-
Identifier
-
Eng
Catalog_1995-1996.pdf
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Title
-
Eng
Course Catalog, 1995-1996
-
Date
-
1995
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
Contents
'
~~---=-.
~-
--
Academic Offerings
Speaking of Evergreen
Condensed Curriculum
8
Special Features of the Curriculum
_
Major Modes of Study
9
Core Programs
_
Selecting Your Program
10
Environmental Studies
11
Expressive Arts
Frequently Asked Questions
it Works
\.
Matching Evergreen's Programs to Your Field
of Interest (Academic Program Guide)
12
Evergreen Environment
14
Other Evergreen Differences
15
Evergreen's Social Contract
16
Admission
-
20
Financial Aid
25
Tuition and Fees
26
Academic Regulations
28
Student Support Services
30
~~~~
,,' f;.'&;;;;reen State Coli;
". ':.) Olyrnma, Washington 98505
Campus life
6
Education With a Difference-How
"'..--;l~Archives
_ 34
Campus Services and Resources
87
36
Evergreen Album
90
40
General Index
102
Campus Map
103
_ 51
Contacting Evergreen
103
Knowledge and the Human Condition
_ 56
Campus Profile
104
Language and Culture
_ 60
Academic Calendar
104
Management and the Public Interest
_ 63
_ 45
Native American Studies __
~
Political Economy and Social Change
Science and Human Values
-------
Science, Technology and Health
Tacoma Campus
_
64
_ 66
68
_ 70
76
Evening and Weekend Programs
_ 77
Graduate Study at Evergreen
_ 78
Trustees, Administr.ation and Faculty
_ 82
Speaking of Evergreen: a Glossary
A few words about Evergreen, a eolleqe built on the philosophy that teachers should focus on the educational
experience of each individual student. Free of distraction created by academic departments, grades and majors,
Evergreen is a college truly unlike any other. A few words, commonly used on campus, help describe this educational experience. We share them with you here, as you begin to explore all that Evergreen has to offer.
Academic Fair
Contracts
DTF
A mass gathering of faculty, student
services staff and students held in
the Library Lobby at the beginning of
each academic year and near the
end of fall, winter and spring
quarters. This provides a great
opport~nity to get information abo~t
upcoming programs, explore possible
contracts and talk to people who are
g~nuinely !nterested in .helping you
With planninq. Che~k wl~hAPEL,
Admissions or Registration and
Records for dates and times,
Evergreen offers three kinds of
academic contracts: group contracts,
individual learning contracts and
internship contracts. See the chart
Major Modes of Study, page 9.
DTFs are Disappearing Task Forces;
Evergreen's planners wanted to avoid
permanent committees, so they
created DTFs to study problems,
make recommendations and'then
disappear. Several D Fs are active
each academi97ear:.a
nts"are
encouraged to''*i$Tf ip
Coordinated Study Program
An academic program with a faculty
team of two to five and 40 to 100
students. primarily' full-time and one
or more quarters in length,
coordinated studies focus on
interdisciplinarY7'tudy and r~,~ear~r
EqUiValencies)
The approximate course titles and
credit hours listed at the end of the
ram descriptions. These will be
s final "course equivalencies"
~h
". _ ..."....'..!)
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r t eme oritopii:
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ca'l~mlc ,,:-athwaYf,
rr
t~
.
ii<
~,
t th
nd of a faculty evaluation of
your ~cademic work. This is the way
.he way to speciali,ze in 'a ~articular dore Programs
f
Evergreen translates interdisciplinary
field of stu~Yiat Evergr~en ISto p,~~n qesigned for first-year colleqe'studies into course titles similar to
an academic or career pathway.
tudents. You can think of Core
1~0"with
\P APE~~~cJ;~tS9.r
O!"~W'~'
pr'ogra"ms'fascoordinated,§l,,\~diesfor thosJ at other institutions. Students
may earn equivalencies in four to six
f .ulty memb~r teacfilnq In yeuJkffeld beginners because they emphasize
disciplines. For example, you might
of Interest to find ?ut how to plan
studying in several disciplines and
your own academic pathway.
improving skills such as college-level be awarded credit in history,
mathematics, science and writing for
reading, writing and research.
your work in a single coordinated
APEL (Academic Planning
study
and Experiential Lear'CWl0
A key part of the student
- im
s ~4~~leme
services available in the
main curficulumi
For a sense of ho
,
Advising Center, Academic Pia
they fit in, se~ Major Modes of Study,
and Experiential Learning\off~rs
page 9.
students up-to-date information on
.
internsh!ps, proqrams, f~cJ!lY an~
CPJ
it J,W
•
academic services. Advlso's pn;>vlde. It's the C,
Poin oiJrna,fi
valuable advice for planning your,
Evergreen's student newspaper.
education. You'll also receive
advising services-formal ,PfLinfoffhal ,
Credits.
individual or group-on an'bngoing
Full-time students at Evergreen earn
basis from faculty in your programs
12-16 credits, or quarter hours, per
and areas of interest.
quarter; the maximum allowed is 16.
The amount of credit generated by a
CAB
program is clearly specified at the
Unless you're calling a taxi, CAB
end of the evaluation written by the
refers to the College Activities
faculty member on the student's
Building.
academic performance.
II
Chaos
Around here, it's spelled KAOS and
it's the college's FM community radio
station.
Ev uatio
Evergreen's ading system consists
of a narrative evaluation of a
student's academic work at the end
•
of e
r\(;},f.Faculty members
write ...
Hons of each student's
work and progress. Each student
writes a self-evaluation, as well as a
faculty evaluation. These become
official documents, making up your
permanent transcript.
.•.
,.·
··.'
...
1
Evaluation Conference
A quarterly conference in which a
faculty member and student discuss
their evaluations of the student's
work. Conferences occur during
Evaluation Week, the eleventh and
final week of each quarter.
Faculty Sponsor
,If",fiJ'lijm @l%n~
slyd~~t's chief instructor during
frgi~en quarter in a group contract,
dividual contract or internship.
FieldTrips
Individual Learning Contract
Retreat
At Evergreen, field trips are regularly An individual study plan agreed to by
integratedinto the schedule of
:='- student and a faculty sponsor. May
programactivities-just like lectures,
Include readings, writing, painting,
seminars,etc.
photography, field studies an~
•
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'11 researc~-whatever
s~.itsyour'~
First P'Gt:lJe.~w<t•.
(ptm% ".**"J;'
ac.~,~,;m'qJ±~~dl~n~71n.~er~,st~l
AtEvergleen, jhe'i~tm I,st P~~p's ji R.'ct~t~,es:",~II,-dW1ilnld
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lva..tion aM
the
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t~rt' th~CJni~d!.$tate~ as
a~!lIty,~o.~~~ W~~h
~if1al
fi
minorities. The name fs Irli'recognitlon',sLHper,(}slon.Foradvaricedstudents
ofthe unique indigenous heritages of and available only in limited
allpeopleof color. See First Peoples' numbers. APEL has information on
AdvisingServices in the Student
how to proceed and which faculty
SupportServices section. See First
might be appropriate sponsors.
Peoples'Recruitment in the
J
'~.lr:
Admiss.
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fie
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early hu~
Pronounced"gooey-duck," the
geoduckis an oversized clam native
tothis area noted for digging deep
andfast.
<·-"t'l
I'"
Many academic programs go on
retreat during the year, often off
campus. Retreats allow for secluded
work on a particul~r project or the
finale to an entire }fear's studies.
~en~r1fCQl:ri<1:lJlu1J
is planned
n1~aiFlcu"y ~et1tat. The
;~g:~am~InfutH~'S
Cfttog ~ere
pJ.~n'1e9c~tllle.fa.¢;UltV).Retreatof
spring'1994.
~
.~
Self-Evaluation
Your evaluation of your own
academic work as measured against
your objectives at the beginning of a
Internships
quarter and the requirements of your
Supervised experience in a work
program, contract or internship.
situation for which a student receives Student self-evaluations are part of
academic credit. Internships require formal academic records.
advance planning through APEL.
Seniors are generally given priority,
Seminars
as are students in academic'
One of the central experiences of an
programs that require internships.
Evergreen education, seminars
See Major Modes of Study, page 9,
usually meet twice weekly to discuss
for more information.
the readings assigned in a particular
program. The discussion group
Gover~ance
Part-Time Stud
consists of a faculty member and an
Anongoingprocess at Evergreen,
y
average of 20 students. Participants
indicatingour commitment to working Mo~t Evergreen p.rograms are
are expected to prepare for the
togetherto make decisions. Students designed for full-~Ime st~dy, ~ut
participatein governance .~9ng;Vi!~0~.e:
offerpar,!:t!,,~e options 1~1~!:-;" seminar by reading and an~qlyzi
bookto;.p_~disc!:!,§§8~.AlFi'@fJkm
staffandfaculty membe~~~Usua!lY't' ~¥.E!~ngfqi(~?FklA'Q.J
aq,.~.!ts.~:.,.
fT
througha DTF establish[d to stV?y a Eve~green 9tfers s.olT\~half-tlm
problemand seek solutions . .".If , it
progrrmSrfor yvarklng students, :often So,~talContract.
_
Participatorydemocracy i\..tiard W.9,Jt"Saturday:s,;,
,...
' .
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andtime-consuming, but Y,QSJ-I:lave
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Li
'·the colleqe'to functi~D as a
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voicein what happens at Eve7g1~enif Potluck
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community, so they wrote their ideas
youchooseto exercise t"l~.~~i*,sual A tradition at Evergreen where a
about social ethics and working
andvaluablefranchise.'
faculty member and his or her
together into the Social Contract.
students bring food for lunch or
dinner, often at a seminar member's Specialty Area
Greener
home. These occasions are perfect
Shortfor Evergreener.
An interdisciplinary grouping of
for mixing academic and social life.
Evergreen faculty, all of whom are
._.... ,
1
!j
Interdisciplinary
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, pages 34 and 35.
Prior Learning
Studythat covers more than one aca.
demicdiscipline. Many E3vergreen
From Experience
progra~s.in~-olt'est{iay in thr~e or
Also known as PLE: Practic~1
moredlsPlphr.e~,and.all require ...
knowledge of a subject that ISthe
someero~S-¢liSCip},FI~ryr'¥0rk.
Ttfo'~;-'"'IlI,.equivalent
of acad~mic learning in
you~.'ay fin'd~Y.
6~.·.r..$el.f.left,.•...
f ning ab".o
' ut th..at fietd, aQd,.for w.
'.'-'"riCh
Evergreen
both~cience~~n(Jf;artlij~
{~e ~am~~
I11h award aA'ad~fr:!iccre?it. Contact
Plog,~m;l!or
1~out s~l?la'~scle~c~'rnd 1~EL)t~~.fl:!l~'~Fr'Tformat,on.
The .S!udent
h.u~~ndev~~tme~tllor'ombl~ll~
!Ii .
"1'1' ~,
Advlsmg Handbook
~u~I~Sof Qistorywltn e~floratl<1i0f
R~og{amsJ ~~
Published by the Academic Planning
Iiterature.,.9
1\'
/I
Td distihguis,h Evergreen's offerings a~p Experiential Learning (APEL)
from the traditional' courses or
Office, this publication is an
~
classes otother institutions, we use in~aluable :i?o~j:e of information. an
ool for pJanning y~!;lr car,~,~.Ji
th~"terrp.".p~o~r.ams"to ,ipdicate an
~~a~E?!rrl~
9ffirmg ~J'la,~
I~ .'
~
r l;E~ergreen!!and#beyoncL
i1Jultld;l.sclp!,!nijlry
al7jdful! time..
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,If'
r",a tt
J
~:tude~ts
....•...
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for ain
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Education With a Difference
In the typical American college,
students move from entry-level to
advanced work by fulfilling generaleducation courses first and then
completing a major. Opportunities
to move from beginning to advanced
work are primarily "vertical," and
in-depth study of anyone area
occurs only at upper-division levels.
Charted
out, such a curriculum
looks like this:
Typical Four-Year College
Academic Pathway
Freshman Year
Take general-education courses; for
example, English 101 and 102, a
science course, math course, socialscience course, foreign-language
course.
Sophomore Year
Continue to fulfill general-education
requirements. Start to take entry-level
(100 level) courses. By end of
sophomore year, declare area of
emphasis-"major."
Junior Year
Enroll in more advanced (200- to
300- level) courses required to
complete major. Take courses in fields
related to major. Enroll in more
elective courses.
Senior Year
Complete major, emphasizing
"advanced" (300- to 400-level) and
related courses.
At Evergreen, opportunities to move from
beginning to advanced work are both
"vertical" and "horizontal." Because the
curriculum is integrated to allow full-time
study in year-long, interdisciplinary
programs, students move from entry-level
to intermediate and often advanced work in
a single year-in a horizontal progression.
Vertical progression is built into the
curriculum as a student, usually, moves
from a Core program to entry-level
programs in the specialty areas, to more
intermediate and advanced offerings.
An Example of One Evergreen
Academic Pathway
Freshman Year
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
various disciplinary and cultural points of view.
Sophomore Year
Take an entry-level program in an area of
"major" interest, such as Introduction to the
Performing Arts, The Marine Environment
or Matter and Motion.
Junior Year
Enroll in a more advanced program, such as
Molecule to Organism or Word, Sound and
Image: Advanced Inter-Arts or continue to
broaden your education by taking a program in
any area.
Senior Year
Complete area of concentrated study,
emphasizing "advanced" work through honors
thesis, internship or relevant group contract.
Each study area has some of its own options
for advanced work detailed in the area
descriptions in this Catalog.
Through the modes
of study you'll see on
the next page, you
will gradually
progress from a multidisciplinary perspecti ve 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.
In most curricular
areas at Evergreen,
two years of study in
a concentrated area
are all that you should
take; this would 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.
For example,
suppose 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
Hard Choices:
Public and Private
Decision Making in
the Contemporary
World, you would
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 Introduction to
Environmental
Studies in the
Environmental
Studies specialty area.
The next year, you
could enroll in The
Marine Environment, or to broaden
your perspectives, a
course such as
Evolutionary
Ecology.
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 Washington
State Department of
Natural Resources.
You have the
option, of course, to
follow other progressions. There's plenty
of room for flexibility
and creativity as you
plan, because the
curriculum is not prestructured by
departmental
requirements.
At Evergreen,
you'll soon become
familiar with an
entirely new world of
academic terminology. Colleges and
universities everywhere are picking up
on the curricular
innovations that have
made Evergreen one
of the most highly
acclaimed liberal arts
and sciences colleges
in the country. Here
is a quick guide to
some of the most
important Evergreen
differences:
The college is
organized into a
small number of
interdisciplinary
specialty areas, each
providing multiple
pathways to a degree.
Specialty areas and
pathways replace
traditional academic
departments and
majors. We invite
you to take a close
look at the exciting
possibilities in
Environmental
Studies; Expressive
Arts; Knowledge and
the Human Condition; Language and
Culture; Management and the Public
Interest; Native
American Studies;
Political Economy
and Social Change;
Science and Human
Values; and Science,
Technology and
Health.
The main features
of Evergreen's
curriculum are
coordinated study
programs, offering
team-taught,
interdisciplinary
education at its
finest. They are
usually full time,
often for the entire
academic year, and
typically taught by
two- to five-member
faculty teams
working with 40-100
students. Each
program has a theme
or issue around
which several
academic disciplines
are explored.
A first-year
student will usually
begin with a Core
program, a
coordinated study
program designed to
give students in their
first or second year
of college a solid
foundation of
knowledge and
skills. Each program
is 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.
After completing a
Core program, a
student is prepared
for almost any entrylevel program
offered by one of the
specialty areas.
Check page 40 for
complete details on
Core programs.
Next is an entrylevel programgenerally your first
intensive exposure to
a specialty area. You
will explore a
somewhat narrower
range of subjects, but
still with an
interdisciplinary,
coordinated study
approach. 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 participating in
other activities.
In frequent and
regularly scheduled
seminars, you'll have
the opportunity to
clarify questions and
ideas. With this
unified approach,
you'll improve your
ability to analyze
problems, communicate findings and
broaden your
perspectives. Entrylevel programs may
be required before
students can pursue
more advanced work
in a specialty area.
Group contracts
operate like 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.
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 onthe-job field
supervisor.
For more on this
new world of
academic terminology, see the
Evergreen glossary
on pages 6 and 7.
Major Modes of Study
Coordinated
Study Program>
Group Contract
Individual
Learning Contract
Internship
Part- Time Study
Levels
of study
Beginning,
intermediate,
advanced
Most! y intermediate,
advanced
Mostly advanced
Intermediate,
advanced-seniors
Beginning,
intermediate,
advanced
Typical credits
per quarter
12-16
12-16
8-16
8-16
4-11
Nature of
study
Two to five faculty,
40-100 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
and half-time
programs on Saturdays and evenings.
For more
information
Read Core descriptions, pages 40-44
Read specialty area
offerings, pages 45-75
Read specialty area
offerings
See Academic Planning
and Experiential Learning
(APEL) Office for list of
faculty contract sponsors
See Internships,
page 15
See the Evergreen
Times, published
quarterly
'First-year students are encouraged to begin their studies in a Core program.
Transfer students are encouraged to look at coordinated studies and group contracts, if appropriate,
as the best places for them to begin their studies at Evergreen.
Selecting Your Program of Study
1
Consider what you want to study.
Consider your career goals, if you already have them. Also consider anything else that
interests you and is important to you. It is true that you usually take only one program at
a time at Evergreen, but those programs cover many different subjects. So give yourself
the chance to learn broadly.
2
Read the Catalog to find the appropriate programs for you.
~ If you are afreshman,
your choice should be one of the Core programs. Core programs are described on pages
40-44. 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 Program Guide beginning on page
12. This guide lists all programs which cover your subjects. Sometimes a Core program
will look just right, especially if you are transferring as a first- or second-year student.
For some transfers, an intermediate or advanced program in a specialty area may be the
right choice. If a specialty area is listed under your subject of interest in the guide, read
over all the offerings in that area.
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 will 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. 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.
Discuss your choices and goals
with your faculty, or with the faculty and staff in the Academic Planning and
Experiential Learning (APEL) Office. APEL 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. APEL staff can also give you information about new or
revised programs.
Attend the Academic Fair
described on page 6. 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 program faculty.
~ Ask all questions, share your puzzlement and enthusiasm. Don't hesitate to ask for
advice. If a program isn't right for you, faculty will direct you to other options.
6
7
8
Choose your program.
In all of these discussions-with
the APEL advisors, 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.
Register.
You can register for the full duration of a program, whether it is one, two or three
quarters long.
Pay your tuition by the deadline,
and that's it! You're ready to attend your first seminar.
Answers To Some Frequently Asked Questions
&
What degrees does Evergreen offer?
The bachelor of arts, bachelor of science, master in teaching, master of public administration
and master of environmental studies degrees.
I'm undecided about what I want to study.
DoI need to know exactly what I want to do?
No. Although it sometimes helps to know exactly what you want to do, it can be a hindrance
if you want to explore. Coordinated study programs are excellent for pursuing what you want to
do or for discovering new, unexpected directions and interests.
