971.
Thomas H. Foote,
Education-Journalism, 1972;
B.A., Journalism, University of Tulsa, 1961;
M.S.Ed~, Humanities, 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.
Jose Gomez, Social Sciences and Law, 1988;
Assistant Academic Dean 1988-1990,
Associate Academic Dean 1990-present;
B.A., Spanish, Journalism, Education,
University of Wyoming, 1965; Fulbright
Scholar, Universidad Nacional Autonoma de
Nicaragua, 1967; J.D., Harvard Law School,
1981.
Margaret H. Gribskov, Journalism and
Education, 1973; Emerita, 1990;
Ph.D., Education, University of Oregon,
1973.
Jeanne E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80;
B.A., Political Science, University of Oregon,
1962; M.A., Political Science, University of
Chicago, 1964; A.B.D., Political Science,
Chicago, 1968.
Phillip R. Harding, Architecture, 1971;
B., Architecture, University of Oregon, 1963;
M., Architecture, University of California at
Berkeley, 1970.
Lucia Harrison, Public Administration, 1981,
Director, Graduate Program in Public
Administration, 1990-present;
B.A., Arts Administration, Antioch College,
1972; M.P.A., Public Policy, University of
Wisconsin at Madison, 1976; Ph.D.,
Educational Administration, University of
Wisconsin at Madison, 1979.
Rainer G. Hasenstab, Environmental
Design, 1974;
B., Architecture, University of California at
Berkeley, 1965; M., Architecture, University
of California at Berkeley, 1970.
Peta M. Henderson, Anthropology, 1974;
B.A., History, Swarthmore College, 1958;
M.A., Anthropology, McGill University,
1969; Ph.D., Anthropology, University of
Connecticut, 1976.
David Hitchens, History, 1970;
B.A., History, University of Wyoming, 1961;
M.A., History, University of Wyoming,
1962; Ph.D., History, University of Georgia,
1968.
Taylor E. Hubbard, Library Science, 1986;
B.A., History and Business, University of
Vermont, 1966; M.A., History, San Francisco State University, 1968; M.L.S.,
University of California at Los Angeles,
1969.
Ryo Imamura, Psychology, 1988;
B.A., Mathematics, University of California,
Berkeley, 1967; M.S., Counseling, San
Francisco State University, 1978; Ed.D.,
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.C., Communications, University of
Washington, 1976; Ed.D., Policy, Governance and Administration, University of
Washington, 1984.
Jaime C. Kooser, Environmental Studies,
1985;
B.A., Geography, Northwestern University,
1975; M.A., Geography, University of
California at Berkeley, 1976; Ph.D., Geography, University of California at Berkeley,
1980.
Lowell Kuehn, Sociology and Public
Administration, 1975; Acting Director,
Washington State Institute for Public Policy,
1984-85; Director of Graduate Program in
Public 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,
1960; M.A., Economics, University of
Wisconsin, 1967.
Daniel B. Leahy, Public Administration,
1985; Director of Labor Center, 1987;
B.A., Economics, Seattle University, 1965;
M.P.A., NYU Graduate School, 1970.
Russell M. Lidman, Economics, 1974;
Director of Graduate Program in Public
Administration, 1981-83; Director, Washington State Institute for Public Policy, 19851990; Provost and Academic Vice President,
1990-91;
B.S., Electrical Engineering, Cornell University, 1966; M.P.A., Princeton University,
1968; M.S., Economics, University of
Wisconsin at Madison, 1970; Ph.D.,
Economics, University of Wisconsin at
Madison, 1972.
Earle W. McNeil, Sociology, 1971;
Academic Advisor, 1983-86;
B.S., Chemistry, Washington State University, 1964; M.A., Sociology, Washington
State University, 1965.
Maxine L. Mimms, Social Services, 1972;
B.S., Education, Virginia Union University,
1950; Ph.D., Pedagogical and Curriculum
Studies, Union Graduate School-West, 1977.
Larry Mosqueda, Political Science, 1989;
B.S., SociologylEconomics, 1971; M.A.,
Political Science, University of Washington,
1973; Ph.e., Political Science, University of
Washington, 1975; Ph.D. Political Science,
University of Washington, 1979.
Paul Mott, Sociology, 1984;
B.S., Political Science, Purdue University,
1952; M.A., Political Science, University of
Michigan, 1955; Ph.D., Sociology, University
of Michigan, 1960.
Arthur Mulka, Public Administration and
Management, 1979;
B.A., Sacred Heart Seminary, 1954; S.T.L.,
Catholic University, 1958; S.S.L., Biblical
Institute, Rome, Italy, 1965; M.P.A.,
California State University, 1975; D.P.A.,
Public Administration, University of
Southern California, 1980.