How do I know which program to take
each quarter? Where do I go for
help in planning?
Advisors in the Academic Planning and Experiential Learning (APEL) Office, the faculty
members in your current program or faculty in other areas that interest you-all are excellent
sources of information. Conversations with these individuals and careful reading of the Catalog
can help you make curriculum decisions. The Academic Program Guide, beginning on page 12,
is a great place to start. The Academic Fair is another great source of information (see page 6).
Are all 1995-96 programs listed in this
Catalog, or are others added later?
One of the greatest strengths of Evergreen's academic programs is that they change from
year to year-ensuring fresh approaches and up-to-date information on issues relevant to today's
world. Most full-time programs listed in this Catalog were planned more than a year before the
1995-96 academic year. While every effort is made to present accurate information, it's
inevitable that some programs and faculty will be revised, revamped, added or deleted.
Information about changes is available at the APEL Office.
What if! want to attend part time, or enroll
in a program part time so that I can also
pursue other interests?
Most academic programs are planned for full-time enrollment, but other options do exist for
part-time attendance, including half-time, interdisciplinary, team-taught programs in the
Evening and Weekend Program. They are publicized in a campus quarterly called the Evergreen Times.
What do I do if! can't enroll in the
program I want?
We make every effort to ensure that students will have their first choice of program offerings,
but this is not always possible. If you don't get your first choice, don't be discouraged. Part of
your education at Evergreen involves learning to take risks. Be willing to try something you
hadn't considered before and remember-Af'El, advisors and faculty members can help you find
out what's available.
Can I take more than one program at a time
or take courses in addition to a full-time
program?
. Since focused study in one program is part of what makes the college distinctive, taking more
than one program or a series of courses at one time is not encouraged. Each program description, however, specifies whether additional courses may be substituted for portions of that
program if they are more relevant to your academic goals. You can also negotiate this with
program faculty, but must limit the number of credits you take to 16 per quarter.
Where can I learn more about programs,
individual and group contracts,
internships and other opportunities
available at Evergreen?
Check with the APEL Office in the Student Advising Center, first floor, Library Building.
More detailed program descriptions, including book lists and weekly schedules, are available
there, as well as information about program and faculty changes.
II
Matching Evergreen's Programs
to Your Field of Interest
You may be accustomed to thinking about your
future study interests in terms of majors, rather
than in the terms of the interdisciplinary program
titles and the specialty areas used at Evergreen. If
this is the case, this guide can help you match your
educational interests with our offerings.
AGRICULTURE
Ecological Agriculture
(Sustainability Initiative)
The Practice of Sustainable Agriculture __
AMERICAN STUDIES
Cultural Codes
Literature, Values and Social Change:
The United States, Russia and East Central
Europe in the 20th Century
Making Modern America: 1820-1960
Modotti
(Re)Thinking Law
ANTHROPOLOGY
Cultural Codes
Global Webs and the Re-Imagined Americas _
Islands
ART
(see Film, Media, Performing Arts, Visual Arts)
ART HISTORY
Foundations of Visual Arts
International Craft and Folk Art
Modotti
Naturellmage
Science and Society: The Experimental Spirit _
ASIAN STUDIES
Jung's Journey to the East
Mythic Reality: Imaging the Goddess
BIOLOGY
Biology and Chemistry in Context
(Evening and Weekend)
Molecule to Organism
Science of Mind
Tropical Rainforests
BOTANY
The Practice of Sustainable Agriculture __
Temperate Rainforests
BUSINESS
Management in a Changing World
CALCULUS
Mathematical Systems
Matter and Motion
Molecule to Organism
Water
CHEMISTRY
Biology and Chemistry in Context
(Evening and Weekend)
Foundations of Natural Science
(Sustainability Initiative)
Matter and Motion
Molecule to Organism
COMMUNICATION
Bilingual Education and Teaching
Foundations in Psychology
Islands
lEI
46
50
57
56
40
59
65
57
66
55
53
54
59
42
43
75
54
77
74
74
47
50
47
63
72
72
74
41
77
72
72
74
61
75
55
Academic Program Guide
COMMUNITY STUDIES
Community Development: Conflicts and Strategies
(Sustainability Initiative)
46
Cultural Codes
57
The Search for Meaning
42
Environmental Ethics: Theory and Action __
47
Tribal: Reservation Based!
Community Determined
50
COMPUTER SCIENCE
Data to Information
73
Introduction to Environmental Modeling __
46
Mathematical Systems
72
Matter and Motion
72
Student-Originated Software
73
Virtual College I: Humanity and Its Hardware and
Software in the 21st Century
68
Virtual College II: Humanity and Its Hardware and
Software in the 21 st Century
68
COUNSELING
Foundations in Psychology
75
Transpersonal Psychological Counseling __
75
CULTURAL STUDIES
The Art of Conversation
62
Art, Politics and Culture of the Americas
67
Artists in Community:
Image Making in Theory and Practice __
54
Beyond Dichotomies:
Studies in Community Health
(Tacoma campus)
76
Community Development: Conflicts and Strategies
(Sustainability Initiative)
46
Cultural Codes
57
Dance and Culture
52
From Addiction to Wellness
74
The Good Life: Environment, Economics and
(a)Esthetics
41
Hispanic Forms in Life and Art
60
Islands
55
Literature, Values and Social Change:
The United States, Russia and East Central
Europe in the 20th Century
56
Mythic Reality: Imaging the Goddess
54
Nature and Technology:
Touching Everywhere
44
Of Nations and States:
Reinventing Geography
49
Persistence of Vision
69
Transpersonal Psychological Counseling __
75
(Re)Thinking Law
65
The Sensory Pendulum
(Evening and Weekend)
77
DANCE
Dance and Culture
52
Foundations of the Performing Arts
51
Mythic Reality: Imaging the Goddess
54
Stage, Staging, Stages
52
ECOLOGY
Biogeography
48
Ecological Agriculture
(Sustainability Initiative)
46
Introduction to Environmental Studies: Land
45
Introduction to Environmental Studies:
Water and Watersheds
45
Temperate Rainforests
47
Tropical Rainforests
47
EDUCATION
Bilingual Education and Teaching
61
Shakespeare and Chaucer:
Experience and Education
56
Student-Originated Software
73
Tribal: Reservation Based!
Community Determined
50
ENVIRONMENTAL
SCIENCE/STUDIES
After Audubon
49
Beyond Dichotomies: Studies in Community Health
(Tacoma campus)
76
Biogeography
48
Community Development: Conflicts
.
and Strategies (Sustainability Initiative) _
46
Ecological Agriculture
(Sustainability Initiative)
46
Environmental Ethics: Theory and Action __
47
Introduction to Environmental Modeling __
46
Geographical Information Systems:
Introduction to Principles and
Geo-Ecological Applications
48
The Good Life:
Environment, Economics and (a)Esthetics _ 41
Hydrology
49
Introduction to Environmental Studies: Land
45
Introduction to Environmental Studies:
Water and Watersheds
45
The Practice of Sustainable Agriculture __
50
Tropical Rainforests
47
Water
41
FEMINIST THEORY
Persistence of Vision
69
Political Economy and Social Change:
Race, Class, Gender
66
FILM
Artists in Community:
Image Making in Theory and Practice __
54
Mediaworks
53
Persistence of Vision
69
FOLKLORE
Cultural Codes
57
International Craft and Folk Art
54
Mythic Reality: Imaging the Goddess
54
GEOGRAPHY
Geographical Information Systems:
Introduction to Principles and
Geo-Ecological Applications
48
Of Nations and States:
Reinventing Geography
49
GEOLOGY
MATHEMATICS
Geographical Information Systems:
Introduction to Principles and
Geo-Ecological Applications
Hydrology
Temperate Rainforests
Tropical Rainforests
Water
Data to Information
Energy Systems (Sustainability Initiative) __
Introduction to Environmental Modeling __
Foundations of Natural Science
(Sustainability Initiati ve)
Mathematical Systems
48
49
47
47
41
HISTORY
The Classical World: The Roman Tradition _
Down and Out
Europe Between the Wars: 1918-39
Literature, Values and Social Change:
The United States, Russia and East Central
Europe in the 20th Century
Modotti
Myth at the Edge of History
The Music Dramas of Richard Wagner __
Narrative Poems of the Golden Age
61
58
57
56
59
58
59
58
LANGUAGE STUDIES
The Art of Conversation
62
Bilingual Education and Teaching
61
The Classical World: The Roman Tradition _ 61
Great German Works: Studies in Literature, Music
and the Dramatic Arts
61
Hispanic Forms in Life and Art
60
Nietzsche: Life, Work, Times
58
LATINAMERICAN STUDIES
Art,Politics and Culture of the Americas __
67
GlobalWebs and the Re-Imagined Americas _ 66
Hispanic Forms in Life and Art
60
Modotti
59
LITERATURE
Art,Politics and Culture of the Americas
Classical and Modem
The Classical World: The Roman Tradition _
Downand Out
EuropeBetween the Wars: 1918-39
GreatBooks and Great Stories
GreatGerman Works: Studies in Literature,
Music and the Dramatic Arts
HispanicForms in Life and Art
Literature,Values and Social Change:
The United States, Russia and East Central
Europe in the 20th Century
MakingModem America: 1820-1960
TheMusic Dramas of Richard Wagner __
Mythat the Edge of History
NarrativePoems of the Golden Age
Nietzsche:Life, Work, Times
TheSensory Pendulum
(Eveningand Weekend)
Shakespeareand Chaucer:
Experience and Education
Naturellmage
67
61
58
57
43
61
60
MEDIA
Mediaworks
Music: Composition and Technology
Persistence of Vision
53
52
69
MUSIC
Foundations of the Performing Arts
Great German Works: Studies in Literature,
Music and the Dramatic Arts
Music: Composition and Technology
The Music Dramas of Richard Wagner __
51
NA TIVE AMERICAN STUDIES
Art, Politics and Culture of the Americas __
Co-Existence: A Hospitable Relationship
to Others
Nature and Technology:
Touching Everywhere
67
64
44
PERFORMING ARTS
Foundations of the Performing Arts
Stage, Staging, Stages
51
52
PHILOSOPHY
Classical and Modem
41
The Classical World: The Roman Tradition _ 61
Down and Out
58
Environmental Ethics: Theory and Action __
47
Europe Between the Wars: 1918-39
57
The Good Life: Environment, Economics
and (a)Esthetics
41
Mythic Reality: Imaging the Goddess
54
Nature and Technology:
Touching Everywhere
44
Nietzsche: Life, Work, Times
58
(Re)Thinking Law
. 65
Science of Mind
74
Virtual College I and II:
Humanity and Its Hardware and Software
in the 21 st Century
68
Energy Systems (Sustainability Initiative) __
Mathematical Systems
Matter and Motion
73
72
72
POETRY
Down and Out
Narrative Poems of the Golden Age
56
42
63
63
45
47
41
Foundations in Psychology
From Addiction to Wellness
Jung's Journey to the East
Science of Mind
The Sensory Pendulum
(Evening and Weekend)
Transpersonal Psychological Counseling __
75
74
75
74
77
75
PUBLIC ADMINISTRATION
Making Public Information
63
RELIGION
Jung's Journey to the East
The Search for Meaning
75
42
SOCIAL SCIENCE
61
52
59
58
58
POLITICAL ECONOMY
77
MARINESTUDIES
Introductionto Environmental Studies:
Waterand Watersheds
TheMarine Environment
Water
72
72
PHYSICS
56
40
59
58
58
58
MANAGEMENT
MakingPublic Information
Managementin a Changing World
PSYCHOLOGY
73
73
46
Art, Politics and Culture of the Americas __
67
Global Webs and the Re-Imagined Americas _ 66
The Good Life: Environment, Economics and
(a)Esthetics
41
Introduction to Environmental Studies: Land
45
Introduction to Environmental Studies:
Water and Watersheds
45
Making Modem America: 1820-1960
40
Marxist Theory
67
Political Economy and Social Change:
Race, Class, Gender
66
(Re)Thinking Law
65
The Art of Conversation
62
Foundations in Psychology
75
Global Webs and the Re-Imagined Americas _ 66
Making Public Information
63
Management in a Changing World
63
Nature and Technology:
Touching Everywhere
44
Political Economy and Social Change:
Race, Class, Gender
66
Science and Society: The Experimental Spirit _ 43
Transpersonal Psychological Counseling __
75
Tribal: Reservation Based!
Community Determined
50
SOCIOLOGY
Cultural Codes
From Addiction to Wellness
The Sensory Pendulum
(Evening and Weekend)
Virtual College I and II:
Humanity and Its Hardware and Software
in the 21st Century
57
74
77
68
STATISTICS
The Marine Environment
Science of Mind
47
74
THEATER
Great German Works: Studies in Literature,
Music and the Dramatic Arts
Mythic Reality: Imaging the Goddess
Stage, Staging, Stages
Foundations of the Performing Arts
The Music Dramas of Richard Wagner __
61
54
52
51
59
VISUAL ARTS
(Drawing, Painting, Photography, Sculpture)
After Audubon
Art, Politics and Culture of the Americas __
Artists in Community:
Image Making in Theory and Practice __
Foundations of Visual Arts
International Craft and Folk Art
Islands
NaturelIrnage
The Search for Meaning
Student -Originated Software
Tribal: Reservation Based!
Community Determined
Academic Program Guide
49
67
54
53
54
55
42
42
73
50
III
The Evergreen Environment
Evergreen focuses its strong commitment
to undergraduate education on an integrated,
interdisciplinary curriculum, on student
responsibility and involvement in design and
delivery of their education, and on faculty
dedication to teaching.
We work hard to foster an environment
that encourages cooperation over competition; that recognizes and celebrates diversity;
that knows an effective education treats "real
life" as something that is happening right
now, not later.
Student-Centered
Education
What, exactly, does student-centered
mean to you? It means that our primary
mission is teaching and learning and that the
structure of the college is specifically
designed to promote effective learning. It
means students are given meaningful
opportunities for making choices, developing
their own perspectives and becoming
socially responsible citizens.
Our philosophy is simple: Education
should enhance the breadth and depth of
a student's knowledge and skill and foster
a sense of personal empowerment and
social responsibility. Students are taught to
synthesize ideas, concepts and problems in a
unified, interdisciplinary manner. They are
continually challenged to see the connections
between various elements, to integrate ideas,
to experience competing perspectives and to
work together as teams to solve problems.
III
A Faculty Focused on Teaching
Evergreen faculty share an important
belief: that direct contact with students is an
essential part of good teaching and learning.
Here, you'll find faculty members are
accessible to students, receptive to their
ideas and open to their concerns. Student
evaluations of 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.
At Evergreen, teachers teach. Faculty
are hired and evaluated primarily on the
quality of their teaching, not on the basis of
their research or publishing success. On the
average, faculty members at Evergreen
spend nearly one-third more hours in direct
teaching contact with students than is the
norm at most public institutions of higher
education.
Collaboration
and Connection
We teach you how rather than what to
think. Life teaches us that there is not often
one correct, instructor-provided answer to
questions. That's why at Evergreen students
and faculty explore issues together-as a
team-to gain fresh perspectives and glean
new approaches. This collaboration is
fostered through laboratory and studio
projects, program workshops, field trips and
seminars.
The real world is not a classroom.
Evergreen students test what they've learned
in real-world experiences. They learn to
speak clearly, write effectively, think
critically and apply multiple perspectives to
each task at hand.
Evergreen won't give you a typical college
experience. It is not a campus of crowded
lecture halls, distant lecturers and faceless
evaluators. It is a college experience that's
personal, effective and meaningful.
Seeking Diversity.
Sustaining Community
Evergreen is committed to increasing
diversity among both students and faculty.
We believe strongly that our students'
educational experiences are enhanced and
their lives enriched in a multicultural
environment. And while we are working to
create diversity, we are also working to build
a strong sense of community. In academic
programs as well as in workshops, lectures,
group activities and other special events,
Evergreen faculty and staff work with
students to create a welcoming
environment...one that embraces
differences ...fosters tolerance and
understanding ...and celebrates a shared
commitment to cultural, ethnic and racial
awareness.
The work is far from completed. While
Evergreen's commitment is real, the college
is a microcosm of the larger, imperfect
world. Evergreen, like all the rest of the
world, has much to learn. We invite you to
join us in working toward honest and
earnest exploration of real issues and
problems and in our work to safeguard
the Evergreen community for learners
who seek to explore, to grow, to interact
and find meaningful connections in
today's world.
Graduates Making
Important Contributions
The Evergreen environment attracts selfstarters and encourages them to work hard to
achieve their goals. Our graduates tend to
carry their sense of involvement and social
responsibility with them in their careers as
educators, entertainers, social workers,
environmental engineers, lawyers, journalists, artists, administrators, care providers,
counselors, entrepreneurs, businesswomen
and businessmen.
The demands on Evergreen students are
perhaps both greater and different than on
students in traditional college settings, and it
naturally follows that the results are greater,
too. A recent research survey found that both
employers and graduate school faculty
ranked Evergreen graduates higher in six
main areas of preparedness (writing,
speaking, critical thinking, blending theory
with practice, appreciating cultural differences and integrating information) than
counterparts from other schools.
Other Evergreen Differences
From Seminars and Evaluations to Transcripts and Internships
At the heart of most Evergreen interdisciplinary
programs is the seminar. The seminar is truly
one of the hallmarks of an Evergreen education,
so central to the academic program that it's not
uncommon to hear students engaged in lively
discussions about the most effective way of
"seminaring." Here, one faculty member and an
average of 20 students meet regularly to
explore specific topics or readings. Although up
to 100 students and a five-member faculty team
may be involved in a coordinated study
program, much of the student's time is spent in
these small group discussions held once or
twice a week.
Student work is evaluated in narrative
evaluations rather than in standard letter
grades. The evaluations describe in detail just
what the student planned to do in the program
or contract; how well the student approached
and solved problems, worked with others and
expressed herlhimself in written and spoken
work; the student's area of concentration and
how well s/he succeeded.
Narrative evaluations precisely chart the
student's academic development and achievement, providing much more meaning and
insight than any set of letter or number grades.
Award of credit is part of the evaluation
process. The program or contract is divided into
parts, listed as course equivalencies, to help
other schools or employers translate the credit
earned into approximations of traditional
courses. Sometimes these translations are easy
to make (i.e., "Four credits-Introductory
Psychology"), but sometimes the program work
resists simple translation.
Evaluation criteria, including criteria for
awarding credit, are spelled out in program
covenants and should also be specified in any
individual or group contract. Faculty members
have final responsibility for seeing that the
program's or contract's curricular plan is
carried out and for all matters of academic
credit.
Self-evaluations and evaluations of faculty
are also parts of the evaluation process. As a
student, you will write a self evaluation at the
completion of a program or contract, describing
your work, explaining what was most important
to you and why, offering evidence of comprehension and providing details about your
progress and success in the program. The selfevaluation often represents a major part of your
learning experience, giving you the opportunity
to seriously summarize your experience, put
everything in order and connect your study to
past learning and future directions.