Ralph W. Murphy, Environmental Science,
1966; M.A., Political Science, University of
Oregon, 1968; Ph.D., Political Science,
University of Oregon, 1970.
Matthew E. Smith, Political Science, 1973;
1984, Director, Graduate Program in
Environmental Studies, 1988-present;
Academic Dean, 1987-90;
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, 1965;
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.
JohnL. Parker, Education, 1986;
A.B., American Civilization, Brandeis
University, 1958; M.A.T., Social Science
Curriculum, Harvard University, 1960;
Ed.D., Curriculum and Supervision, Harvard
University, 1968.
Yvonne Peterson, 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.
David Rutledge, Psychology, 1988;
B.A., Philosophy and Psychology, University
of Nebraska, 1970; M.S., Human Development, University of Nebraska, 1975, Ph.D.,
Educational Foundations, University of
California, Berkeley, 1986.
Gilbert G. Salcedo, History, 1972;
B.A., U.S. History, San Jose College, 1970.
Barbara L. Smith, Political Science, 1978;
Academic Dean, 1978-present; Director,
Washington Center for the Improvement of
Undergraduate Education, 1985-present;
B.A., Political Science, Reed College, 1966;
M.A.T., Social Science, Reed College, 1968;
Ph.D., Political Science, University of North
Carolina, 1978.
Camilla Stivers, Public Administration; 1987;
B.A., Wellesley College, 1960; M.A., Johns
Hopkins University, 1967; M.P.A., Health
Administration, University of California at
Los Angeles, 1979; Ph.D., Public Administration, Virginia Poly tech Institute and State
University, 1987.
Gregory Stuewe-Portnoff, Psychology, 1971;
B.A., Psychology, Brooklyn College, 1961;
M.A., General Experimental Psychology,
Brooklyn College, 1964; Ph.D., Social
Psychology, City University of New York,
1976.
Nancy Taylor, History-Education, 1971;
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, e.G. Jung Institute,
1975-77.
Sherry L. Walton, Education, 1987;
B.A., Education, Auburn University, .1970;
M.Ed., Developmental Reading, Auburn
University, 1977; Ph.D., Theories in reading,
research and evaluation methodology,
University of Colorado, 1980.
Gregory Weeks, Economics, 1981;
B.S., Economics, Iowa State College, 1969;
M.S., Economics, Pittsburgh State College,
1972; Ph.D., Economics, Washington State
University, 1978.
David W. Whitener, Native American
Studies, 1978;
B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School
Administration, Western Washington
University, 1970.
Thomas Wommeldorf, Economics, 1989;
B.A., Economics, The Evergreen State
College, 198'1; Ph.D., Economics, American
University, 1989.
Leslie Wong, Psychology, 1988; Academic
Dean, 1990-present;
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 of Computer
Services, 1973-75; Assistant Academic Dean,
1979-81;
B.S., Electrical Engineering, University of
Arkansas, 1956; M.B.A., Columbia University, 1970.
B.A., Political Science, Lawrence University,
Faculty
Spokane native Jon Snyder intends to complete his Evergreen career with a bang.
He reports, "I'm part of a crack team of seniors who are putting together a weekly TV
program that aims to be the most exciting piece of music television this campus
has ever seen."
Tel
• I has interfaced lab
equipment with computers, enabling students to analyze
experimental results immediately.
IIIiiIof a woman
drummer as p,rt of a Graduation Cere~~ny. The Y-foot
caruin~ welcomes
VIsitors to c~mpus and symbolizes
Evergreen'lcommitment
to diuersity
of
peoples./cultures
and ideas.
{COMM
point for the
pJ;QaUCO()!l
and
tbe'ller,
muslc.and don!;. a$wdlas a,200-seat Recital
Hall and a block-buH IH(1erimentol Theater.
99
"
101
1
Center,
R&R at the~Community u!1Ii!I
the site for dances, meetings,
pdetry readings,
chess games
abd other activities. Great snacks
afd meals are available at the
Eorner Cafe, inside the center.
In addition to intercollegiate
earns in
women's and men's soccer, swimming
and
diving, Evergreen's Recreation and Athletics
program also offers intramural activities in
basketball, lIo"eyba".
tennis, ultimate
frisbee,
skiing, s-ailing and more.
1Miil1IiM...-1iII
The
t t-lane swimming
p~OOI is complemented
by a separate diuing
we", competition
timing system, power
lift for the physically,
challenged, and
saunas.
as
n the west e
ding agricultural
rse crops through acade
cological Agriculture" or on your own
community
garden. More details on p
F-';;""i'<"'//';
"See you at the (AB!,"
105
1
I
Access & Facilities
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.
The Social Contract, Code of Student
Conduct and the Grievance and Appeal
Process are printed in the The Evergreen
Student Handbook.
Food Services
The Corner Cafe, located in the Housing
Community Center, is a student-run
collective, featuring homemade breads,
soups and daily vegetarian specials.
The Greenery, located on the 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
$45 in the Cafeteria.
Student and staff member Anna Mae
Livingston addresses Convocation, 1989.
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 selfreliance 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
VoicerTDD;
Physically and Sensory
Challenged Students
ext. 6348.
Students With Challenges Group
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.
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 and problem
resolution skills. Security works to resolve
problems by using Evergreen's Social
Contract (see The Evergreen Student
Handbook for a complete copy of this
document). While charged with law and
college regulation enforcement, in the case
of a serious incident, unarmed campus
officers may act as intermediaries between
campus community members and county
deputy sheriffs rather than perform direct,
initial involvement.
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.
\
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,
mass spectrometer 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.
Student Activities
Students fund a variety of organizations
which provide cultural, informational,
social, recreational, spiritual and educational services and activities. The current
organizations include AsianJPacific Isle
Coalition; Bike Shop; Cooper Point
Journal, Evergreen's student newspaper;
Students With Challenges; Childcare
Center; Political Information Center;
Environmental Resource Center; Graduate
Student Association; Innerplace; KAOSFM; Lesbian/Gay Resource Center;
Maarava, Jewish Cultural Center;
MEChA, Chicano/Latino Student Movement; Jurassic Group Coffee House;
Speech Club; Veterans and Reservists
Group; YWCA; Northwest Indian Center;
Parents Center; Peace and Conflict
Resolution Center; Recreational Sports;
Recycling Program; Slightly West Literary
Magazine; Student Produced Art Zone
(SPAZ); Student Communications Center;
Student Government; Umoja/African
American Student Organization; Women
of Color; Women's Center, and the
Community Network Organization. The
Student Activities Office is currently in
CAB 305, ext. 6220. Student organizations
are located on the third floor of the
Library, the CAB and the College Recreation Center.
Veterans Affairs
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
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.
One of the Institute's largest projects is an
annual survey of 2000 low-income and atrisk Washington families. This information is an invaluable aid to state policy
making.
Facilities/Use Regulations
Because Evergreen is state-owned, there
are responsibilities to the state and county
that must be met.
Alcoholic Beverages
No liquor is allowed on campus, or in
campus facilities, unless a banquet permit
has been issued by the State Liquor
Control Board. Rooms in the residence
halls and modular units are homes, and
drinking is legally permissible for students
21 or older.
Using College Premises
Evergreen's facilities may be used for
activities other than education, provided
that users meet eligibility requirements,
suitable space is available, and adequate
preparations are made.
Arrangements for conferences or group
gatherings by outside organizations are
made through Conference Services, CAB
214.
Evergreen students, faculty and staff
who want to schedule a special event or
outside speaker must contact the Production Clearance Coordinator, CAB 305.
Reservations for space and/or facilities
are made through the Space and Scheduling Office, Seminar Building, room 4109.
Allocations of space are made first for
Evergreen's regular instructional and
research programs, next for major allcollege events, then for events related to
special interests of groups of students,
faculty or staff, and then for alumnisponsored events. Last priority goes to
events sponsored by individuals and
organizations outside the college.
No admission fee may be charged or
contributions solicited at on-campus events
or meetings without written permission
from the Production Clearance Coordina-
tor or Conference Services.
Special events or outside speakers that
are sponsored by S&A funded organizations are scheduled through the Student
Activities office. Evergreen students,
faculty and staff who want to schedule a
special event must go through the Space
and Scheduling Office, Seminar Building,
room 4109.
All private and student vendors must
schedule tables through Student Activities
office. Student vendors are provided with
tables and the fee is $2. Private vendors,
and alumni will have to provide their own
table and the fee is $15.
Non-student vendors will be limited to
two tables per table and three days per
quarter.
Firearms
The college discourages anyone from
bringing any firearm or weapon onto
campus, however, firearms that must be
brought on campus property will be
checked in and retained by Campus
Security. A special explanation must be
filed with the Security Chief accompanying
the retention request for handguns.
Persons in possession of an unchecked
firearm on campus will be subject to
immediate expulsion from Evergreen, or to
criminal charges.
Pets
Pets are not allowed on campus unless
under physical control by their owner. At
no time are pets allowed in buildings.
Stray animals will be turned over to the
Humane Society.
Bicycles
Bicycles should be locked in parking
blocks provided at various locations
around campus. They should not be
placed in, or alongside, buildings, and
should not be locked to railings. Bicycle
registration/licenses that aid in recovery of
lost or stolen bicycles are available at the
Campus Security office for a small fee.