Students also have the right and responsibility to evaluate the work of their faculty
sponsors and seminar leaders. These evaluations are used by the faculty members themselves in developing and improving their
teaching strategies, and by the academic deans
to help make faculty development and retention
decisions. When teaching is the most important commitment of a college's faculty, student
evaluations are among the most important
documents.
Your evaluation of any faculty member can
be made after your own evaluation has been
completed, eliminating any suggestion that the
award of credit may have been influenced by
your evaluation. This is done by turning your
evaluation in to the program secretary, who
gives it to the faculty member after credit has
been awarded.
Evaluation Week is the final week of every
quarter and is devoted entirely to writing and
discussing student and faculty evaluations.
While faculty members' practices may vary
slightly because of personal styles, students in
programs and contracts can expect individual
conferences in which the self-evaluation, your
evaluation of the faculty member and the
faculty member's evaluation of your work are
all part of the discussion.
Transcripts is certainly not a new term, but
at Evergreen transcripts consist of both faculty
and student self-evaluations, as well as
detailed program descriptions or actual
individual contracts. A transcript will also
contain a cover sheet listing course equi valencies of your work for readers who want a
quick overview.
Your Evergreen transcript will not be just a
set of course titles and letter grades, but rather
.a detailed history and evaluation of your work
here. It's hefty, but when written carefully, it
can be a valuable and useful document as you
pursue employment or graduate school
admission.
Internships
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 2 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 Academic Planning and Experiential Learning (APEL). Opportunities to
conduct internships are built into many
academic programs. They also are available
for junior-senior level students through
individualized internship learning contracts.
Unless an internship is required as part of
one's work in a coordinated studies program
or group contract, transfer students are eligible
to conduct internships only after they have
been enrolled at Evergreen for at least one
quarter. Priority access to internships through
internship learning contracts is gi ven to
seniors.
Each internship is sponsored by an Evergreen
faculty member (or approved staff sponsor)
who guides the student's academic work and
provides feedback and assistance throughout
the internship experience. 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 internshiprelated 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.
APEL is the central source of current
information about internship programs, policies
and procedures, available internship positions
and internship sponsors. APEL 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 one quarter ahead of time. For more
information, call or write: APEL, The Evergreen
State College, Olympia, W A, 98505-0002.
Prior Learning From Experience (PLE) is
a structured program for adult students who
want to examine their precollege experience for
potential academic credit. PLE students plan,
develop and write an extended paper which
discusses the context of their precollege
experience, and the resultant learning.
The program requires all students accepted to
take a four-credit class called Writing From
Experience, usually offered every quarter,
including summer. Writing From Experience
requires students to examine their own learning
patterns and writing skills and begin 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 fall, winter and spring
quarters, but enrollment is limited. Interested
students are encouraged to contact the PLE
Office after they have enrolled. Most students
complete their papers in a two-quarter sequence, with a third quarter required for
evaluation. When accepted into the program,
students have until they graduate to complete
the process.
III
Everqreen's Social Contract:
When you make the decision to come to
Evergreen, you are also making the decision
to become closely associated with its values.
A central focus of those values is freedomfreedom to explore ideas and to discuss those
ideas in both speech and print, freedom from
reprisal for voicing concerns and beliefs, no
matter how unpopular. It's this freedom that
is so necessary in a vibrant, dynamic
learning community.
As members of the Evergreen community,
we acknowledge our mutual responsibility
for maintaining conditions under which
learning can flourish-conditions characterized by openness, honesty, civility and
fairness. These conditions carry with them
certain rights and responsibilities that apply
to us both as groups and as individuals. Our
rights ...and our responsibilities ...are
expressed in Evergreen's Social Contract, a
document that has defined and guided the
college's values since its very beginning.
The Social Contract is an agreement...a
guide for civility and tolerance toward
others ...a reminder that respecting others and
remaining open to others and their ideas
provides a powerful framework for teaching
and learning.
Student Conduct
Code/Grievance and Appeals
Complementing Evergreen's Social Contract is
the Student Conduct Code--Grievance and
Appeals Process (WAC 174-120-0I0 through
WAC 174-120-090). This document defines
specific examples of Social Contract violations
and delineates appropriate corrective action. The
code also defines the role of the grievance officer
and proscribes the processes for informal conflict
resolution, grievances and appeals procedures.
Copies of the Student Conduct Code are
available at the Office of the Vice President for
Student Affairs Office, LIB 3236.
Copies of Evergreen's policy on sexual
harassment are available from the Equal
Opportunity Office, LIB 3103.
The Social Contract
Evergreen is an institution and a community that continues to organize itself so that it
can clear away obstacles to learning. In order
that both creative and routine work can be
focused on education, and so that the mutual
and reciprocal roles of campus community
members can best reflect the goals and
purposes of the college, a system of
governance and decision making consonant
with those goals and purposes is required.
Purpose: Evergreen can thrive only if
members respect the rights of others while
enjoying their own rights. Students, faculty,
administrators, and staff members may differ
widely in their specific interests, in the
degree and kinds of experiences they bring
to Evergreen, and in the functions which
they have agreed to perform. All must share
alike in prizing academic and interpersonal
honesty, in responsibly obtaining and in
providing full and accurate information, and
in resolving their differences through due
process and with a strong will to collaboration.
The Evergreen community should support
experimentation with new and better ways to
achieve Evergreen's goals. Specifically, it
must attempt to emphasize the sense of
community and require members of the
campus community to play multiple,
reciprocal, and reinforcing roles in both the
teaching/learning process and in the
governance process.
Freedom and civility: The individual
members of the Evergreen community are
responsible for protecting each other and
visitors on campus from physical harm, from
personal threats, and from uncivil abuse.
Civility is not just a word; it must be present
in all our interactions. Similarly, the
institution is obligated, both by principle and
by the general law, to protect its property
from damage and unauthorized use and its
operating processes from interruption.
Members of the community must exercise
the rights accorded them to voice their
opinions with respect to basic matters of
policy and other issues. The Evergreen
community will support the right of its
members, individually or in groups, to
express ideas, judgments, and opinions in
speech or writing. The members of the
community, however, are obligated to make
statements in their own names and not as
expressions on behalf of the college. The
board of trustees or the president speaks on
behalf of the college and may at times share
or delegate the responsibility to others within
the college. Among the basic rights of
individuals are freedom of speech, freedom
of peaceful assembly and association,
freedom of belief, and freedom from
intimidation, violence and abuse.
Individual and institutional rights: Each
member of the community must protect: the
fundamental rights of others in the community as citizens; the right of each member in
the community to pursue different learning
objectives within the limits defined by
Evergreen's curriculum or resources of
people, materials, equipment and money; the
rights and obligations of Evergreen as an
institution established by the state of
Washington; and individual rights to fair and
equitable procedures when the institution
acts to protect the safety of its members.
A Guide for Civility and Individual Freedom
Society and the college: Members of the
Evergreen community recognize that the
college is part of the larger society as
represented by the state of Washington,
which funds it, and by the community of
greater Olympia, in which it is located.
Because the Evergreen community is part of
the larger society, the campus is not a
sanctuary from the general law or invulnerable to general public opinion.
All members of the Evergreen community
should strive to prevent the financial,
political, or other exploitation of the campus
by any individual or group.
Evergreen has the right to prohibit
individuals and groups from using its name,
its financial or other resources, and its
facilities for commercial or political
activities.
III
;h
e
n
he
Illd
Prohibition against discrimination:
There may be no discrimination at Evergreen
withrespect to race, sex, age, handicap,
sexualorientation, religious or political
belief,or national origin in considering
individuals' admission, employment or
promotion. To this end the college has
adoptedan affirmative action policy
approvedby the state Human Rights
Commission and the Higher Education
PersonnelBoard. Affirmative action
complaintsshall be handled in accordance
withstate law, as amended (e.g., Ch. 49.74
WAC; RCW 28B. 16. 100; Ch. 251-23
WAC).
Right to privacy: All members of the
collegecommunity have the right to
organizetheir personal Iives and conduct
accordingto their own values and preferences,with an appropriate respect for the
rightsof others to organize their lives
differently.
All members of the Evergreen community
areentitled to privacy in the college's
offices,facilities devoted to educational
programsand housing. The same right of
privacyextends to personal papers, confidentialrecords and personal effects, whether
maintainedby the individual or by the
institution.
Evergreendoes not stand in loco parentis
forits members.
Intellectual freedom and honesty:
Evergreen's members live under a special set
of rights and responsibilities, foremost
among which is that of enjoying the freedom
to explore ideas and to discuss their
explorations in both speech and print. Both
institutional and individual censorship are at
variance with this basic freedom. Research
or other intellectual efforts, the results of
which must be kept secret or may be used
only for the benefit of a special interest
group, violate the principle offree inquiry.
An essential condition for learning is the
freedom and right on the part of an individual or group to express minority,
unpopular, or controversial points of view.
Only if minority and unpopular points of
view are listened to and given opportunity
for expression will Evergreen provide bona
fide opportunities for significant learning.
Honesty is an essential condition of
learning, teaching or working. It includes the
presentation of one's own work in one's own
name, the necessity to claim only those
honors earned, and the recognition of one's
own biases and prejudices.
Open forum and access to information:
All members of the Evergreen community
enjoy the right to hold and to participate in
public meetings, to post notices on the
campus, and to engage in peaceful demonstrations. Reasonable and impartially applied
rules may be set with respect to time, place
and use of Evergreen facilities in these
activities.
As an institution, Evergreen has the
obligation to provide open forums for the
members of its community to present and to
debate public issues, to consider the
problems of the college, and to serve as a
mechanism of widespread involvement in
the life of the larger community.
The governance system must rest on open
and ready access to information by all
members of the community, as well as on the
effective keeping of necessary records.
In the Evergreen community, individuals
should not feel intimidated or be subject to
reprisal for voicing their concerns or for
participating in governance or policy
making.
Decision-making processes must provide
equal opportunity to initiate and participate
in policy making, and Evergreen policies
apply equally regardless of job description,
status or role in the community. However,
college policies and rules shall not conflict
with state law or statutory, regulatory and/or
contractual commitments to college
employees.
Political activities: The college is
obligated not to take a position, as an
institution, in electoral politics or on public
issues except for those matters which
directly affect its integrity, the freedom of
the members of its community, its financial
support and its educational programs. At the
same time, Evergreen has the obligation to
recognize and support its community
members' rights to engage, as citizens of the
larger society, in political affairs, in any way
that they may elect within the provision of
the general law.
III
Admission
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 partici pate 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.
Criteria for First-Year Students
Students entering directly from high
school and high-school graduates who have
accumulated fewer than 40 transferable
quarter credits by the application deadline
will be considered for admission on the
following basis (students entering directly
from high school will be reviewed as firstyear students, regardless of college credit
earned while in high school-this includes
individuals participating in Washington's
Running Start Program):
• High school grade-point average (GPA);
• Test scores in the Scholastic Aptitude
Test (SAT), American College Testing
(ACT) or Washington Precollege Test
(WPC)-if WPC was taken prior to 6/1/89from all individuals younger than 25;
• Class rank (normally in the upper half of
the graduating class);
• Good standing of college work completed after high school graduation.
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 and older, and
students whose parents have not graduated
from college. Determination of diversity
factors is based on information provided on
the Washington Uniform Undergraduate
Application.
Washington residents may be given
admissions priority.
First-year students are required to have
completed the following college-preparatory
program in high school:
English
Social studies
Foreign language
Mathematics
Science (at least one lab science)
Fine, visual and peforming arts;
or college-prep elective from one
of the above areas
4
3
2
3
2
years
years
years
years
years
1 year
English: Four years of English study are
required, at least three of which must be in
composition and literature. One of the four
years may be satisfied by courses in drama
as literature, public speaking, debate,
journalistic writing, business English, or a
course in English as a second language
(ESL). Courses that are not generally
acceptable include those identified as
remedial or applied (e.g., developmental
reading, remedial English, basic English
skills, review English, yearbook/annual!
newspaper staff, acting, library).
Mathematics: Three years of mathematics
are required, at the level of algebra,
geometry and advanced (second-year)
algebra. More advanced mathematics
courses are recommended, such as trigonometry, mathematical analysis, elementary
functions and calculus. Arithmetic,
prealgebra, and business mathematics
courses will not meet the requirement. An
algebra course taken in the eighth grade may
satisfy one year of the requirement if secondyear algebra is completed in high school.
Social science: Three years of study are
required in history or in any of the social
sciences, e.g., anthropology, contemporary
world problems, economics, geography,
government, political science, psychology,
sociology. Credit awarded for student
government, leadership, community service
or other applied or activity courses will not
satisfy this requirement.
Science: Two years are required. One full
year-both semesters in the same field----of
biology, chemistry, or physics must be
completed with a laboratory experience. The
second year of science may be completed in
any course that satisfies your high school's
graduation requirement in science. Two
years of agricultural science is equivalent to
one year of science. It is strongly recommended that students planning to major in
science or science-related fields complete at
least three years of science, including at least'
two years of laboratory science.
Foreign language: Two years of study in
a single foreign language are required. A
course in foreign language or study in
American sign language taken in the eighth
grade may satisfy one year of the requirement if the second-year course is completed
in high school. Two years of study in
American sign language will satisfy the
foreign language requirement. The foreignlanguage requirement will be considered
satisfied for students from non-Englishspeaking countries who entered the United
States educational system at the eighth grade
or later.
Fine, visual and performing arts or
academic electives: One year of study is
required in the fine, visual and performing
arts, or in any of the aforementioned areas.
The fine, visual, and performing arts include
study in art appreciation, band, ceramics,
choir, dance, dramatic performance and
production, drawing, fiber arts, graphic arts,
metal design, music appreciation, music
theory, orchestra, painting, photography,
pottery, printmaking and sculpture.
In addition, students should select
electi ves that offer significant preparation for
a challenging college curriculum. Honors
and advanced-placement (AP) 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.
Nontraditional
high schools must
provide transcripts that indicate course
content and level of achievement.
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 highschool 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.
Criteria for Transfer Students
Transfer students, i.e., those who are not
currently enrolled in high school and who
have earned 40 or more quarter credits of
transferable work at accredited colleges/
universities by the application deadline, will
be considered for admission on the following
basis:
• GPA (minimum 2.0 cumulative);
• Good standing at the last institution
attended; and
• Satisfactory completion of a variety of
courses in the liberal arts and the sciences.
Course work should include classes in the
humanities, social sciences, natural sciences
and art.
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 and older, and
students whose parents have not graduated
from college. Determination of diversity
factors is based on information provided on
the Washington Uniform Undergraduate
Application. In addition, special consider-.
ation will be given to applicants who: (a)
have 90 quarter credits of transferable
college work, or; (b) have an associate of
arts degree from a Washington community
college or; (c) have an associate of technical
arts degree from a Washington community
college with which Evergreen has negotiated
an Upside Down degree program.
Washington residents may be given
admissions priority.
Applicants from other institutions who
have completed 40 quarter credits of
transferable work (see Transfer of Credit
section) need not submit high-school
transcripts. Transfer students must submit
official transcripts from each and every
college or university attended. Currently
enrolled students should ensure 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 course work there. Failure
to submit a final satisfactory transcript, as
well as all transcripts of previous college
work, will result in disenrollment.
Students
who will not be able to complete
40 transferable quarter credits by the
application deadline must submit official
high-school transcripts, precollege test
scores from either the SAT or ACT or WPC
(if the WPC was taken prior to 6/1/89) along
with official transcripts from each and every
college or vocational institute attended,
regardless of credit earned or nature of the
program.
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-level work.
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
General Education Development
(GED) Tests
Applications will be considered from
persons 18 or older who have not graduated
from an accredited high school but who have
completed GED tests. Normally, GED test
scores should be at the 60th percentile or
above in all categories. GED applicants must
also submit any college transcripts and scores
for the SAT, ACT or WPC (ifWPC was
taken prior to 6/1/89).
Returning Students
Former students planning to return to
Evergreen after withdrawing 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.
Freshmen 2S or Older
Applicants who are 25 years of age or
older who have fewer than 40 quarter credits
of transferable work may not be subject to
the stated freshman criteria and may be
evaluated through alternative criteria. Please
contact the Admissions Office for more
information.
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 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
percent 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
interna-
tiorial students must request, in writing,
specific information about application
processes from the Admissions Office by
February 1.
All application materials must be received
in the Admissions Office by April 15.
II
To Apply for Admission
All applicants who wish to be considered
for acceptance as matriculated students must
submit aU the following items to the
Admissions Office by the stated deadline:
• The Washington Uniform Undergraduate
Application;
• $35-nonrefundable application fee (cash,
check or money order only).
First-year students entering directly
from high school must also supply an
official high-school transcript and official
precollege test scores from the SAT or ACT
or WPC (if the WPC was taken prior to 6/1/
89).
First-year students who have taken the
GED must, in addition, submit an offical set
of GED test scores along with official
precollege test scores from the SAT or ACT
or WPC (if WPC was taken prior to 6/1/89).
Students not coming directly from high
school who have accumulated fewer than
40 transferable quarter credits (see
Transfer of Credit section) must also
submit an official high-school transcript,
official precollege test scores from the SAT
or ACT or WPC (if WPC was taken prior to
6/1/89) and official transcripts from each and
every college or vocational institute attended
prior to high-school graduation and after
high school, regardless of credit earned or
nature of the program. If transcripts are not
available, as with some vocational institutes,
verification must be sent directly from the
institution or overseeing state agency if it is
no longer in existence.
For more information
about
admission, call 866-6000, ext. 6170
First-year students who are 2S or older
need not submit precollege test scores from
the SAT, or ACTor WPC, but should
contact the Admissions Office for more
information.
Transfer students who have accumulated 40 or more transferable quarter
credits (see Transfer of Credit section) by
the application deadline must supply official
transcripts from each and every college or
vocational institute attended regardless of
credit earned or nature of the program.
Other credit, such as that earned through
the College-Level Examination Program
(CLEP), Proficiency Examination Program
(PEP), AP or international baccalaureate
(IB) work, must be documented through
official results from the testing company by
the admissions deadline if it comprises any
of the initial 40 credits or the associate's
degree.
A transcript or test score is official if it
bears the official seal and signature of the
issuing institution and is:
• Sent directly by the institution to the
Admissions Office; or
• Enclosed in a sealed envelope from the
issuing institution and delivered by the
applicant to the Admissions Office. If the
envelope is opened prior to receipt in the
Admissions Office, the transcript is no
longer official.
The Admissions Office will try to keep
you informed about the status of your
application. However, the volume of
applications may preclude us from notifying
all students in a timely manner. It is the
applicant's responsibility to assure that all
required materials are in the Admissions
Office by the specified deadline. Incomplete
files will not be considered.
Facsimilies (fax copies) of any of the
application materials (the Washington
Uniform Undergraduate Application,
transcripts, or precollege test scores) will not
be accepted as part of the application.
Original copies must arrive in the Admissions Office by 5 p.m. on the date of the
deadline.
First-year applicants are considered for
admission to fall quarter only. Transfer
applicants are considered for admission fall,
winter and spring quarters.
Note: Students who have already earned a
B.A. or B.S. degree need only submit an
official transcript from the institution
awarding the degree as long as the degree
confirmation is indicated on the transcript.