Smoking
Smoking is only allowed in "Smoking
Permitted" Areas. A revised policy,
creating a smoke-free campus became
effective January 1, 1990. Members of the
campus community are expected to respect
this policy by their actions and accept
shared responsibility for its enforcement.
Parking Regulations
Motor vehicles must display valid parking
permits, available at the prices below:
Parking
Automobiles
Motorcycles
Per Day
Quarter
Year
.75
.75
$22
11
$54
27
Daily permits can be purchased at the
information booth on the front entrance
road to campus. Parking is permitted in
designated areas only. Parking in or
alongside roadways is hazardous and
prohibited. Illegally parked vehicles will
be cited or impounded at the expense of
the vehicle owner or driver. The college
cannot assume responsibility for any
vandalism or theft to vehicles while parked
on campus.
Affirmative Action
The Board of Trustees of The Evergreen
State College expressly prohibits discrimination against any person on the basis of
race, color, national origin, sex, marital
status, religion, sexual preference, age,
disability or veteran status.
The responsibility for, and the protection of, this commitment extends to
students, faculty, administration, staff.,
contractors and those who develop or
participate in college programs.
To implement this commitment,
Evergreen has developed an Affirmative
Action Policy, which is published in the
Washington Administrative Code under
WAC 174-109, (available in the Library
and Affirmative Action Office).
Persons who wish legal or statistical
information on Affirmative Action, or who
believe they have been discriminated
against at Evergreen, are urged to contact
the Affirmative Action Officer, ext. 6368,
or VITDD, (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.
Access and Facilities
107
1
I
Campus Map
The Evergreen State College is an hour's drive away from the Seattle-Tacoma airport.
Olympia is also served by the Greyhound and Trailwaysbus 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.
pathto
\
Geoduck \
Beach
Path to
Geoduck
Beach
\
N
~
Q
DriftwOOd
W•• vlng
Studio
,
-
,
}/
Path to
Organic
Farm
To Cooper Point Road
and City Center
* Handicapped
Parking
To Mud Bay Road
General Index
A
Academic Advising, 16, 17, 18, 87
Academic Credit, 23, 24, 29
Academic Fairs, 16, 18
Academic Subject Index, 110
Accreditation, 113
Address, changes, see Registration, 29
Admission, 21
notification, 23
requirements and procedures, 22
Advanced Programs, 39
Affirmative Action, 107, 113
Alcohol, 107
Appeals, 26, 30
Application deadlines, 23
Application fee, 23, 26
Athletics, 18
Auditors, 23
B
Bachelor of Arts, 31
Bachelor of Science, 31
Bicycles, 107
Billing Procedures, 26, 27
Bookstore, 99
C
Calendar, 113
Campus Profile, 112
Campus Recreation Center, 95, 97
•Center for the Study of Science
and Human Values, 74
Child Care, 99
College Activities Building, 18, 96, 98
Computer Services, 87
Condensed Curriculum, 32
Confidentiality of records, 31
Contacting Evergreen, 112
Contracts,
see Group, Individual, Social
Cooper Point Journal, 18
Cooperative Education, 86
Coordinated Study, 9, 18
Core Programs, 9, 18, 39
Counseling Services, 87
Academic Advising, 16, 17, 18, 87
Career Development, 87
First Peoples Coalition, 87
KEY-Special Services, 87
Psychological counseling, 87
Credit, 30
Curriculum, 8, 32
Expenses, estimated yearly, 26
Expressive Arts, 49
F
Facilities
use regulations, 107
Faculty, 12, 13, 112
evaluations, 13
Fees and charges, 26, 27
Financial aid, 25
Firearms, 107
First People, 18
First People's Advising Services, 18, 87
Food services, 106
Foreign language study, 63
Foreign students, 22
Foundation scholarships, 25
Freshman admission requirements, 21
Full-time status, 27
G
Gardening, 19,51
General Education Development Tests, 22
Geoduck,19
Governance, 107
Graduate study, 88
Graduation requirements, 31
Group Contracts, 9
H
Handicapped Access, see Access & Facilities,
106
Housing, 23,101
Humanities, 57
I
\
Individual Learning Contracts, 19
Insurance, 27
Interdisciplinary programs, 19
International students, 22
Internatio~al studies, 37, 67
Internships, 19, 86
J
Jackson School ofInternational
Studies, 63
K
)
D
Degree requirements, 31
Deposits, 23, 26,27
Disappearing Task Force, 18
Drops, program changes, 31
E
Emergency loans, 25
Enrollment deposit, 23, 26, 27
Enrollment figures, 11
Environmental Studies, graduate program, 88
Environmental Studies, 43
Equivalencies; see also Narrative Evaluations,
12, 13, 18, 30
Evaluations, 12, 18,29
Exit Interviews, 31
KAOS, 18, 101
KEY-Special Services, 87
L
Language and Culture Center, 63
Leaves of absence, 31
Leisure Education, 102
Library, 86, 87
Loans, 25
M
Mail service, 106
Management and the Public Interest, 66
Maps of campus, 108
Master of Environmental Studies, 88
Master of Public Administration, 88
Master in Teaching, 90
N
Narrative Evaluations, 12, 18, 30
Native American Studies, 67
o
Organic gardening, 19,51
P
Planned equivalencies, 18
also see Narrative Evaluations, 12, 18,30
Political Economy and Social Change, 71
Portfolios, 31
Prior Learning Program, 19, 86
Program planning, 8, 19
Public Administration, graduate program, 88
R
Reciprocity, 26
Record keeping, 31
Recreation, 96, 97, 100
Refunds, 26
Registration, 29
Academic Credit, 29
Academic Standing, 31
Academic Warning, 31
Withdrawals, 28
Residency, 26
Returning students, 22
S
Scholarships, 25
Science, Technology and Health, 76
Seawulff,51
Security, 107
Self-Evaluations, 19
Self-Paced Learning, 86
Seminars, 19
Services and activities, 18, 103
Smoking, 105
Social Contract, 19
Special forms of study, 90
Special Students, 23
Specialty Areas, 19
Sports, 96, 97, 100
Student Activities, 103
Student Advising Center, 87
Student Development, 87
Student evaluation of faculty, 18
Study abroad, 63
Subjects, academic, 110
Summer Quarter, 23
T
Tacoma Program, 85
Teacher Education, 90
Transcripts, 31
Transfer of Credit, 23
Transfer students, 21, 23, 24
Tuition, 26
U
University of Washington, 63
Upside-down Degree Program, 24
V
Vacations, 113
Veterans, 106
W
Warning, academic, 31
Washington Public Interest Research Group
(WashPIRG), 27
Washington State Institute for Public Policy,
106
Withdrawals, 29
Writing Center, 86
Parking, 27, 107
Part-time study, 19, 86
Payment procedures, 26
Pets, 107
Physically Challenged Access, 106
Placement, 112
General Index
Academic Index
A
ACCOUNTING
MPI,67
AFRICAN AMERICAN STUDIES
American Studies IV, 61
Revising the Tradition, 61
Roots and Visions, 58
AGRICULTURE
"Ecological Agriculture, 44
AMERICAN STUDIES
American Studies IV, 61
Culture and Design: Pacific Northwest
Traditions, 69
Mass Media, Popular Culture and Folklore, 59
Northwest Life, 60
The Making of the American Self, 41
Urban Issues, Urban Organizations, 85
Writers' Workshop, 62
ANATOMY
Mammalogy,45
Molecule to Organism, 80
Ornithology, 46
ANTHROPOLOGY
An Anthropology of Human Communities, 58
At the Edge of History:
The Roots of Social Order, 58
Class, Gender and Development, 72
Grasp Tight the Old Ways, 53
Human Health and Behavior, 82
Natural History of the American Southwest:
Here & There, 46
The Making of the American Self, 41
The Making of the Modern World, 72
Home: A Mutually Shared Responsibility, 40
Political Economy & Social Change, 72
Urban Issues, Urban Organization, 85
What's Cookin'?, 40
ARCHAEOLOGY
Home: A Mutually Shared Responsibility, 40
ART
All Creatures Great and Small, 56
Hometowns, 55
Home: A Mutually Shared Responsibility, 40
Studio Project, 50-51
ART HISTORY
All Creatures Great and Small, 56
At the Edge of History: The Roots of Social
Order, 58
Grasp Tight the Old Ways, 53
Hometowns, 55
Out There: New Works in New Forms, 55
Recording and Structuring Light & Sound, 51
Stylistic Theater, 53
Studio Project, 50-51
Taste and Popular Culture, 53
Through African Arts, 42
ASIAN STUDIES
Japanese Language and Culture, 64
B
BIOLOGY
Advanced Topics in Marine Studies, 44
Foundations of Natural Science, 79
Human Health and Behavior, 82
Landscapes & Biogeography, 46
Mammalogy,45
Molecule to Organism, 80
The Marine Environment, 44
Ornithology, 46
What's Cookin'?, 40
BOTANY
Ecological Agriculture, 44
BUSINESS
MPI,67
C
CALCULUS
Chaos, Calculus and Confucius, 41
Energy Systems, 81
Math Systems, 81
Matter in Motion, 79
CHEMISTRY
Advanced Chemistry, 81
Advanced Topics in Marine Studies, 44
Ecological Agriculture, 44
Foundations of Natural Science, 79
Matter and Motion, 79
Molecule to Organism, 80
The Geology and Chemistry of Pollution, 80
The Marine Environment, 44
COMMUNICATION
Celebration: The Process of