Eligibility for Admission
Eligible applicants are ranked by means of
formulas that combine academic factors, i.e.,
grade-point average and/or test scores, and
diversity factor. Because the number of
qualified applicants generally exceeds the
number of spaces available in the entering
class, we are unable to offer admission to all
qualified applicants.
Transfer of Credit
Evergreen has a generous policy of
accepting credit from other accredited
institutions. The maximum amount of credit
that can be transferred is 135 quarter hours
(90 semester hours). The maximum number
of credits that can be transferred from twoyear colleges is 90 quarter hours (60
semester 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 course work
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 to obtain
the Transfer Guide. Evergreen abides by the
policies outlined in Washington's Policy on
Intercollege Transfer and Articulation.
An evaluation of your official transcript is
done after you have been admitted and paid
the $50-nonrefundable advance tuition
deposit.
Other Sources of Transfer Credit
Evergreen accepts credits earned through
CLEP, AP, PEP and IB work on a case-bycase basis, as long as the credits do not
duplicate credit earned at other institutions,
including Evergreen. Other national creditby-examination options are reviewed on a
case-by-case basis. The student must contact
the testing company and have official test
scores sent to the Admissions Office.
Applicants who have completed AP
examinations must submit official scores
directly from the testing company to the
Admissions Office for evaluation. A test
score of 3, 4 or 5 is required on advanced
placement tests in order to receive credit.
CLEP, general and subject examinations
mayalso generate credit. CLEP credit is also
accepted as part of an associate's degree in a
direct-transfer agreement with a Washington
statecommunity college. Students must
requestthat official test results be sent
directlyfrom the testing center to the
Admissions Office prior to the application
deadline.
Evergreen recognizes and will award up to
45 credits for IB work, based on a minimum
ofthree higher-level subject marks and three
subsidiary-level subject marks with scores of
4 orbetter. Students without the final IB
diploma,with scores of 4 or better on the
exams,may be eligible to receive partial
credit.
Applicants should contact the Admissions
Officefor more information.
Community College Transfer
If you are a transfer student who has
completedthe appropriate academic
associate'stransfer degree at a Washington
statecommunity college, you may receive
themaximum of 90 transfer credits. Since
communitycolleges offer several degree
programs,you should consult your advisor
formore specific information.
Upside Down Program
If you hold a vocational or technical
associate's 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
gene rill education comparable to other
bachelor's degree recipients. Upon successful completion of 90 Evergreen credits, 90
credits will be posted and you will be
recommended for a bachelor's degree.
Noncompletion of the recommended 90
Evergreen credits results in a course-bycourse evaluation of your course work,
which usually results in less than 90 transfer
credits.
Minimum eligibility criteria include a
cumulative GPA of at least a 2.5 and
satisfactory completion of one Englishcomposition course. Students applying for
fall quarter admission prior to completion of
their technical degree and with fewer than 40
transferable credits by the application
deadline must also provide the Admissions
Office with official high-school transcripts
or GED test scores and official precollege
test scores from the SAT, ACT or WPC (if
WPC was taken prior to 6/1189). If the
student is over 25, he/she should contact the
Admissions Office for information concerning the necessary criteria. Students applying
for winter- or spring-quarter admission prior
to the completion of their vocational or
technical degree must have 40 transferable
quarter credits by the application deadline.
Generally, associate's degrees in forestry,
fisheries, business, computer programming,
social services, nursing, education, communications and health services are acceptable
for the Upside Down Program. Please
contact the Admissions Office about your
eligibility, which must be approved no later
than the 30th day of your first quarter.
Jay Joseph
AdmissionsCounselor
First Peoples'Recruitment
Diane Kahaumia
Coordinator
First Peoples'Recruitment
Ii
Application
DougScrima
Assistantto the
Dean of Admissions
Notification
WandaCurtis
AdmissionsCounselor
Coordinatorof Community
CollegeRelations
AdmissionsCounselor
Coordinatorof
High SchoolRelations
to be announced
Deadlines
Fall 1995: Applications will be accepted
from September 1, 1994 through March 1,
1995. All application materials must be
received in the Admissions Office by 5 p.m.
on March 1, 1995. Note: First-year students
are admitted only for fall quarter.
Winter 1996: Applications (transfer
students only) will be accepted from April 3,
1995 through October 2, 1995. All application
materials must be received in the Admissions
Office by 5 p.m. on October 2, 1995.
Spring 1996: Applications (transfer
students only) will be accepted from June 1,
1995 through December 1, 1995. All
application materials must be received in the
Admissions Office by 5 p.m. on December 1,
1995.
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 only if
openings remain.
and Deposit
Target dates for notification of admission
are April 3, 1995 for fall quarter 1995;
November 1, 1995 for winter quarter 1996
arid January 2, 1996 for spring quarter 1996.
Upon notice of eligibility you will be asked to
send a nonrefundable 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 enrollment in a particular
program, contract or course. Offers of
admission cannot be deferred or transferred
from one quarter to another. Applicants
should contact the Admissions Office for
more information.
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 in order to establish
a priority award date.
Scholarship information is available from
the dean of Enrollment Services after January
1, 1995. Application deadline for these
scholarships is March I, 1995.
You are encouraged to prepare your
scholarship application(s) concurrently with
your application for admission. Completed
scholarship application packet(s) will be
reviewed if the applicant has been offered
admission.
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.
Special Students and Auditors
If you are a part-time student and do not
wish to have your credit immediately applied
toward a degree, you do not have to
complete the application process outlined in
the To Apply for Admission 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.
Special students may be limited in the
amount of credit for which they can register.
Special students receive credit and narrative
evaluation. They may later apply for
admission as described in the To Apply for
Admission 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.
Summer Quarter
Summer-quarter enrollment is handled
through the Office of Registration and
Records and does not require formal
admission.
Full-time students who wish to continue
their studies into fall quarter can do so only
if they have been admitted to the college
through the application process described in
the To Apply for Admission section.
However, if you are interested in part -time
studies, please review the preceding section
titled Special Students and Auditors.
Financial Aid
Evergreen participates in most federal and
state financial aid programs. You must apply
for these programs every year. Financial aid
application packets are generally available
by mid-January. Because funds are limited,
it is recommended you submit your 1995-96
Free Federal Application for Federal Student
Aid (FAFSA) to the processor by February
15, 1995 to receive full consideration for all
available campus-based financial aid. The
1995 FAFSA also covers summer 1995, fall
1995, winter 1996 and spring 1996. For
more information, please consult the flyer
called Application for Student Financial Aid,
which outlines the application process,
priority filing dates and other details.
Evergreen's goal is to provide financial
guidance to all students and financial aid to
those who could not otherwise attend
Evergreen. Grants, loans, employment or a
combination of these are based on financial
need and can only supplement the contribution of the student and his or her family.
Priority is given to full-time students seeking
a first bachelor's or master's degree.
Financial aid is awarded 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 federal subsidized and unsubsidized Stafford loans,
which have rolling disbursement dates based
on remittance by the student's lender, and
on-campus, work-study earnings, which are
distributed through monthly payroll checks.
The Financial Aid Office also offers
financial counseling and maintains a listing
of part-time employment opportunities for
both on and off campus.
Scholarships
A variety of scholarships funded by the
college's foundation and private donors are
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, 866-6000, ext. 6310.
Information is available after January l.
Application deadline is usually March 1.
You are encouraged to prepare your
scholarship application(s) concurrently with
your application for admission, since you
will not have enough time between the time
you receive notification of admission and the
scholarship application deadline to prepare
your scholarship packet.
GeorgetteChun
Directorof FinancialAid
KaranWade James
FinancialAid Counselor
Emergency Loan Program
Emergency loan funds are contributed by
businesses, service and professional
organizations, individuals in the community
andby state regulation. This program aids
continuing students who have temporary
need by providing short-term loans of up to
$300. Application is made at the Financial
Aid Office.
ChuckWilson
FinancialAid Counselor
For more information
about
financial aid, call 866-6000, ext. 6205
Ii
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 (claimed by
a parent for tax purposes), you are eligible
for residency only if 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.
Applications to change residency status
must be made no earlier than four to six
weeks prior to the quarter in which you may
become eligible, and no later than the 30th
calendar day of the quarter in which you
may become eligible. Applications are
available at the Office of Registration and
Records.
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. Contact the Office of Registration and Records for reciprocity-agreement
particulars for 1995-96.
Estimated Expenses
Billing and Payment Procedures
These estimates are for a single student
Student Accounts assembles most student
financial information, both charges and
who lives on or off campus during the ninecredits, and prepares a periodic statement.
month academic year.
This allows registered students to submit a
single check for tuition, fees, housing and
Residents
Nonresidents
other charges by mail or night depository.
Tuition and Fees
Tuition and fees are billed quarterly by
mail if you are "preregistered." Payments in
(Full-timeundergraduate) $2,352
$8,070
full must be in the Cashier's Office by 3:45
Books and supplies
710
710
p.m. on the first Tuesday of each quarter.
Cash, check, money order, Visa and
4,480
4,480
Housing and meals
Mastercard are all acceptable forms of
Personal needs
1,440
payment.
1,440
You may set up a special billing address
so your bills are sent directly to the person
who pays them. Contact the Student
In-state travel
950
950
Accounts Office for more information.
Failure to pay tuition and fees in full by
the deadline will result in cancellation of
Total
$9,932
$15,650
registration. Payments must be received by
the deadline; i.e., postmarks are not
Note: Full-time undergraduate tuition figures
considered.
include quarterly mandatory health fee.
Students allowed to register during the
second class week must pay a $15-late
---- Refunds/Appeals
registration fee. Students allowed to register
Refunds of tuition and fees are allowed if you
or re-enroll after the 10th class day must pay
withdraw from college or are called into military
a $50-late registration fee.
service. In addition, if you change your credit load,
the schedule below will determine what refund, if
any, you will receive. If you follow proper
procedures at the Office of Registration and
Records, you will be refunded as follows:
Fee/Charge Category Applicable Refunds
Tuition and Fees
100 percent to Friday of the
first week of quarter, 50
percent to 30th calendar
day; after that, no refund.
Housing Deposit
Please contact the Housing
Office for a copy of the
housing contract, which
contains complete details on
deposits and refund
schedules.
Appeals on 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.
For more information
tuition
about
and fees,
call 866-6000, ext. 6447
1994-95 Tuition and Fees
Miscellaneous Fees
Rates subject to change without notice
Mandatory health fee (quarterly)!
$ 32
Enrollment
Quarter
Nonresident tuition*
WashPIRG (quarterly, waivable) t
3.50
status
credit hours
$2,658 per quarter
Housing deposit/administrative
Rental contract
Unit lease
Full-time
undergraduate
students
10-16
Part-time
undergraduate
students
9 credits
or less
Washington resident tuition*
$752 per quarter
fee
60
100
Transcript
Extra transcripts ordered at same time
5
ID-card replacement
Full-time
graduate
students
Part-time
graduate
students
10-12
$75.20 per credit;
2 credits minimum
$1,200 per quarter
$265.80 per credit;
2 credits minimum
$3,645 per quarter
Returned check
15
Application fee (nonrefundable)
35
Admission deposit (nonrefundable)
50
Late-registration
fee
15
Reinstatement/late-registration
fee
50
Specialized facility use fee (varies)
5-150
Leisure Education (varies)
5-100
Graduation fee
9 credits
or less
$120 per credit;
2 credits minimum
$364.50 per credit
2 credits minimum
For other fees, see the Miscellaneous Fees chart at right.
* Tuition and fees may
vary summer quarter, which is not part of the regular academic year.
These are the tuition rates for the 1994-95 year. Tuition rates for 1995-96 will be set by the
Washington State Legislature in the spring of 1995 and were not available at press time.
10
5
25
Parking*
Per Day
Quarter
Year
Automobiles
.75
$22
$54
Motorcycles
.75
11
27
§ Students may also purchase health
insurance for themselves and dependents.
Information about the plans is available from
. Student Accounts. All payments and
questions regarding specifics of the plans
may be directed to the insurance agent at
943-4500.
t The Washington Public Interest
Research Group (WashPIRG), is a consumer
and environmental organization directed by
students. Students who do not pay the $3.50special fee are not blocked from enrollment.
If you do not wish to support WashPIRG,
you may waive the fee.
* At the time of this publication's printing,
proposed increases to these rates were being
reviewed.
Note: Tuition is intended to cover the cost
of instruction, except for supplies, books and
consumables. For a few programs there may
be a fee for using a specialized facility .
J
Academic Regulations
t
)
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.
Entrance into a program is based on your
registration priority. Some programs 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 reenroll 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.
Special registration periods are held for
those desiring to enroll as nondegree-seeking
special students or auditors. These special
registration periods usually coincide with the
opening dates announced in both on- and
off-campus publications.
Judy Huntley
Assistantto the Dean
Registrationand Records
ArnaldoRodriguez
Dean of EnrollmentServices
Address Changes
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 on page 26.)
c
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.)
For more information
about
academic regulations,
call 866-6000, ext. 6180
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.)
q
e
a
e
Enrollment Status
Full time
Part time
Undergraduate
Students
12-16
credits
11 credits
or less
Graduate
Students
10-12
credits
9 credits
or less
a
a
Status
Veteran
Students
u
Important: V A 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.
Leave of Absence
If you have been regularly admitted and
registered and have attended at least one
quarter, but need to "step out" for a while, 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).
Academic Credit
General Policies
You accumulate academic credit for work
well done and levels of performance reached
and surpassed. Credit, expressed in quarter
hours, will be entered on the permanent
academic record only if you fulfill academic
obligations. Evergreen will not accept credit
twice for the same course work.
Partial Credit Options
To Drop or Change a Program
p
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.
Credit Limit
Students may register for a maximum of 16
credits during any given quarter. If the student
is concurrently pursuing course work at
another college, he/she may register for a
combined maximum of 16 credits. Credits
earned beyond this limit will not be accepted.
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Evaluation
Evergreen's credit system distinguishes
betweenquantity and quality. The quantity of
youracademic work is recognized by an award
ofcreditbased on satisfactory completion of
program,contract or course requirements. The
qualityof your work is expressed in a written
evaluation.
To evaluate your work, you meet 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, see page 15.
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.
Typically, when the student is a member of a
program, the first appeal should be made to the
program team. If a satisfactory resolution is not
reached, a further appeal may be made to the
team's academic dean.
Note: Appeals must be made within 60 days
of the end of the appropriate quarter.
1
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
andplagiarism are violations of the Social
Contract.Cheating is defined as intentionally
usingor attempting to use unauthorized
materials,information or study aids in any
academicexercise. Plagiarism is defined as
representingthe works or ideas of another as
one'sown in any academic exercise. It includes
butis not limited to copying materials directly,
failureto cite sources of arguments and data,
andfailure to explicitly acknowledge joint
workor authorship of assignments.
Record Keeping
a-
a1.
16
ent
~d.
Transcript and Portfolio
Thetranscript and portfolio are the main
recordsof your academic achievement at
Evergreen.Maintained by the Office of
Registrationand Records, your transcript will
includeall work done for credit, the official
descriptionof the program or contract, faculty
evaluationsand, when required, your own
evaluations.
Unlessyou go on a leave of absence,
withdrawor change programs, credit and
evaluationsare reported only at the end of a
programor contract. Once the evaluation is
acceptedin the Office of Registration and
Records,a copy is sent to you. If you need
yourfaculty to further revise your evaluation,
youhave60 days or until you request your
transcriptto 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.
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 U.S.
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
recei ving 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 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
while in warning status 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 re-enter on
academic warning and be expected to make
satisfactory progress toward a bachelor's
degree. Failure to earn at least three-fourths
credit at the first evaluation period will result
in dismissal from Evergreen.
Graduation Requirements
The minimum requirement for awarding
either the bachelor of arts (B.A.) or the
bachelor of science (B.S.) is 180 quarter
credit hours. Continuation beyond 200
quarter credit hours withaut graduating
requires appraval by an academic dean.
If yau transfer credit from anather callege,
you must earn at least 45 of the last 90
quarter credit hours while enrolled at
Evergreen to be eligible for an Evergreen
degree. Priar Learning credit or CLEP tests
do not satisfy the 45-credit requirement.
If you have a baccalaureate degree from a
regianally accredited institution (including
Evergreen), and wish to earn a second
baccalaureate degree, you must earn at least
45 additianal quarter credit haurs as an
enrolled Evergreen student.
The B.S. degree requirement also includes
72 quarter credit haurs in mathematics and
natural science, of which 48 quarter credit
haurs must be in advanced subjects.
Cancurrent awards of B.A. and B.S.
degrees requires at least 225 quarter hours,
including 90 at Evergreen, and application at
least .one year in advance.
An application form submitted to the
Office of Registration and Records and
payment of a $25-fee are necessary for
graduatian. Contact Registratian and Recards
at least one quarter in advance of the
anticipated graduatian date. For specific
infarmation regarding graduation requirements for MP A, MES and MIT programs,
please refer to the appropriate Graduate
Catalog.
Student Support Services and Activities
Evergreen's learning environment is profoundly engaging and challenging. The education
you receive here ideally will bridge the gaps between academic disciplines and enable you to
view concepts, problems and solutions in a unified, interdisciplinary manner. It's an experience
designed purposely to empower you for your entire life, not just to prepare you for ajob.
You will find the experience most valuable if you look carefully at the many decisions you'll
be making about your education, if you take responsibility for your own learning and keep your
eyes wide open for the rich and varied opportunities Evergreen offers.
Evergreen's commitment to you means more than just making all this available. It also
means we're committed to helping you succeed and make the most of your academic career,
your social development and your physical well-being. Sound advice, genuine support, good
information and easily accessible resources for both work and play are invaluable tools for
students entering and making their way through the Evergreen community of learners. We
encourage you to take full advantage of these services. For further information, see Campus
Services and Resources, beginning on page 87.
Kitty Parker
Director
Academic Planning and Experiential Learning (APEL)
LIB 1401, ext. 6312
APEL offers both individual and group advising sessions when you need advice and
information on programs, degree requirements, individual contracts, internships, credit for prior
learning and other academic concerns. You'll find it an excellent resource for all your academic
planning.
Linda Pickering
Coordinator
Access Services for Students with Disabilities
LID 1407D, ext. 6348; TDD: 866-6834
Access Services supports and assists students with disabilities by providing access to
Evergreen's programs and facilities. In addition to acting as an institutional liaison for students
with disabilities, Access Services offers interpretive services for the hearing impaired and
books on tape for visually and sensory-challenged students. Information is available on
resources for testing, study-skills development, tutoring and reader services.
Pete Steilberg
Director
Campus Recreation Center (CRC)
CRC Office (CRC 210), ext. 6770
For almost any recreational or fitness activity you have in mind, Evergreen has facilities and
offerings to serve your interests and needs: one of the finest recreation and fitness centers in the
area; an outdoor covered sports pavilion; tennis courts; five playfields; movements rooms,
weight rooms and workout rooms; a 25-meter by 25-yard pool; a rock climbing practice wall; a
3-court gymnasium; a wide array of leisure and fitness education courses offered every quarter;
and the opportunity to participate in varsity swimming and soccer. Evergreen has nearly
everything you need to "re-create" body and spirit.