Human Exchange, 69
Mass Media, Popular Culture and Folklore, 59
Out There: New Works in New Forms, 55
COMMUNITY STUDIES
Culture and Design: Pacific Northwest
Traditions, 69
Home: A Mutually Shared Responsibility, 40
Northwest Life, 60
Understanding Deaf Culture, 83
COMPUTER SCIENCE
Chaos, Calculus and Confucius, 41
Data to Information, 82
Matter in Motion, 79
Science of Mind, 82
COUNSELING
Postmodernism & Human Services, 83
CULTURAL STUDIES
American Studies IV, 61
An Anthropology of Human Communities, 58
At the Edge of History: The Roots of Social
Order, 58
Border Studies, 42
Celebration: The Process of
Human Exchange, 68
Culture and Design:
Pacific Northwest Traditions, 69
Home: A Mutually Shared Responsibility, 40
Identity, Imagination and Voice, 51
Japanese Language and Culture, 64
Literature, Values and Social Change, 59
Mass Media, Popular Culture and Folklore, 59
Multicultural Music, 52
Northwest Life, 60
Postmodernism & Human Services, 83
Spanish Forms in Life and Art, 64
Stylistic Theater, 53
Taste and Popular Culture, 53
The Making of the Modern World, 72
Through African Arts, 42
The Making of the American Self, 41
The Awakening Mind Spirit, 41
Understanding Deaf Culture, 83
Urban Issues, Urban Organizations, 85
What's Cookin'?, 40
o
DANCE
Introduction to the Performing Arts, 50
DESIGN
Culture and Design: Pacific Northwest
Traditions, 69
Grasp Tight the Old Ways, 53
Studio Project, 50-51
DRAWING
Studio Project, 50-51
E
ECOLOGY
Landscapes & Biogeography, 46
Ornithology, 46
Ecological Agriculture, 44
Exploration, Discovery and Change, 40
ECONOMICS
Geography and Environment, 45
MPI,67
Microeconomic Theory, 73
What's Cookin'?, 40
EDUCATION
Meaning, Learning and Power: Constructing
an Education, 60
Urban Issues, Urban Organizations, 85
ENERGY TECHNOLOGIES
Energy Systems, 81
ENTOMOLOGY
Ecological Agriculture, 44
ENVIRONMENTAL SCIENCE
Culture and Design: Pacific Northwest
Traditions, 69
Energy Systems, 81
Environmental Ethics: Theory and Action, 45
Geography and Environment, 45
Landscapes & Biogeography, 46
Riding the Hydrologic Cycle, 47
F
FEMINIST THEORY
Class, Gender and Development, 72
Identity, Imagination and Voice, 51
Recording and Structuring Light & Sound, 51
Roots and Visions, 58
The Human Condition: Reading and Writing
the Book of Nature, 62
FILM
Identity, Imagination and Voice, 51
Recording and Structuring Light & Sound, 51
The Making of the Modern World, 72
G
GEOGRAPHY
Border Studies, 42
Geography and Environment, 45
GEOLOGY
Landscapes & Biogeography, 46
Natural History of the American Southwest:
Here & There, 46
Riding the Hydrologic Cycle, 47
The Geology and Chemistry of Pollution, 80
H
HEALTH
Human Health and Behavior, 82
Urban Issues, Urban Organizations, 85
HISTORY
Border Studies, 42
Home: A Mutually Shared Responsibility, 40
Japanese Language and Culture, 64
Literature, Values and Social Change, 59
Political Economy & Social Change, 72
oors and Visions, 58
he Human Condition: Reading and Writing
the Book of Nature, 62
he Making of the American Self, 41
he Making of the Modern World, 72
he Victorian Connection, 60
hrough African Arts, 42
JURNALISM
lass Media, Popular Culture and Folklore, 59
ANGUAGE STUDIES
apanese Language and Culture, 64
panish Forms in Life and Art, 64
lnderstanding Deaf Culture, 83
.ATIN AMERICAN STUDIES
ass Media, Popular Culture and Folklore, 59
JTERATURE
'II Creatures Great and Small, 56
unencan Studies IV, 61
~nAnthropology of Human Communities, 58
~tthe Edge of History: The Roots of
Social Order, 58
lorder Studies, 42
iometowns,55
nterface: The Poetics of Words and Music, 56
nterpreting Modern Poetry, 61
'apanese Language and Culture, 64
.iterature, Values and Social Change, 59
lJarrative Poems of the Golden Age, 62
Northwest Life, 60
~evising the Tradition, 61
Roots and Visions, 58
ipanish Forms in Life and Art, 64
I'aste and Popular Culture, 53
[he Human Condition: Reading and Writing
the Book of Nature, 62
The Victorian Connection, 60
Through African Arts, 42
The Making of the American Self, 41
Chaos, Calculus and Confucius, 41
Home: A Mutually Shared Responsibility, 40
Exploration, Discovery and Change, 40
Urban Issues, Urban Organization, 85
Writers' Workshop, 62
M
MANAGEMENT
MPI,67
Data to Information, 82
Decisions, 67
Making a Difference: Doing Social Change, 67