Wendy Freeman
Director
Career Development Center
LIB 1407, ext. 6193
The Career Development Center supports students and alumni in their career and life workplanning process. The center offers a variety of services, including workshops, individual
counseling, ongoing groups, career exploration and planning, resume writing and interviewing
techniques. Resources in the center include assessment inventories, a computerized career
information system, graduate school information, entrance exam practice testing and a 3,000volume library on topics such as career exploration, graduate schools, career planning and
employer information. A job board, updated daily, lists available state, national and international positions.
David Schoen
Director
Health and Counseling Center
Health, SEM 2110, ext. 6200; Counseling, SEM 2109, ext. 6800
The Health Center is here to meet the primary needs of currently enrolled, full-time Evergreen students who have paid a mandatory fee of, as this Catalog went to press, $32. Students
with health concerns will be evaluated and treated appropriately. If necessary, referrals will be
made. Clinicians diagnose and treat common medical problems and manage stable chronic
illness. The practitioners write prescriptions or dispense from the small, on-site pharmacy.
The Counseling Center provides professional psychological counseling and peer counseling
for mental health issues, as well as workshops and therapy groups. The college's alcohol and
drug education program and support services for students in recovery are also located in the
center. Referrals are made to community therapists and other offices when appropriate.
First Peoples' Advising Services
LID 1415, ext. 6467
As a student of color, you bring important life experience to Evergreen's learning environment. You may also face unique challenges. The First Peoples' Advising Services staff works to
make you feel welcome and to provide a warm, hospitable environment. Located in the Student
Advising Center, First Peoples' Advising offers academic and personal counseling to support
you in achieving your academic goals, support from peer counselors, workshops and support
groups, a library/lounge/meeting room, advocacy, referrals and community-gathering meetings.
Ricardo Leyva-Puebla
Director
Director
to be announced
Housing
Housing Office (A-Dorm, Room 301), ext. 6132
Campus Housing offers excellent accommodations ranging from single and double studios to
six-bedroom apartments and duplexes. In addition to free recreational activities for residents,
Housing offers workshops on self-defense, roommate relationships, drug awareness and other
relevant topics.
Eddy Brown
Director
KEY Student Services
LID 1407, ext. 6464
KEY (Keep Enhancing Yourself) Student Services is a federally funded support program.
You are eligible for KEY if: 1) neither parent has a four-year college degree; 2) you have a
physical disability or documented learning disability; or 3) you meet federal guidelines for lowincome status.
The KEY staff will work with you to provide the following: needs assessment; personal and
academic advising; financial aid advocacy; financial management assistance; free tutoring;
academic and study-skills development; cultural enrichment; career guidance; referral; and
institutional advocacy.
Tom Maddox
Director
Learning Resource Center
LID 2126, ext. 6420
The Learning Resource Center offers assistance with math and writing, as well as reading and
study skills, at basic or advanced levels. Diagnostic testing and individual conferences are
offered to help determine your academic needs. The center's professional staff and student
tutors can help you in individual or small group work in self-paced programs. Students receive
assistance on a first-come, first-served, drop-in basis or can call for an appointment.
Tom Mercado
Director
Student Activities
CAB 320, ext. 6220
More than 40 active student groups offer a wide variety of opportunities for student involvement (cultural, educational, social, recreational and spiritual). Students, through co-curricular
involvement, gain practical skills and develop life-long friendships. A professional staff is
available to help students get connected with one of the many student groups, find out what's
happening on campus, assist in interpretation of campus policies and procedures or local, state
and federal laws, and assist with developing and implementing student-initiated programs and
activities. Please check page 89 for a list of active student groups, and stop by CAB 320 to find
out more about the many ways to get involved on campus.
Shannon Ellis
Dean
Student and Academic Support Services (SASS)
LID 1414, ext. 6034
Advice on Evergreen policies and procedures is available in the Office of the Dean for
Student and Academic Support Services. The office also offers mediation services, coordinates
new student programs and provides referrals to campus and community resources.
Art Costantino
Vice President
Student Affairs Office
LID 3236, ext. 6296
The Office of the Vice President for Student Affairs can assist you in determining how to
proceed with problems that involve other persons or institutional issues. The vice president
oversees the grievance and appeals process outlined in the Student Conduct Code, supervises
the grievance officer and establishes a hearings board in the event of an appeal regarding
alleged infractions of the code. The vice president also oversees Student and Academic Support
Services, Enrollment Services, Recreation and Housing.
III
Condensed Curriculum 1995-96
Key
F-fall
quarter; W-winter
quarter; S-spring
quarter
Special Features of the Curriculum (page 36)
Interdivisional Offerings
International Studies and Opportunities to Study Abroad
The Evergreen Sustainability Initiative
Mathematics Study at Evergreen
Part-Time Study
Evening and Weekend Programs
Bob Haft
Convener
Expressive Arts (page 51)
Core Programs (page 40) .
Credits
Making Modem America: 1820-1960
The Good Life:
Environment, Economics and (a)Esthetics
Water
Classical and Modem
Naturellmage
The Search for Meaning
Science and Society: The Experimental Spirit
Great Books and Great Stories
Virtual College I: Humanity and Its
Hardware and Software in the 21 st Century
Nature and Technology: Touching Everywhere
48
F
W
S
48
48
48
32
48
48
48
F
F
F
F
F
F
F
W
W
W
W
W
W
W
S
S
S
48
16
F
W
S
S
S
PERFORMING ARTS
Foundations of the Performing Arts
Stage, Staging, Stages
Music: Composition and Technology
Dance and Culture
FILMIVIDEO
Mediaworks
VISUAL ARTS
Foundations of Visual Arts
International Craft and Folk Art
CROSS AREA
Mythic Reality: Imaging the Goddess
Artists in Community:
Image Making in Theory and Practice
Islands
RELATED OFFERINGS:
After Audubon
The Music Dramas of Richard Wagner
Art, Politics and Culture of the Americas
Credits
36
36
24
8
F
F
F
48
F
W
S
48
24
F
F
W
W
S
24
F
W
32
32
F
W
W
16
16
32
W
W
W
S
S
S
S
S
S
F
W
F
F
F
F
F
W
W
W
W
S
S
Sam Schrager
Convener
Mike Beug
Matt Smith
Conveners
Knowledge and the Human Condition (page 56) Credits
Environmental Studies (page 45)
Credits
Introduction to Environmental Studies: Land
Introduction to Environmental Studies:
Water and Watersheds
Ecological Agriculture (Sustainability Initiative)
Community Development:
Conflicts and Strategies (Sustainability Initiative)
Introduction to Environmental Modeling
Environmental Ethics: Theory and Action
The Marine Environment
Temperate Rainforests
Tropical Rainforests
Biogeography
Mammalogy
Geographical Information Systems: Introduction to
Principles and Geo-Ecological Applications
After Audubon
Of Nations and States: Reinventing Geography
Hydrology
The Practice of Sustainable Agriculture
(Spring'96/8c, Summer'96/8-16c, Fall '96/8c)
Tribal: Reservation Based/Community Determined
32
F
W
32
48
F
F
W
W
48
32
32
32
16
16
16
16
F
F
F
W
W
W
W
S
S
S
F
W
F
F
32
F
16
16
4/8/12/16
8
W
48
W
F
S
S
S
S
S
Literature, Values and Social Change: The United States,
Russia and East Central Europe in the 20th Century
36
Shakespeare and Chaucer: Experience and Education
48
Cultural Codes
32
Student-Originated Studies in the Humanities
16
Europe Between the Wars: 1918-39
12
Down and Out
12
Myth at the Edge of History
16
Narrative Poems of the Golden Age
16
Nietzsche: Life, Work, Times
16
The Music Dramas of Richard Wagner
16
Modotti
16
RELATED OFFERINGS:
Environmental Ethics: Theory and Action
32
Mythic Reality: Imaging the Goddess
24
Great German Works:
Studies in Literature, Music and the Dramatic Arts
24/32
The Art of Conversation
24
(Re)Thinking Law
32
Global Webs and the Re-Imagined Americas
48
Persistence of Vision
16
S
S
W
W
W
S
S
S
F
F
W
W
F
F
F
F
W
W
W
W
S
S
_
Susan Fiksdal
Convener
Language and Culture (page 60)
------
Credits
Hispanic Forms in Life and Art
48
The Classical World: The Roman Tradition
32
Great German Works: Studies in Literature,
Music and the Dramatic Arts
24/32
Bilingual Education and Teaching
48
The Art of Conversation
24
RELATED OFFERINGS:
Literature, Values and Social Change: The United States,
Russia and East Central Europe in the 20th Century
36
Nietzsche: Life, Work, Times
16
F
F
W
W
F
F
F
W
W
W
F
W
S
Leo Daugherty
Convener
Science and Human Values (page 68)
Credits
Virtual College II: Humanity and Its
Hardware and Software in the 21st Century
Persistence of Vision
Student-Originated Studies
48
16
16
S
S
~i
Bill Bruner
Convener
Credits
Management in a Changing World
Making Public.Information
RELATED OFFERING:
(Re)Thinking Law
24-48
48
F
F
W
W
32
F
W
S
S
David Whitener
Convener
NativeAmerican Studies (page 64)
Credits
Co-Existence: A Hospitable Relationship to Others
(Re)Thinking Law
RELATED OFFERINGS:
Touching Everywhere: Nature and Technology
Art,Politics and Culture of the Americas
GlobalWebs and the Re-Imagined Americas
48
32
16
48
48
F
F
W
W
F
F
W
W
32
48
32
16
F
F
F
W
W
W
48
32
F
F
W
F
W
48
48
48
48
48
48
48
48
48
48
32
48
F
F
F
F
F
F
F
F
F
F
F
F
W
W
W
W
W
W
W
W
W
W
W
W
32
F
W
F
F
W
W
S
S
F
F
F
W
W
W
S
S
S
S
S
S
~
. /~/,
John Marvin
~onvener
Science, Technology and Health (page 70)
Management and the Public Interest (page 63)
F
Foundations of Natural Science
(Sustainability Initiative)
Matter and Motion
Math Systems
Energy Systems (Sustainability Initiative)
Data to Information
Student-Originated Software
Science of Mind
Molecule to Organism
From Addiction to Wellness
Foundations in Psychology
Jung's Journey to the East
Transpersonal Psychological Counseling
RELATED OFFERING:
Introduction to Environmental Modeling
Credits
S
S
S
S
S
S
S
S
S
S
S
S
_
S
S
S
~
Joye Hardiman
DIrector
:"---
Tacoma Program (page 76)
Credits
Beyond Dichotomies: Studies in Community Health
Bridge
48
48
Larry Mosqueda
Convener
PolillcaI Economy and Social Change (page 66) Credits
PoliticalEconomy and Social Change:
Race,Class, Gender
GlobalWebs and the Re-Imagined Americas
Art,Politics and Culture of the Americas
MarxistTheory
RELATEDOFFERINGS:
MakingPublic Information
(Re)ThinkingLaw
S
Evening and Weekend Programs (page 77)
Credits
Biology and Chemistry in Context
Management in a Changing World
The Sensory Pendulum
24
24
24
S
W
W
Ralph Murphy
Camilla Stivers
Jan Kido
Directors
S
Graduate Study at Evergreen (page 78)
Master of Environmental Studies (MES)
Master of Public Administration (MPA)
Master in Teaching (MIT)
II
Special Features of the Curriculum
Interdivisional Offerings
Evergreen's interdisciplinary curriculum
enables academic programs to integrate
several disciplines in the study of one problem
or theme. The programs listed below are team
taught by faculty from different specialty
areas and provide an opportunity for students
with widely differing fields of interest to
pursue those interests from an integrated,
broadening perspective.
Community Development: Conflicts and Strategies
(Sustainable Initiative), (page 46)
After Audubon, (page 49)
Modotti, (page 59)
The Virtual College, (page 68)
Islands, (page 55)
International Studies and
Opportunities to Study Abroad
Evergreen offers a variety of ways to study
various cultures, both in Olympia and abroad.
The curriculum offers a number of programs
with an international and/or multicultural
theme, both within the various specialty areas
and in the Core curriculum. In some,
opportunities are available for part-time
language study.
Evergreen students have several options for
studying abroad. The Language and Culture
specialty area in particular, usually offers one
or more programs each year in which students
travel abroad for a quarter. Evergreen and
Washington's other public institutions
collaborate in the Washington Cooperative
Development Studies Program in Ecuador.
Interdisciplinary offerings there provide
students with the unique opportunity to study
and experience firsthand the environmental,
social, political, cultural and economic
impacts of development in Latin America.
Full-time, quarter-long programs include
Spanish Language and Latin American
Culture; Environment, Development and
Health in Latin America; and projects and/or
internships in environment, development and
health issues. Students may also study abroad
through individual learning contracts, group
contracts or programs offered by other U.S.
universities. For further information regarding
these options, contact the Student Advising
Center, preferably a year before you seek to
study abroad.
Programs offered in the 1995-96 curriculum with a strong international focus include:
Hispanic Forms, (page 60)
Great German Works, (page 61)
Global Webs and the Re-Imagined Americas,
(page 66)
Art, Politics and Culture of the Americas, (page 67)
Jung's Journey to the East, (page 75)
Tropical Rainforests, (page 47)
International Craft and Folk Art, (page 54)
Mythic Reality: Imaging the Goddess, (page 54)
Literature, Values and Social Change:
The United States, Russia and East Central Europe
in the 20th Century, (page 56)
Of Nations and States: Re-Inventing Geography,
(page 49)
Europe Between the Wars (page 57)
The Evergreen
Sustainability Initiative
In the 1995-96 academic year, Evergreen is
continuing its experiment with a new mode of
learning, the research/performance community, which brings together a large group of
faculty and students of different levels with
the intent of going beyond study to production
and public presentation of research and/or
performance which contributes to local and
world discourse on a significant theme.
The first research/performance theme is
sustainability; several Evergreen programs
will merge some of their activities to promote
investigation and expression on widely
diverse aspects of this broad-and
urgently
important-topic.
Faculty involved are
scientists, humanists and social scientists.
They share the question, What long-term,
healthy co-existence is possible between and
among living things on the planet? and
represent many disciplines and approaches:
Patrick Hill (philosophy), Don Middendorf
(physics and biology), Russ Fox (planning),
Pat Labine (ecological agriculture), Lin
Nelson (environmental health), Rob Knapp
(physics), and Alice Nelson (Spanish
language and culture).
The question of sustainability includes
environmental affairs, but reaches beyond
them, as well, to issues and investigations in
body-mind integration, natural history, social
and economic justice, fundamental physics
and dreaming. Students join by enrolling in
one of the Evergreen programs affiliated with
this initiative:
Foundations of Natural Science, (page 72)
Energy Systems, (page 73)
Ecological Agriculture, (page 46)
Community Development: Conflicts and
Strategies, (page 46)
or one of the cluster contracts sponsored by each
of the sustainability faculty in areas of specific
interest to them.
How the Sustainability Initiative
Will be Organized
The initiative is organized around the research
and performance agendas of the participating
faculty, and around developing the skills and
backgrounds in students that will allow them
. eventually to produce research and performance in the same areas.
The initiative is aimed at students in their
second and later years of college. For 199596, the second year of this experiment, we
will be designing specific activities in
response to the first year's results. Generally,
there will be three kinds of activity:
- Research/performance: preparing and
publicly presenting work that responds to the
theme of sustainability, artistically, scientifically, socially/politically, or otherwise (e.g.,
community energy audit, poetry reading, land
trust feasibility study);
- Skill-building: classes in specialized
knowledge needed to carry out research and/
or performance (e.g., introductory chemistry,
effective group work, precalculus math,
Spanish language); and
- Symposium: whole-group activities to
develop awareness and understanding of
critical background material which affects all
work related to sustainability (e.g., workshops
on race and class issues, guest lectures on
environmental art, eco-restoration work
parties).
Mathematics Study at Evergreen
Part-Time Courses
Evening and Weekend Programs
If you want to learn how math relates to art,
philosophy and, of course, science, Evergreen is the ideal place for you, even if you
have had unpleasant experiences in previous
mathematical education.
In this Catalog, you usually will not find a
course explicitly called Calculus II or Linear
Algebra; but don't be misled into believing
that we don't study such things at Evergreen.
Instead, you will find programs with titles
like Matter and Motion or Data to Information. These programs and others incorporate
traditional mathematics. In addition to
developing your mathematical skills, you
will also discuss, with faculty and other
students, philosophical issues and social and
political implications of the use of mathematics and science. You can also take math
modules that are separate from programs or
participate in self-paced programs at the
Learning Resource Center. At Evergreen you
will receive personal and personalized
attention. The staff and faculty will make
every effort to adapt to your indi vidual
interests and needs.
Part-time courses (for two or eight credits)
are offered each quarter. Most of these
courses are offered to fill specific needs of
the full-time curriculum or to enrich and
complement that curriculum. Thus, they do
not provide a wide and coherent array of
courses for part-time students. In general,
full-time students are discouraged from
substituting several courses in a quarter for
participation in a full-time group contract or
coordinated studies program.
People wishing to enroll in studies part
time should speak with Registration and
Records (ext. 6180) and Academic Planning
and Experiential Learning (ext. 6312) to
better understand the courses available to
them. Up-to-date descriptions of part-time
offerings are published quarterly in the
Evergreen Times, which can be obtained by
calling Registration and Records.
Fa111993 marked the beginning of a new
experiment for Evergreen: programs offered
evenings and weekends for part-time
students. Team-taught, interdisciplinary
work featuring seminars and narrative
evaluations have been the signature
trademark of an Evergreen education. Our
new Evening and Weekend Studies
Program brings these characteristics to
evenings and weekends in a half-time,
eight-credit format. Unlike our part-time
courses, Evening and Weekend is designed
as a coherent program of coordinated study.
The program's primary goal is to respond to
adult learners unable to attend full time or
during the day. We hope to provide the
adult learner with an opportunity to
experience Evergreen's best innovation in a
format sensitive to the demands of adult
life.
The faculty develop programs that
maintain a thematic line for the entire year.
However, since today's world often
requires us to make changes in life
schedules, faculty have also designed each
quarter to stand alone-allowing students to
enter winter or spring quarter if space is
available.
Please call the Admissions Office (ext.
6170) or Nina Powell, Evening and
Weekend student services coordinator (ext.
6657), for additional information .
••
Core Programs
Core programs are designed to give first- or second-year
college students a solid foundation of knowledge and
sJcills as preparation for more advanced studies. Core
programs will introduce you to the central mode of
study at Evergreen---coordinated
studies-in
which
faculty members from 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 sJcills
necessary for you to do successful college work. For
most students this means leaming how to write well in
various modes, read carefully, analyze arguments,
reason quantitatively or mathematically, work
cooperatively in small projects or discussion groups,
and how to use the many resources in the Library. Core
programs also help connect your studies with your own
intellectual and personal concerns. You leam to
contribute directly to the decisions central to 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 leam about the
program theme or topic while at the same time learning
about your own goals, about defining and dealing with
problems, and about the college's people and facilities.
Making Modern America: 1820-1960
Fall, Winter, Spring/Coordinated Study
Faculty: David Hitchens, Jerry Lassen, Argentina
Daley
Enrollment: 66 FacuIty: 3
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With facuIty permission
As Andrew Jackson prepared to make his bid for the
presidency, the new American nation pulsed with
energy and zeal. Thinkers argued the nation was poised
to finish its true mission: the creation of the world's first
perfect society. Balanced between the assumed
decadence of the Old World and the savagery of the
frontier, the fledgling state seemed to occupy an ideal
position: It could escape the extremes on both sides and
finish off the business of building a republic which
could deliver on the promises inherent in its Declaration
of Independence. Each citizen would be able to travel as
far and as fast down the road toward health, wealth and
comfort as his talents would take him. No thought was
given to the manner in which citizenship was definedand which excluded women and nonwhites from
participation in the economic political and social
processes.
Beginning in the l820s, however, the nation bubbled
and roiled with reformist zeal as the woman question,
penal reform, dietary issues and a growing disaffection
with slavery sparked mass movements and culminated
in the Civil War. The Reconstruction Period, which
followed the Civil War, was also a period of
unprecedented economic growth which sparked
reformist movements: the Agrarian Revolt, Populism,
Progressivism, Prohibition and imperial designs on
overseas possessions. After Woodrow Wilson was
elected president in 1912, the nation was embroiled in
the international crises of the 20th century while still
attending to the unfinished business of incorporating
former slaves and women into their newly won roles as
citizens. What lay ahead were two world wars, great
prosperity, the Great Depression and major changes in
the fabric of American Society-leading
to John F.
Kennedy's 1960 presidential campaign, which promised
a New Frontier.
MaJcing Modem America will divide the academic
year into three portions: Fall quarter will examine the
period 1820-65; winter quarter will focus on 18651912; and spring quarter will study 1912-60. We will
carefully read the major American thinkers and authors
in history, literature, society, philosophy and economics
and incorporate materials from the not-so-famous, such
as mill girls from Lowell, Massachusetts. We will read
diaries kept by women on the Oregon Trail and other
materials, which will help us align the official history of
the nation with its daily life and practice. We will
honestly confront issues of race, gender and class as
they emerged in the context of their times and study
how they have formed who and what we are as a society
today.
Students will be taught how to write clear expository
prose; how to read and understand demanding texts;
how to do research in primary and secondary source
materials; how to articulate their ideas in verbal
discourse; and how to synthesize lucid, effective
positions from a variety of sources. Fall and winter
quarters will require students to perform weekly writing
assignments and spring quarter will feature a formal
research project capped with a scholarly essay about
that research. In addition, the common reading list will
be extensive. MaJcing Modem America is designed to
take the beginning student into more advanced work
with self-confidence and enhanced academic skills.
Credit will be awarded in American history, American
literature, philosophy, political economy and cultural
studies.
Total: 48 credits
Every Core program prepares students for entry
programs in all specialty areas.
The Good Life: Environment,
Economics, (a) Esthetics
Fall, Winter, Spring/Coordinated Study
Coordinator: Brian Price
Enrollment: 88 FacuIty:4
Prerequisites: None
Special Expenses: Up to $300 for overnight field trips
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
Planet Earth is a sick patient. Human population growth
and economic development deplete natural resources
and create pollution threatening to the lives of all
species. Although growth, development, depletion, and
pollution may result in higher living standards for
humans, they do not necessarily improve quality of life,
as the human experience of alienation from nature and
from other humans attests. The outlook for humans and
the entire biosphere seems grim.
In this program we will investigate the ecological,
economic and aesthetic underpinnings of this prognosis.
We will ask such questions as: Why is nature treated
largely as an object, as a resource base for the
production of material goods? Why is the accumulation
of money, land and possessions considered a positive
.value? Why do short-term interests tend to outweigh
long-run considerations?
We will also investigate antidotes to this prognosis
by exploring the idea of The Good Life, which, we take
it, is inextricably tied up with the idea of sustainability.
We want to know: Are there alternative economic
systems that are compatible with sustainable resource
use? Are there philosophical, moral and aesthetic values
which are integral to The Good Life? Are there virtues
to reestablishing closer human relationships with the
natural world?
We will not just ask theoretical questions. The Good
Life cannot be merely thought; it must be lived. Thus,
we will engage in practical explorations of The Good
Life. For example, we will do regular field work and
undertake field trips so as to learn how to observe,
experience, and interpret natural and human environments. We will attend musical, theatrical, and artistic
performances and displays as a way of better
understanding the role of human creativity in The Good
Life.
We will carefully read and write a great deal. We
will also observe, listen, reflect and, perhaps, even
draw. We hope we can live a bit of The Good Life as
we learn what that life entails.
Credit will be awarded in environmental studies,
political economy, philosophy, cultural studies,
literature, and writing.
Total: 48 credits
Program is preparatory for careers and future study in
the disciplines mentioned above.
Every Core program prepares students for entry
programs in all specialty areas.
Water
Classical and Modern
Fall, Winter, Spring/Coordinated Study
Coordinator: Fred Tabbutt
Enrollment: 88 FacuIty: 4
Prerequisites: None
Special Expenses: Overnight field trips and $5/qtr
lab breakage fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Bill Arney
Enrollment: 88 FacuIty: 4
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: Spring quarter, with faculty
permission
Additional Course Allowed: No
As we enter the 21stcentury, it is clear that water, both
in terms of quantity and quality, is emerging as the most
important natural material. A variety of disciplines must
be brought to bear to understand the natural, political
and human aspects of this remarkable substance. In an
integrated manner, we shall introduce students to the
topics which are necessary to gain a fundamental
understanding of water. Furthermore, we shall develop
students' expertise sufficiently so that by spring quarter
they can undertake a water-related environmental
project of some significance in conjunction with
governmental agencies or private citizen groups.
Water will introduce students to limnology, aquatic
chemistry, oceanography, aquatic systems as habitats,
environmental policy and regulation as it affects water
quantity and quality, geochemistry, physical geology,
toxicology (emphasizing human health effects of water
pollutants), hydrogeology, risk assessment, computer
modeling, aquatic contamination and the physical
chemical properties of water as it affects distributions,
diversity and activities of organisms. Applications and
case studies will range from the pristine headwaters of
the Nisqually River to the cleanup on the Hanford site.
In support of some of these activities students will learn
statistics, the use of the spreadsheet and the use of a
programming language. The program assumes students
have mastered high school algebra. During the spring
quarter some topics will carry upper-division credit.
There will be a heavy emphasis on laboratory and
field work. Bench analytical methods will be used, as
well as instrumentation utilizing samples taken in the
field. During winter and spring quarters, students will
embark on monitoring projects ranging from local fresh
water systems to the marine environment of South
Puget Sound. Library research will be required to
supplement the field data for each project's final report.
During these two quarters students will also be
tracking water-related legislation during the 1996
legislative session. Writing will be an important
component, starting with essays every other week
during fall quarter, moving to technical reports winter
quarter and culminating in a substantial research paper
at the end of spring quarter.
Students should be able to cope with field trips
which, in some cases will involve hiking and rustic
overnight accommodations, as well as sampling cruises
on research vessels, which will necessitate exposure to
winter weather on the open water.
Credit will be awarded in environmental chemistry,
analytical chemistry, geology, computer programming,
environmental policy, environmental science,
oceanography, political science, hydrogeology and
writing.
Total: 48 credits
Program is preparatory for careers and future study in
natural sciences and environmental sciences.
Every Core program prepares students for entry
programs in all specialty areas.
In Republic Plato speaks of an ancient quarrel between
poetry and philosophy, a dispute conceming the true
nature of the gods, at the heart of which lie fundamental
questions about the nature of the world itself. After Plato,
this quarrel surfaces in various forms: as a dispute between
the optimistic outlook of humanism and a view of life as
inherently tragic; as a dispute about whether the world is
ultimately understandable through reason or complex
beyond human understanding; as a dispute about the limits
of human knowledge, about whether we can know and
how we can know; as a dispute about how to understand
suffering and injustice.
This quarrel is a debate between those who think there
is one answer and those who think there always is a
multitude of interpretations, between those who think we
can know with certainty and those who believe we can
only gain limited knowledge under conditions of
uncertainty. In the humanities we find this debate
expressed, for example, in Gabriel Garcia Marquez's
Chronicle of a Death Foretold, in the poetry ofT. S. Eliot,
and in the works of Picasso and the cubist painters. In
science and mathematics, important contributions to this
ancient quarrel have come from statistics, systems
analysis, relativity theory, quantum mechanics, nonEuclidean geometries, abstract algebraic structures, and
the dynamics of nonlinear phenomena.
In this program we will explore the various dimensions
of this ancient quarrel through literature, philosophy,
history, science and mathematics. We will be doing
intellectual history and will follow this debate from its
earliest forms to its more recent expressions. The goal of
the program is to find out how this ancient- debate can help
us appreciate better our current situation-sour situation at
this college, in this community and in a world faced by
issues like global warming, overpopulation and various
environmental crises. We will introduce a cultural
perspective by examining the extent to which this ancient
quarrel is a Western phenomenon or a universal part of the
human condition.
Fall quarter we will examine the roots of the ancient
quarrel in Homer's Iliad, in Plato and in Greek tragedy.
We will introduce contemporary issues during this quarter
to see how "the ancient quarrel between poetry and
philosophy" has meaning for us today. Winter quarter we
will study in depth specific examples of how this quarrel
forms the debated issues in literature, philosophy and
!- science from the 17th century to the present. In the spring
students will undertake projects designed to examine how
this ancient quarrel is embedded in thinking about and
resolving a specific current issue.
During fall and winter, students will write expository
essays on our common readings. As part of their spring
projects, students may choose to pursue other forms of
writing. Important ideas in mathematics and science will
be explored in lectures and workshops.
This program is appropriate for all students pursuing
studies broadly in the humanities or the sciences.
Credit will be awarded in literature, philosophy, science,
mathematics, history, philosophy of science and
expository writing.
Total: 48 credits
Every Core program prepares students for entry programs
in all specialty areas.
III
Nature/lmage
The Search for Meaning
Fall, Winter/Coordinated Study
Faculty: Susan Aurand, Marilyn Frasca
Enrollment: 44 Faculty: 2
Prerequisites: None
Special Expenses: Art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty permission
Fall, Winter, Spring/Coordinated Study
Faculty: Lucia Harrison and Pris Bowerman
Enrollment: 44 Faculty: 2
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will focus on building skill at making
images in two and three dimensions. Our work will be
to make our own images from our experiences of, and
thoughts about, nature. What we see and our response to
what we see will be informed by an intense study of
how women and men have described nature to
themselves and others through creations in two- and
three-dimensional art, poetry, prose, film, music and
dance. Each student will be expected to build a body of
work which documents her/his efforts at expressing an
experience of nature.
During fall quarter, students will participate in
weekly lectures or presentations, topic seminars,
drawing workshops and seeing seminars. During winter
quarter, students will identify themes they wish to study
and will participate in designing the winter quarter
program structure to study those themes. During winter
quarter students will also have the opportunity to make
images in ceramic and mixed-media sculpture, in
addition to drawing.
In our materialist culture, money is commonly the
measure of a person's success. Not surprisingly, then,
many college students, at least sometimes, view their
education primarily as a means to high-paying jobs, and
they make choices about what they will study based on
their estimates of how much money they can hope to
earn with a certain kind of training.
Yet this is not a simple choice for many students:
they feel disquiet at the choice between careers that
promise future economic comfort on the one hand, and
meaningful work on the other. Some students are upset
by social problems (e.g., poverty, racism, violence,
AIDS, political corruption or environmental
degradation) which they may know well from their
personal experiences or through reading. They need to
weigh the necessity of earning a living and their desire
to "make a difference." Some students may wish to
pursue an art though they may not become famous,
well-remunerated artists-at least in their lifetimes.
Some students may be seeking a deep connection with a
spiritual or religious community that cannot be
sustained along with a highly paid career. In sum, some
students may choose to earn less money in order to
work at what they find meaningful. In the terms of our
culture, they can be said to have a "calling." Callings
can take many forms:
A life of artistic expression: a desire to produce work
which "moves the heart, revives the soul, delights the
senses or offers courage for living";
A spiritual life: a desire to serve God and people
through established churches or independent missions;
Social service: a desire to help people directly and
personally or to build community structures to help the
vulnerable; or
Political activism: a desire to bring about a
redistribution of resources or a transformation of
society's values, be it toward the conservative, the
liberal or the radical.
This program will examine the experiences of people
who have pursued these callings. Focusing on a few
periods in history, we will examine how historical
conditions affected their callings. Did the society at the
time recognize a social need for these pursuits? Were
they supported politically or financially? Were some
people categorically excluded from them? Were those
who followed these paths respected, admired, and/or
mocked?
We will read biographies or autobiographies of
people who followed these callings in each historical
period to understand the complexity and difficulty of
their choices, what motivated and inspired them, what
compromises they made, and we will study some of
their "works." Throughout our studies we will examine
certain important concepts, including compassion,
pride, voluntary poverty and self-discipline.
Credit will be awarded in drawing, sculpture, literature,
humanities, creative writing and art history.
Total: 32 credits
Program is preparatory for careers and future studies in
art and humanities. Every Core program prepares
students for entry programs in all specialty areas.
This program is designed for students who are
considering choosing one of these "callings" for
themselves and for students interested in others who
make this choice. It will be a varied and intense
program. Students will develop critical reading,
expository writing and critical thinking skills through
the historical, biographical and conceptual studies
sketched above. All students will have the opportunity
to participate in visual arts workshops (drawing,
painting and perhaps photography) or in creative
writing groups, and to perform voluntary service with
social, political or religious organizations in the
community. The program will invite people who are
following these callings today to speak to us about their
choices and experiences, and students will be asked to
reflect throughout the program on their own choices in
light of their learning in the program.
Credit will be awarded in writing, history, literature, art
and social sciences.
Total: 48 credits
Every Core program prepares students for entry
programs in all specialty areas.
Science and Society:
The Experimental Spirit
Fall, Winter, Spring/Coordinated Study
Coordinator: Stephanie Coontz
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: Movie, costume, construction fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Our intention is to study and relive some of the major
events in Europe, from those of the Greeks to the Age
of Discovery. European history is a rich tapestry of
interactive discoveries and changes in technology,
medicine, social practices, architecture, art and music,
andother aspects of life. Europe is the framework of
much of our own history, social mores and structure. To
studyEuropean history is to study ourselves at an
earlier,more simple, but more difficult time.
This year-long program will look at European
historyat several different times. We will start at the
lateGreek and Roman periods to establish reference
pointsfor many later developments. Other times that
willbe emphasized are the late Middle Ages, the
Renaissanceand the period of vast social, artistic and
scientificdiscovery in the mid- to-late 19th century.
At the core of our analysis will be family life, work,
andurban and rural living. Each of these periods was
alsomarked by major religious, political and scientific
changes.They will be studied and reenacted. Also, there
isa reflection of society in the written word, in art and
inmusic.The artists and their works will be examined
inan effort to understand them and their relationships to
societalchanges from a different, perhaps clearer,
perspective.
Feastsof the appropriate eras will be produced to
enhancethe learning of social interaction in a pleasant
leamingatmosphere. Debates will be reproduced, plays
acted,songs sung, experiments replicated, gold
producedfrom lead and devils exorcised. Writing will
beemphasized.Essays, as well as a few major papers,
willbe assigned.
Creditwill be awarded in the arts, sciences, humanities
andsocialsciences.
Total:48 credits
EveryCore program prepares students for entry
programsin all specialty areas.
Great Books and Great Stories
Fall, Winter, Spring/Coordinated Studies
Coordinator: Nancy Taylor
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: $50 for retreat
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
This program will use literature and stories as a window
for understanding society in its current and historical
contexts. Because staffing for this program was not
completed as this Catalog went to press, a detailed text
was not available. Past programs of this type focused on
the Classical World, Renaissance Europe and literature
that shed light on building the foundations of American
society during the late 18th and 19th centuries. This
new program will include literature and stories from
both the East and West, and may also provide a stronger
focus on contemporary time.
The weekly schedule will include lectures, seminars
and expository writing sessions. Workshops will teach
reading, art interpretation, oral interpretation of
literature and writing well.
A detailed description of the program will be
available at the time admitted students go through the
advising and program selection process.
Credit will be awarded in expository writing history, art
history and literature/oral interpretation.
Total: 48 credits
Program is preparatory to careers and future study in the
humanities or social studies. Every Core program
prepares students for entry programs in all specialty
areas.
Virtual College I, II:
Humanity and Its Hardware and
Software in the 21st Century
Fall, Winter, Spring/Coordinated Study
Faculty: Sarah Williams, York Wong, TBA
Enrollment: 33 (Virtual College I, Core), 36 (Virtual
College II, Science and Human Values) Faculty: 3
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes, spring quarter only,
with faculty permission
Additional Course Allowed: With faculty permission
This program will be dedicated to the goal of creating
an intentional learning community without walls in time
and space, a virtual college. Our experiment will
explore the frontiers of collaborative education, using
advanced interactive multimedia technology on the
Internet to link individual learners with one another
locally and globally. We will investigate the influences
of corporations and states upon the human use of
computers. At the center of our ongoing collaborati ve
work will be a study of how and why class, race and
gender/sex are dialectically related to the specific
development of liberal democracy and its reproduction
through the institutionalization of education.
The Virtual College will mix regular seminars,
lectures and workshops with cyberspace activities. We
will post critical and creati ve writings on a cyberspace
people wall. We will use these shared responses for
cyberspace discussions on the central issues. We will
attempt to probe the limits of interactive multimedia
communication.
Students will also carry out special projects, either
collaboratively or individually. Some of you may wish
to make an intensive study of the emerging environments in which computers and human beings (i.e.,
"cyborgs" in Donna J. Haraway's language and "soft
machines" in William S. Burroughs') can interact in
novel and interesting ways. Such an investigation would
likely include information theory, imaging, simulation,
virtual-world creation, hypertext, and the effects of Email on literacy (especially its fusion of oral and written
aspects), and the politics of the infobahn. Some students
may also focus on popular and underground electronic
cultures-including hacking, cracking, cyberpunk and
zines. Other examples would be deconstructing the
imaginative literature from the new South Africa;
building an activist network to preserve the Pacific
Northwest; and researching the Human Genome
Project. We will use our findings to inform the politics,
pleasures, histories and promises of the new information
technologies.
Our tentative reading list includes the following
texts: J.D. Bolter, Writing Space: The Computer
Hypertext and The History of Writing; Pat Cadigan,
Synners; Manuel de Landa, War in the Age of Intelligent
Machines; Mike Davis, City of Quartz: Excavating the
Future in Los Angeles; William Gibson, Neuromancer;
S.S. Hall, Mapping the Next Millennium; Roger Lewin,
Complexity: Life at the Edge of Chaos; Stephen Levy,
Artificial Life; Varela, Thompson and Rosch, The .