MARINE SCIENCE
Advanced Topics in Marine Studies, 44
The Marine Environment, 44
MARINE STUDIES
Exploration, Discovery and Change, 40
MARKETING
MPI,67
MATHEMATICS
Chaos, Calculus and Confucius, 41
Data to Information, 82
Foundations of Natural Science, 79
Math Systems, 81
Matter in Motion, 79
The Awakening Mind Spirit, 41
MEDIA
Mass Media, Popular Culture and Folklore, 59
Recording and Structuring Light & Sound, 51
MOLECULAR BIOLOGY
Moleculeto Organism, 80
MUSIC
Interface: The Poetics of Words and Music, 56
Introduction to the Performing Arts, 56
Multicultural Music, 52
Through African Arts, 42
N
NATIVE AMERICAN STUDIES
Celebration: The Process of
Human Exchange, 68
Culture and Design: Pacific Northwest
Traditions, 69
Northwest Life, 60
Roots and Visions, 58
NATURAL HISTORY
Exploration, Discovery and Change, 40
Natural History of the
American Southwest: Here & There, 46
NEUROBIOLOGY
Science of Mind, 82
o
OCEANOGRAPHY
Advanced Topics in Marine Studies, 44
The Marine Environment, 44
p
PHILOSOPHY
Celebration: The Process of
Human Exchange, 68
Chaos, Calculus and Confucius, 41
Data to Information, 82
Environmental Ethics: Theory and Action, 45
Foundations of Natural Science, 79
Grasp Tight the Old Ways, 53
The Awakening Mind Spirit, 41
The Human Condition: Reading and Writing
the Book of Nature, 62
Meaning, Learning and Power: Constructing
an Education, 60
Molecule to Organism, 80
Roots 'and Visions, 58
Science of Mind, 82
PHOTOGRAPHY
Studio Project, 50-51
PHYSICS
Chaos, Calculus and Confucius, 41
Energy Systems, 81
Foundations of Natural Science, 79
Matter and Motion, 79
PHYSIOLOGY
Molecule to Organism, 80
Science of Mind, 82
PLAYWRITING
Introduction to the Performing Arts, 56
Out There: New Works in New Forms, 55
POETRY
Interpreting Modern Poetry, 61
Narrative Poems of the Golden Age, 62
Revising the Tradition, 61
The Victorian Connection, 60
POLITICAL ECONOMY
Ecological Agriculture, 44
Political Economy & Social Change, 72
Riding the Hydrologic Cycle, 47
Roots and Visions, 58
The Making of the Modern World, 72
Urban Issues, Urban Organizations, 85
POLITICAL PHILOSOPHY
Literature, Values and Social Change, 59
Making a Difference: Doing Social Change, 67
POLITICAL SCIENCE
Class, Gender and Development, 72
Political Economy & Social Change, 72
Urban Issues, Urban Organizations, 85
PSYCHOLOGY
Human Health and Behavior, 82
Math Systems, 81
Meaning, Learning and Power: Constructing
an Education, 60
Postmodernism & Human Services, 82
The Making of the American Self, 41
The Awakening Mind Spirit, 41
Roots and Visions, 58
Science of Mind, 82
What's Cookin'?, 40
PUBLIC ADMINISTRATION
Decisions, 67
Making a Difference: Doing Social Change, 67
R
RELIGION
At the Edge of History: The Roots of Social
Order, 58
Through African Arts, 42
The Awakening Mind Spirit, 41
S
SCULPTURE
Studio Project, 50-51
SOCIOLOGY
Decisions, 67
Human Health and Behavior, 82
Making a Difference: Doing Social Change, 67
Postmodernism & Human Services, 82
Taste and Popular Culture, 53
The Making of the American Self, 41
STATISTICS
MPI,67
Decisions, 67
T
THEATER
Introduction to the Performing Arts, 56
Out There: New Works in New Forms, 55
Stylistic Theater, 53
V
VIDEO
Mass Media, Popular Culture and Folklore, 59
Recording and Structuring Light & Sound, 51
W
WOMEN'S STUDIES
•
Class, Gender and Development, 72
Identity, Imagination and Voice, 51
The Making of the American Self, 41
Writers' Workshop, 62
WRITING
Interface: The Poetics of Words and Music, 56
Narrative Poems of the Golden Age, 62
Northwest Life, 60
Roots and Visions, 58
The Human Condition: Reading and Writing
the Book of Nature, 62
The Victorian Connection, 60
Writers' Workshop, 62
Z
ZOOLOGY
Mammalogy,45
Ornithology, 46
Academic Index
/111
Campus Profile
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
Faculty of color-e-total
Olympia Campus
Tacoma Campus
Average student/faculty ratio
Staff
Enrollment
Graduate
5%
Undergraduate
95%
Olympia Campus
Tacoma Campus
Female
Male
112
70%
35%
65%
20%
14%
50%
2011
392
3237
162
3075
3092
145
1825
1412
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
Mexican/Latino
Native American
Olympia Campus
Tacoma Enrollment
Male
Female
Students of color
88%
12%
63%
11%
16%
10%
1200
10%
3%
3%
2%
2%
9%
145
34%
66%
45%
Entering Class .