Embodied Mind: Cognitive Science and Human
Experience. Students will also subscribe to one or two
periodicals and use them as program texts, one of which
will be Wired magazine. Films and videos include
"Citizen Kane," Welles; "Born in.Flames," Borden;
"Blade Runner," Scott; "Dead Ringers," "Videodrone,"
Cronenberg; "Zelig," Allen; and "Cyberpunk," Trench .
In The Virtual College we will not naively celebrate
electronic environments or reflexively condemn them.
Rather, our aim is to explore them and to understand
what they mean. We thus encourage technophiles,
technophobes, computer experts, and computer novices
alike to join us-as well as people who couldn't care
less about computers but are fascinated by our issues
and our hopes. Students will have ample opportunity to
do writing in a variety of genres. Creative work in such
forms as music, performance art, computer graphics,
hypertext and multimedia will be both encouraged and
welcomed.
Program note: In the spring quarter, The Virtual'
College will collaborate directly with the coordinated
study program Persistence of Vision.
Credit will be awarded in computer studies, literature,
philosophy, cognition, social theory, feminist theory,
fine arts, writing and other areas determined by special
projects.
Total: 48 credits
Program is preparatory for careers and future study in
humanities, social sciences, computer studies, writing
and performance. Every Core program prepares
students for entry programs in all specialty areas.
Nature and Technology:
Touching Everywhere
Spring/Coordinated Study
Faculty: Justino Balderrama and David Rutledge
Enrollment: 44 Faculty: 2
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We propose a cultural studies inquiry into the heart of
the relationship between nature and technology. These
days we find ourselves in a continuous ambivalent
discourse: We simultaneously lament the loss of nature
while we celebrate the promises of technology. Our
North American culture has arisen as an ethos
committed to technological power and mastery over
nature; treating nature as primarily a material resource.
We intend to juxtapose these two seemingly polarized
conceptual orientations, nature and technology, to
examine more closely the quality of this relationship.
Our inquiry will attempt to explicate the conceptual
patterns and issues that make up our ways of thinking
about, looking at, relating to, interacting with and being
in a world of nature and technology. Our approach will
be in the form of interdisciplinary cultural studies.
Consequently, we will be free to consider Eastern
thought and Native American thought systems, as well
as Western archetypes, paradigms and models
(including feminist thought). Our aim is to map the
evolution and transformation of this relationship
between nature and technology into the 21st century.
Credit will be awarded in social science, Native
American studies, philosophy of science, cultural
studies and writing. Registration priority for this
program will be given to first-year students.
Total: 16 credits
Every Core program prepares students for entry
programs in all specialty areas.
Environmental
Conveners: Mike Beug, Matt Smith
Affiliated faculty: Michael Beug, Paul Butler,
Jovana Brown, William Brown, Richard Cellarius,
Larry Eickstaedt, Russ Fox, Steven G. Herman, Pat
Labine, Kaye V. Ladd, John Longino, David Milne,
Carol Minugh, Ralph Murphy, Nalini Nadkarni, Lin
Nelson, Tom Rainey, John Perkins, Oscar Soule,
Matt Smith, Jim Stroh, Pete Taylor and Al
Wiedemann
The philosophy of Environmental Studies is that the
interaction of human societies and natural systems must
ensure the sustainable survival of both. It is our primary
goalto 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 qualitatively and quantitatively investigate the
chemical,physical and biological elements that define
terrestrial,freshwater and marine ecosystems;
• to understand the physical systems that underlie life
onearth;
• to understand the nature, development and
interactionsof human societies with the environment;
• to learn the richness and limits of environmental and
socialresources available to sustain both human
environmentsand natural systems; and
• throughapplied work, to develop the skills necessary
tohandle our resources wisely.
Environmental Studies blends material from the
naturaland social sciences, the arts and the humanities.
Furthermore,it strives to break down the boundaries
betweendisciplines in order to realize the integration
necessaryto achieve the above goals.
Career Pathways in Environmental Studies
Majorcurricular pathways in Environmental Studies
include:(l) field biology and natural history; (2) marine
studies;(3) ecological agriculture; (4) sustainable
development,political economy and environmental
policy;(5) geology and earth sciences. Additional
curricularelements because of strengths of the
Environmental Studies faculty include conservation
andrestorationecology, physiological ecology,
entomology,environmental chemistry, environmental
historyand philosophy, environmental policy, geology
andhydrology,physical geography and planning. The
facultyare experienced in, and committed to, providing
studentswith practical experience through field work
andprojectsthat serve the people and organizations of
SouthwestWashington and the Pacific Northwest.
Environmental Studies has close working
relationshipswith two other specialty areas. Political
Economyand Social Change provides a strong social
sciencecomponent,particularly in environmental
politics,economicsand the social impacts of
technology.Science, Technology and Health provides
additionalwork in the physical sciences, including
chemistryand energy studies, and in the biological
sciences,emphasizingmolecular and organismal
biology.Mostfaculty in Environmental Studies are
alsoaffiliatedwith Evergreen's Master of EnvironmentalStudiesgraduateprogram. Advanced undergraduates
maybeableto enroll in a graduate course with
permissionof the instructor if it is appropriate to their
curriculumandthey have the necessary prerequisites.
Studies
Introduction to Environmental
Studies: Land
Introduction to Environmental
Studies: Water and Watersheds
Fall, Winter/Coordinated Study
Faculty: Ralph Murphy and Oscar Soule
Enrollment: 48 Faculty: 2
Prerequisites: One year of college
Special Expenses: Up to $100 for overnight field trips
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter/Coordinated Study
Faculty: Larry Eickstaedt and Matt Smith
Enrollment: 48 Faculty: 2
Prerequisites: One year of college
Special Expenses: Up to $100 for overnight field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Understanding land use and the policies that regulate it
are central to doing good work in the environmental
arena. The work in this program will be designed to
help us think about how we might best understand and
design appropriate conditions for sustaining both human
and natural communities. We will take a terrestrialecosystem approach to understanding impacts on
different land types. We will place equal emphasis on
the origin and implementation of environmental
regulations. Group work will be in the form of
workshops, seminars, projects and field trips. Given the
introductory nature of this program, students should
expect basic concepts to be presented, at least initially.
We will share eight quarter hours of the program
with the Introduction to Environmental Studies: Water
and Watersheds program. In the fall quarter we will
share two lecture/discussion series: one focusing on
natural history and the other dealing with political
economy of the environment. In the winter quarter we
will share a lecture series on ecology and a second on
research, statistics and economics.
In the spring quarter students will select from a
variety of internships, group contracts and courses
offered by program faculty from Introduction to
Environmental Studies: Water and Watersheds;
Introduction to Environmental Studies: Land; and
Ecological Agriculture.
Water and watersheds define basic units for understand- .
ing the distribution of natural and human populations on
terrestrial landscapes. The work in this program will be
designed to help us think about the question of how we
might best understand and design appropriate conditions
for sustaining both human and natural communities. We
will be studying both small, relatively simple local
watersheds and the highly complex Columbia River
watershed in order to develop an appreciation of the
complexities of human uses of the landscape, the
distribution and interactions of physical systems, plants
and animals, and the ways in which human use
affects-and is affected by-the natural world. Students
can expect to do both serious field work and complex
library research on their own and in group projects.
We will share eight quarter hours of the program
with the Introduction to Environmental Studies: Land
program. In the fall quarter we will share two lecture/
discussion series: one focusing on natural history and
the other dealing with political economy of the
environment. In the winter quarter we will share a
lecture series on ecology and a second on research,
statistics and economics.
In the spring quarter students will select from a
variety of internships, group contracts and courses
offered by program faculty from Introduction to
Environmental Studies: Water, Introduction to
Environmental Studies: Land, and Ecological
Agriculture.
Credit will be awarded in environmental studies,
ecology, political economy and public policy.
Total: 32 credits
Program is preparatory for careers and future study in
environmental studies, political economy, environmental planning, economic development, law and natural
sciences.
Credit will be awarded in environmental studies,
ecology, political economy and public policy.
Total: 32 credits
Program is preparatory for careers and future study in
environmental studies, political economy, environmental planning, economic development, law and natural
sciences.
Ecological Agriculture
(Sustainability Initiative)
Fall, Winter, Spring/Coordinated Study
Faculty: Pat Labine, Mike Beug
Enrollment: 48 Faculty: 2
Prerequisites: Core program or equivalent; some
college work in chemistry and economics and/or
political science recommended
Special Expenses: No
Part-time Options: By arrangement with faculty
Internship Possibilities: Spring quarter
Additional Course Allowed: By arrangement with
faculty
The Ecological Agriculture program provides a broad,
interdisciplinary study of agriculture from a critical
perspective of social and ecological sustainability. In
fall seminar we will examine the history and present
predicaments of American agriculture. During winter
quarter we will consider alternatives and possible
futures. In spring quarter we will focus on the role of
agriculture in Third World development. Critical
reading and expository writing will be emphasized. In
addition to seminar work, there will be substantial study
in the natural and social sciences (chemistry, ecology,
soil science, entomology, community studies,
economics). Students will also have the opportunity for
practical experience in food production at the college's
Organic Farm. Students wanting more extensive
training in agricultural production may take the program
The Practice of Sustainable Agriculture spring quarter,
as part of their work in Ecological Agriculture. Other
student projects and internships will also be springquarter options.
This program will participate in a cross-program
symposium: the Evergreen Sustainability Initiative, (see
page 36).
Credit will be offered in ecology, chemistry, soil
science, entomology, political economy of American
agriculture, community studies, agriculture and
development in the Third World, expository writing,
library research and farm practicum.
Total: 48 credits
Program is preparatory for career and future studies in
environmental studies and agriculture.
Community Development:
Conflicts and Strategies
(Sustainability Initiative)
Fall, Winter, Spring/Coordinated Study
Faculty: Russ Fox, Patrick Hill, Lin Nelson
Enrollment: 60 Faculty: 3
Prerequisites: Junior/senior standing; written
questionnaire and faculty signature required:
background in environmental study or political
economy or community service experience
Special Expenses: Overnight field trips and
community projects
Part-time Options: No
Internship Possibilities: Yes, spring quarter, with
faculty permission
Additional Course Allowed: Yes, with faculty
permission
This upper-division program will explore conflicting
theories and manifestations of community in the world
as we approach the 21st century. Forces competing as
determinants of the social context we call community
include: an increasingly imposed global economy and
culture, the transformation of nation states of the world,
development paradigms that destroy the natural
environment as well as indigenous cultures and
workers' health, the changing role of nongovernmental
organizations, articulation of how the principles of
sustainability apply to community-building, and grassroots movements addressing human rights, environmental health, social justice, economic self-sufficiency and
democratic decision-making processes. This program
will examine these forces-the theories behind them,
their impacts and emergent strategies.
With a geographical focus on the Americas, the
North American Free Trade Agreement (NAFTA) will
be used as a case study to examine the intersection of
these conflicting forces and movements. We will study
how the cultural, environmental and economic clash of
these paradigms of development and community plays
out. Philosophies of community and the role of religion
in community identity and action will also be explored.
This program will also participate in a cross-program
symposium-the Evergreen Sustainability Initiative
(see page 36) and perhaps in a Latin America Colloquia
involving other programs studying Latin American
culture and issues.
Theories, strategies and skills of community-based
organizing and development, with particular attention to
regional and international networks, will be introduced,
examined and practiced. Liberation theology,
participatory research, grass roots international trade
alternatives and environmental justice organizing are
examples.
Spring quarter, students may have the opportunity to
implement skills and theoretical insights they have
learned through community projects and internships.
'Opportunities for intensive Spanish-language training
and/or for community development in Latin America
may also be available spring.
Credit will be awarded in community and regional
studies, international studies, political economy of
development, participatory research methods, Latin
American studies and multidisciplinary perspectives of
sustainability.
Total: 48 credits
Program is preparatory for careers and future study in
local or international community development,
environmental studies, public policy, community
planning, organizing or advocacy.
Introduction to
Environmental Modeling
Fall, Winter/Group Contract
Sponsor: Robert S. Cole
Enrollment: 24 Faculty: 1
Prerequisites: One year of college, one year of
college-level science, one year of calculus or
concurrent calculus
Special Expenses: No
Part-time Options: Yes, 12-credit option with prior
faculty approval
Internship Possibilities: No
Additional Course Allowed: Yes, four credits only,
with faculty approval
This program will investigate mathematical models of
biological and ecological systems. We will explore the
nature of several dynamical systems in an effort to
discover relationships between constituent parts, and to
develop critical insights into issues of ecological and
social sustainability. Topics will include population
dynamics of single species, including harvesting models
in fisheries and forestry, predator-prey interaction
models, epidemic models and the dynamics of
infectious diseases, temporal and spatial diffusion of
pollutants in biological organisms, groundwater
modeling and dynamics of physiological systems.
In workshops we will develop many of the
mathematical tools and .computer skills necessary to
understand the models we'll investigate. Readings,
lectures and films will address underlying concepts as
well as visions for changing many of the unsustainable
activities of the present.
In fall quarter we will focus upon population and
epidemiological studies. During winter quarter we will
emphasize pollutant studies and groundwater issues,
while affording students opportunity to use skills and
theoretical insights learned on individual and collective
project work.
No prior background in computing is assumed, but
students should have completed one year of collegelevel science, and either have completed one year of
calculus, or be taking it concurrently with this program.
Credits will be awarded in mathematics, computer
modeling and simulation, environmental analysis, and
environmental and public policy.
Total: 32 credits
Program is preparatory for careers and future studies in
environmental science, physical or biological science
and mathematics or computer studies.
Environmental Ethics:
Theory and Action
Fall, Winter/Group Contract
Sponsor: Mark Levensky
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing
Special Expenses: Approximately $60 for overnight
field trip, group project and internship expenses
Part-time Options: No
Internship Possibilities: Half-nme internship is
required winter quarter
Additional Course Allowed: With permission of
faculty
Environmental Ethics: Theory and Action is a twoquarter group contract designed to explore: (1) a small
number of philosophical ideas at the center of
contemporary environmental ethics; (2) six environmental problems in Puget Sound; and (3) the possibility
of making a contribution toward the solution of some
environmental problems by working with an
environmental agency, organization or action group.
During fall quarter, each student will make and present
essays in response to assigned readings, participate in a
book seminar on essays in environmental ethics and
workwith a small group of students to prepare a
presentation on and lead an all-program field trip to the
siteof an environmental problem in Puget Sound.
Duringwinter quarter, reading, writing and book
seminars will continue. Each student will also engage in
ahalf-time internship in the Olympia community.
Each quarter the program will include guest lectures,
filmsand talks by the program faculty. Some topics for
reading,writing and discussion: the general nature of an
environmental ethic; rights, duties and obligations;
intrinsicand nonintrinsic value; mind and matter;
nature;spirit; property; beauty; greed; and environmentalracism. Possible topics for small-group presentations
andall-program field trips: land use planning; nuclear
energy;wildlife refuges; toxic wastes; mining; salmon;
trees;and water. Each student, working with the
AcademicPlanning and Experiential Learning Office,
willmake arrangements for his or her own winterquarter,half-time internship. Internship sites might be:
governmentagencies; environmental organizations;
schools;grassroots action groups; and refuges.
Creditwill be awarded in environmental ethics, essay
writing,research project in contemporary environmental
problemsand internship work.
Total:32 credits
Programis preparatory for work in philosophy and
environmentalstudies.
The Marine Environment
Temperate
Winter, Spring/Coordinated Study
Faculty: Kaye V. Ladd, TBA
Enrollment: 24 Faculty: 2
Prerequisites: At least two quarters of college
chemistry and college-level biology with lab; the
ability to quantify information (work easily with
numbers and equations); and experience using a
personal computer required (IBM environment
preferred); junior or senior standing preferred
Expenses: $5 per quarter lab breakage fee
Part-time Options: With permission of faculty
Internship Possibilities: No
Additional Course Allowed: No
FalV Coordinated Study
Coordinator: John Longino
Enrollment: 48 Faculty: 2
Prerequisites: Junior-senior standing; at least one
year of college study in environmental studies,
including Introduction to Environmental Studies or
its equivalent
Special Expenses: Overnigbt field-trip costs
estimated to $20
Part-time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: With faculty permission
The Marine Environment focuses on the sea as a habitat
for marine life and the relationships between marine
organisms and the physical and chemical properties of
the marine environment. Material will be developed
through the study of biological, chemical, and physical
oceanography; statistics; laboratory and field work; and
research projects. There will be course-type work in
oceanography and statistics, and the concepts developed
will be applied through faculty-designed experiments
and student-designed research projects.
This is a two-quarter program. Winter quarter, we
will develop field and lab methods for determining
physical parameters, nutrients, biological productivity
and trace metals. In addition, students will design
research projects using these methods and read in the
appropriate primary literature to develop the
background material for their project. The faculty will
provide a list of possible research projects, among
. which will be understanding the relationship between
trace metals in marine organisms and their habitat and
the dynamics of productivity and nutrients in Budd
Inlet. Spring quarter, roughly one-third of the program
work will be devoted to completing the research
projects. Seminar will develop your ability to read and
discuss primary literature and you will be required to
make a formal oral analysis of a particular paper. Data
analysis (statistics) will be facilitated through use of
Quattro Pro. You will be expected to develop your
formal written products using a word processor
(WordPerfect preferred) and you will learn to integrate
various forms of software outputs (spreadsheets, graphs,
text) for formal presentations. You will have biweekly
formal written reports which integrate the fieldllab and
lecture material.
Credit will be awarded in marine ecology, oceanography, statistics, and research/laboratory/field work in
marine science. Although subject to change, we
anticipate all credit will be designated upper-division
science.
Total: 32 credits
Program is preparatory for careers and future study in
marine and other environmental sciences.
Rainforests
The world's rainforests are under tremendous pressure.
This program will focus on the temperate forests of the
Olympic Peninsula. Through seminars, lectures and
extensive field work, both directed and student
originated, students will develop an understanding of
this unique ecosystem. With this background, we can
then compare and contrast the region with other
temperate and tropical rainforests, both in a natural
history sense and as it relates to human activities.
Credit will be awarded in ecology, biology and
environmental studies.
Total: 16 credits
Program is preparatory for careers and future study in
field biology and ecology, and environmental studies.
Tropical Rainforests
Winter/Coordinated Study
Coordinator: John Longino
Enrollment: 24 Faculty: 2
Prerequisites: Temperate Rainforests or equivalent
required; some Spauish language preferred; faculty
signature required: contact faculty for application
information early in fall quarter, application due
October 27
Special Expenses: $3,300 (estimated) for field studies
in Costa Rica
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Students and faculty will conduct field studies at the
Monteverde biological station in Costa Rica for the
entire quarter. Also included is a trip around the country
to introduce students to the various habitats found in
this diverse Central American nation. Emphasis is on
learning the natural history of tropical ecosystems.
Credit will be awarded in tropical biology, earth
science, and language and culture.
Total: 16 credits
Program is preparatory for careers and future study in
field biology and ecology, environmental studies and
earth science.