Applicants, degree-seeking
Admitted
59%
Enrolled
67%
Nondegree-seeking enrollment
Washington
Other states
Other countries
Financial aid
Students receiving aid
Average award (1985-89)
Placement
1987-88 classes
Employed
Graduate school
Travel, homemaking, etc.
1157
2802
1643
1097
60
866
281
10
50%
$4018
90%
73%
14%
3%
Contacting Evergreen
Dial 866-6000, then ask for the office or extension listed below. Inquiries about
admission should be directed to: Director of Admissions, The Evergreen State College,
Olympia, Washington 98505, or (206) 866-6824. General information may be
obtained through the Office of Information Services, ext. 6128. Direct all correspondence to
the appropriate office at The Evergreen State College, Olympia, Washington 98505.
Academic Advising
Academic Deans
Admissions
Community and Alumni Relations
ControllerlBusiness Office
Development
Financial Aid
Hillaire Student Advising Center
Housing
Information
President's Office
Recreation Center
Registration and Records
Student Accounts
Tacoma Campus
Vice Presidents:
Academic Affairs
College Advancement
Finance and Administration
Student Affairs
ext. 6312
ext. 6870
see above
ext. 6192
ext. 6450
ext. 6565
ext. 6205
ext. 6560
ext. 6132
ext. 6128
ext. 6100
ext. 6530
ext. 6180
ext. 6447
(206) 593-5915
ext.
ext.
ext.
ext.
6400
6551
6500
6296
Academic Calendar
1991-92
Begins
Ends
Evaluations
Fall
Sept. 23
Dee. 14
Dee. 9-14
Winter
Jan. 6
March 21
March 16-21
Spring
March 30
June 13
June 8-13
Vacations
Fall
Thanksgiving
Nov. 24-30
Winter
Martin Luther
King Day
Jan. 21
Spring
Memorial
May 27
Winter Break
President's
Dee. IS-Jan. 5 Feb. 18
Day
Summer
June 20
Aug. 29
First Session
June 20
July 25
July 22-25
Summer
Independence
Day, July 4
First Session
Independence
Day, July 4
Second Session
July 27
Aug. 29
Aug. 26-29
Day
Spring Break
March 22-29
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
comply with all current and future regulations of the college. Changes become effective when Evergreen so determines
and apply to prospective students as well as those currently enrolled.
The Evergreen State College Production Team
Editing: Keith Eisner, Chuck Pailthorp;
Research, Writing and Copywork: Arnaldo Rodriguez, Mike Wark, Judy Saxton, Pat Bane,
Roberta Floyd, Dorothy Saunders;
Design: Brad Clemmons;
Production: Shirley Greene, Dan Heinzkill, Jane Keating, Andrea Swett;
Cover and Interior Photography: Steve Davis, TESC Photo Services;
Purchasing: Vern Quinton;
Distribution: Laura Allen, Kort Jungel; and a host of others
with special thanks to the subjects of student and faculty portraits.
© 1990 by The Evergreen State College
Accreditation
The Evergreen State College is fully
accredited by the Northwest Association
Schools and Colleges.
Campus Profile, Academic
Calendar
of
and Contacting
Evergreen
113
Admissions Office
The Evergreen State College
Olympia, Washington 98505
(206) 866-6000
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Olympia, WA
Permit No. 65
Catalog_1991-1992.pdf