II
Biogeography
Mammalogy
FalVGroup Contract
Sponsor: Pete Taylor
Enrollment: 24 Faculty: 1
Prerequisites: Junior-senior standing and collegelevel general biology are required; general ecology is
desirable
Special Expenses: Overuight field-trip costs
estimated at $25
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
FalVGroup Contract
Sponsor: Steven G. Herman
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing; Introduction
to Biology; general understanding of natural history
and interest in field work
Special Expenses: $150 for overnight field trips and
related expenses
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Possibly
Biogeography is a scientific field dedicated to
describing and explaining the distributions of
organisms. Explanations are sought in historical and
modern causes, drawing from several fields of
environmental science, including ecology, evolutionary
biology, systematics and geology. The program will
also explore aspects of conservation biology, an
emerging field that applies concepts from biogeography
and the related fields just mentioned, to protecting
biodi versity-now recognized as declining at an
unprecedentedly high rate due to human causes. These
subjects will be covered by lectures, readings, seminars,
field trips and literature-survey projects. The geographic
scope will be worldwide with some focusing on the
Pacific Northwest. Local examples will include the
Olympic Peninsula, Mount Saint Helens, forests,
salmon, and other places and organisms having
particular biogeographic and conservation interest.
Mammalogy is an advanced program designed to
fantiliarize students with the class Mammalia,
emphasizing Washington mammals through lectures as
well as lab and field work. Students will be required to
prepare ten scientific study skins and research one
species of mammal in both the library and the field. Our
major (three-day) field trip takes us to the east side of
the Cascades early in the quarter. Most other field work
will be local, emphasizing live trapping. Students will
maintain field records using a rigorous technique
pioneered by Joseph Grinnell. Required materials will
include a curatorial kit, standard field guides,
Mammalogy by T. Vaughn and shorter texts as needed.
Credit will be awarded in biogeography and conservation biology.
Total: 16 credits
Program is preparatory for further studies and careers in
natural sciences and related environmental fields.
Credit will be awarded in mammalogy and 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 for
graduate studies in vertebrate zoology.
Geographical Information Systems:
Introduction to Principles and
Geo-Ecological Applications
Fall, Winter/Group Contract
Sponsor: James M. Stroh
Enrollment: 24 Faculty: 1
Prerequisites: Sophomore standing; geology or
physical geography, geometry, college algebra,
statistics
Special Expenses: Up to $5 lab breakage fee, $70 for
field trips (possible higher cost: $170 for Southwest
desert trip)
Part-time Options: Yes, with faculty permission
Internship Possibilities: Possible winter quarter,
consult faculty
Additional Course Allowed: Yes, with faculty
permission
This class will focus on the use of a computer-based
Geographic Information System (GIS) in modem
analysis of landscape-linked, gee-environmental studies
and environmental problem solving. GIS provides the
ability to combine spatial (map) information with
databases and modeling. This powerful tool has
exceptionally broad analysis capabilities. For better or
worse it is used more and more frequently by
government industry and environmental organizations.
Since one of the least understood underpinnings of GIS,
by operators, involves map projections and map-data
lintitations, this class will focus on maps and lintitations
of field data. The program will concentrate on geologic,
soil, and where possible, vegetation map analysis.
Modes of study will include reading texts and
discussing scientific articles; lectures; laboratory and
field exercises; and special workshops. Individual and
group projects will be required to achieve a realistic
understanding of GIS.
Field exercises ntight include geology-soil-plant
relationships in California's Death Valley area, if the
plants are identifiable. All field work requires ability to
traverse rough terrain and maintain a rigorous daily
schedule on foot.
Credit will be awarded in geology, GIS and environmental studies. Credit in upper-division science will be
awarded to students with backgrounds suitable for the
B.S. degree: a ntinimum of eight or more credits in
college algebra, college statistics or more advanced
math; and eight credits or more in college chemistry, or
eight or more credits in college physics; and eight or
more credits in college biology or eight or more credits
in college earth science.
Total: 32 credits
Program is preparatory for careers in earth science,
environmental science and geography.
After Audubon
Spring/Coordinated Study
Coordinator: Steve Herman, Susan Aurand
Enrollment: 44 Faculty: 2
Prerequisites: Core program or equivalent
Special Expenses: Field trips and art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty permission
This program is about birds-about how we understand,
experience and portray them in art, biology, literature
and myth. Students will work to develop skills in
omithology and in drawing to enable them to study and
make images of birds in nature. Our weekly work will
include lectures and presentations, drawing workshops,
fieldwork in ornithology, seminars and journal writing.
Ourstudy will range from the biology of birds to why
birdshave been thought to be the messengers of the
godsand symbols of the soul. In the last five weeks,
eachstudent will identify a topic or theme concerning
birdsand develop a body of work on this topic which
includesdrawings, research and writing.
This program is appropriate for students seeking to
combineart and science in a focused multi-disciplinary
study.Some prior experience in either art or biology is
stronglyrecommended. No prior drawing experience is
required,only a willingness to do intensive work in both
drawingand ornithology.
Creditwill be awarded in drawing, ornithology,
literatureand art history.
Total:16 credits
Programis preparatory for careers and future study in
art,omithology and environmental studies.
Of Nations and States:
Reinventing Geography
Spring/Group Contract
Sponsor: sm Brown
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The breakup of the Soviet Union and Yugoslavia, as
well as the turmoil that has attended the history of postcolonial Africa, has as never before brought into
question the reality of the familiar political map of the
world. The prominence, and the pre-eminence, given to
states (countries) over nations (coherent cultural/ethnic
groups) presumed either the assimilation, compliance,
or effective suppression of nations within the
boundaries of the state. Thus, as one writer has
observed, the political maps with which we are all
familiar have created a "conceptual barrier that prevents
us from comprehending the political crack-up just
beginning to occur worldwide." If these maps fail to
represent the many scores of lands and cultures beyond
the approximately 190 states officially recognized at
present, an equally serious concern is the typical failure
of state boundaries to correspond even remotely with
natural environmental systems, and with the resource
needs of the country. Thus, from at least two directions,
NAFfA, GATT, and the "global village" notwithstanding, we have powerful forces at work undermining the
conventional stability of the world's major political
regions, if not the entire globe.
This program will examine continuing trends in this
process of realigning cultural, spatial and environmental
elements in the making of new political maps. We will
experiment with the creation of models of places that
express a closer and more sane correspondence between
natural environments and human cultures.
Hydrology
Spring/Group Contract
Sponsors: Paul Ray Butler, James M_ Stroh
Enrollment: 24 undergraduate, 18 graduate
Faculty: 2
Prerequisites: Graduate standing; or junior/senior
standing, good math skills (calculus not required)
Special Expenses: Approximately $10 for overnight
field trips
Part-time options: Yes
Internship Possibilities: Yes
Additional Courses Allowed: Yes
Both graduate and advanced undergraduate students are
afforded the opportunity to study surface water andlor
groundwater hydrology. Each of these options will be
offered as a separate four-credit module. In each area of
study, the focus will be on the physical processes that
determine the distribution and movement of this vital
resource. In addition, students have the option of taking
an independent research component dealing with a
local water-related issue.
Credit will be awarded in surface-water hydrology,
groundwater hydrology, and research topics in
hydrology.
Total: 4/8/12116 credits
Program is preparatory for careers and future study in
hydrology, environmental science and natural resource
management.
Credit will be awarded in cultural geography, political
geography and environmental planning. Other credit
will be awarded as appropriate in terms of individual
student research.
Total: 16 credits
Program is preparatory for careers in geography and in
regional and environmental planning.
II
The Practice
of Sustainable Agriculture
Tribal: Reservation Based!
Community Determined
Spring, Summer, FalVCourse
Coordinator: Pat Moore
Enrollment: 18 Faculty: 1
Prerequisites: Junior/senior standing; faculty
signature and faculty interview required during
winter quarter, February 12-23, 1995, assessing
student's motivation, maturity, communication skills
and background in environmental sciences; transfer
students, during winter quarter, January 29February 2, 1995, should mail description of college
courses taken and related work experience, plus
letters of recommendation; faculty will then conduct
phone interview; be sure to send faculty phone
number at which you can be reached
Special Expenses: Up to $30 per quarter for
overnight field trips and plant clippers
Part-time Options: This is an eight-credit program in
spring and fall and a 12-16 credit program in
summer
Internship Possibilities: Yes
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Study
Coordinator: Carol J. Minugh
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature required, consult
coordinator
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program will provide upper-division students with
direct experience in the practice of sustainable
agriculture. There will be weekly lectures and occasional
field trips; however, the major emphasis of this program
will be practical skill development in intensive food
production at the college's Organic Farm. Students can
expect instruction in soils, plant propagation,
greenhouse management, composting, green manuring,
the use of manures, equipment combinations, the
economics of small farms, livestock management, pest
control, weed control strategies, water management,
irrigation system design, machinery maintenance, basic
horticulture, intensive vegetable culture, marketing,
orchard systems and more. We will also examine biodynamics, permaculture and radionics.
Credit will be awarded in soil management, weed and
pest control, low-input sustainable agriculture methods
and plant propagation.
Total: 28/32 credits
Program is preparatory for careers and future studies in
agriculture.
This community-determined program seeks students
who workllive on a reservation, are tribal members or
Indian.
The program emphasizes community building within
Native American communities where the classes are
held. The curriculum for the program is a direct result
of students themselves determining what an educated
member of an Indian nation, who wants to contribute to
the community, needs to know. The interdisciplinary
approach provides opportunity for students to
participate in seminars while also studying in their
individual academic interest areas.
Development of the curriculum for the academic
year begins with community involvement the previous
spring. Current and potential students work to identify
educational goals and curriculum topics for the
program. A primary goal of this process is the student's
ability to be effective in or outside the native
community. After the students make decisions, the
faculty and students identify texts, methods and
resources to assist the learning process. Students playa
major part in making the learning appropriate to them
in their community.
Within the framework .of the identified curriculum is
the overall premise than an "educated person" needs to
have ski11sin research, analysis. and communication.
Material is taught using a tribal perspective, and issues
related to tribal communities are most often the topics
of discussion.
For program information, contact: Dr. Carol
Minugh, Program Director, The Evergreen State
College, Olympia, WA, 98505-0002, 866-6000, ext.
6025.
Credit distribution relates to specific curricular foci and
topics adopted in the program.
Total: 48 credits
Program is preparatory for careers in human services,
tribal government/management, education and
community development.
Expressive Arts
Convener: Bob Haft
Affiliated Faculty and Area of Graduate Advising
SusanAurand-Visual Art
Andrew Buchman-Music
SallyCloninger-FilmNideo
Doranne Crable-Performance
Studies, Literature
JoeFeddersen-Visual Art
AnneFischel-FilmNideo
BobHaft-Visual Art, Photography
MegHunt-Dance
RoseJang- Theater
BudJohansen-Dance
Jean Mandeberg-Visual
Arts/Sculpture
Laurie Meeker-FilmNideo
Sandie Nisbet-Theater
Ratna Roy-Dance, African American Studies,
South Asian Studies
Terry Setter-Music
Paul Sparks-Visual Art, Photography
Gail Tremblay-Fiber
Arts, Creative Writing
Ainara Wilder-Theater
Sean Williams-World Music
TheExpressive Arts specialty area is primarily
concerned with helping students gain skills and
experience in the arts. In many programs students have
theopportunity to work in more than one art form
simultaneously, and collaboration and cross-disciplinary
approaches to learning are stressed throughout the
specialty area. Program themes are drawn from issues
ofcurrent and historic interest to the faculty and vary
widely from year to year, ensuring that the faculty and
curriculum remain vital and relevant. Students should
be aware that 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 their undergraduate work within the Expressive Arts.
They are encouraged to move into and out of the area,
taking advantage of study opportunities in other
specialty areas. While in the Expressi ve 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 develop students'
creativity and knowledge of aesthetics.
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 that supports a strong
multicultural perspective.
Offerings in the Expressive Arts include annual
sophomore-level, coordinated study programs which
provide an introduction and theoretical foundation for
work in the arts. Also generally included are junior!
senior-level programs where students apply and refine
art skills.
Individual contracts and senior thesis projects allow
students to do work that suits their own particular needs
and abilities. For both options, eligibility requirements
include a minimum of three quarters' prior experience
in the Expressive Arts.
Independent contracts in film/video are available on
a limited basis to students who are ready for advanced
work in film/video production, history and theory.
Independent contract projects might involve production
of a film, video, or mixed-media piece; writing a script
or screenplay; or research on media history or theory. In
order to do an independent contract, students must be at
the junior or senior level and must demonstrate they
have gained a solid theoretical and technical
background in film and video production, history and
theory. This background should be developed through
work in programs, courses and modules equivalent to a
concentration. Students must have at least three
quarters' prior experience in the expressive arts or
expect to have taken and successfully completed an
entry-level film and video program, such as
Mediaworks. Transfer students who have spent a year in
coordinated studies may also plan independent contracts
if they have at least one year of intensive course work in
media production and theory from their former
institution. Students may not use independent contracts
to learn basic production skills that are taught in fulltime programs, courses or modules.
The following items should be included in the
portfolio which students submit when seeking entrance
into an advanced program in the visual arts: (I) At least
six examples from a body of work which examines a
particular theme or topic. The theme may be explored
using a single medium or through the use of several
different two-dimensional and three-dimensional media.
Slides, photographs, and actual pieces may be included;
(2) Students who have worked in a variety of media
should include examples from each, demonstrating the
range of diverse skills which have been developed; (3)
Several examples of written work should be contained
in the portfolio. Assigned papers, creative writing and!
or self-evaluations would serve this purpose. These
materials should be contained in a portfolio which is
portable and easily carried from one place to another.
They should be arranged in a coherent sequence based
upon one of the following factors: chronology, medium,
theme, or the sequences of programs in which the work
was completed. Students should contact the relevant
faculty or the Academic Planning and Experiential
Learning Office for information concerning the times
and places for submission of portfolios.
Students wishing to do either contracted individual
study or a senior thesis in the arts should check with
Expressive Arts faculty members about these
requirements prior to submitting proposals. Students
may also enroll in skill-development modules designed
to supplement work in programs and group contracts.
Finally, there are internship possibilities for
preprofessional work experience.
Foundations of the Performing Arts
Fall, Winter, Spring/Coordinated Study
Faculty: Bud Johansen, Sandie Nisbet, Sean
Williams
Enrollment: 72 Faculty: 3
Prerequisites: Core program or equivalent,
sophomore standing or above
Special Expenses: Admission fees at three
performance events per quarter
Part-time Options: No, this program offers only 12
credits each quarter
Internship Possibilities: No
Additional Course Allowed: Yes (four credits)
Throughout history, major artistic developments have
most often occurred as a result of changes and crises in
society. In the classical performing arts, these crises
have manifested themselves in various ways, such as in
the shift away from the sacred to the secular, the
development of theatrical realism and the combination
of dance, music and theater in increasingly complex
ways. In this program, we intend to focus on the
Western performing arts traditions with supplementary
background material from outside Western Europe,
including the artistic source areas of Greece, Russia, the
Middle East and Africa.
But to what end do we explore the performing arts, if
not partly to discover where we are now and where we
are going in the future? Are the current developments in
the performing arts of the 1990s a reflection of a series
of crises, or are they harbingers of crises to come? How
can we prepare for the future without understanding
what has happened in the past? Through the lens of the
performing arts, we will question and deepen our
understanding of the cultural context of music, dance
and theater in early modem Europe and follow the
dramatic shifts that have occurred in the arts and society
of 20th century America.
In addition to building our theoretical grasp of the
issues that have led to change and development of the
performing arts, we will also work toward developing
important practical skills. Each week, students will
participate in workshops designed to build skills in
acting, choreography and music theory and composition. These workshops will lead to performances at the
end of each quarter, in which students will be
challenged to stretch their artistic boundaries and
explore otherwise hidden talents.
Our program materials will be drawn from a variety
of texts, films, recordings and live performances. This
lively blend of sources will be examined in the context
of seminars and lectures; student contributions will
enrich the program further through performances,
research and writing.
Credit will be awarded in theater, dance, music, cultural
studies and European social history.
Total: 36 credits
Program is preparatory for careers and future study in
the performing arts and liberal arts.
II
Stage, Staging, Stages
Music: Composition and Technology
Dance and Culture
Fall,Winter, Spring/Coordinated Study
Coordinator: Doranne Crable, Rose Jang
Enrollment: 40 Faculty: 2
Prerequisites: Junior/senior standing; one year
coordinated study in interdisciplinary work at Evergreen
or equivalent; faculty interview and signature required
spring quarter 1995 (date and time TBA); transfer
students should send letter by April 20 to Doranne
Crable or Rose Jang describing prior study and work
relevant to this program and requesting phone interview
Special Expenses: Tickets to performances
Part-time Options: No, this program offers only 12
credits each quarter
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter/Group Contract
Sponsor: Terry Setter
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing; training and
experience in music, preferably composition; faculty
signature required: submit a cassette tape of
previous work (can be informal) to Terry Setter and
arrange a verbal or written interview with him;
students can contact Terry directly, by phone, in
writing or by E-mail; interviews should be
completed by May 17, 1995
Special Expenses: $15/audio tapes, $50 retreat
Part-time Options: This program otTers only 12
credits each quarter
Internship Possibilities: No
Additional Course Allowed: Yes
Spring/Group Contract
Sponsor: Meg Hunt
Enrollment: 24 Faculty: 1
Prerequisites: Previous study in performing arts,
junior standing
Special Expenses: Performance and workshop
tickets
Part-time Options: This is an eight-credit offering
Internship Possibilities: Yes
Additional Course Allowed: Yes
Stage, Staging, Stages is an upper-division performing
arts program with emphasis on performance, movement
and production. Faculty and students will work together
to explore and experiment with different theatrical
styles and genres. In this program, traditional theatre
will go hand in hand with experimental theatre, the two
misleading labels which have constantly mystified and
confused our modern artistic taste. While the division
between the classical and the avant-garde has been
increasingly blurred by the wonderful variety and
diversity of the contemporary stage, this program also
aims to resolve this centuries-old conflict and unravel
the fundamental, perpetual harmony between all
genuine, sincere theatrical endeavors.
Students willleam different approaches to theatrical
performance. They will work with monologue and
sensitivities. They will also work with Butoh, Laban
and traditional Chinese movements to learn the essence
of body movements, choreography and stage
configuration. These skills will be taught by faculty and
guest artists through concentrated, intensive workshops.
Although workshops and performance projects are the
main focus of the program, reading, writing, research
and critical thinking skills will be emphasized as well.
Students will be required to do research writing, but not
a big research project, and creative writing. In addition,
students will work in a small class setting to prepare
performance pieces or adapt existing material.
Fall quarter will focus on workshop activities as well
as the reading and discussion of relevant texts. Winter
quarter students will use their skills in directing, acting,
technical theatre, movement and choreography to
develop performance pieces which will be incorporated
into an in-house presentation at quarter's end. Spring
quarter will be used to plan, rehearse and present one
piece of traditional theatre interpreted in two different
ways, each directed and assist-directed by the faculty
team and performed on campus. Through these two
interpretations, students will be exposed to a wide range
of artistic choices and possibilities in theatre.
Credit will be awarded in theatre acting, directing,
performance history and theory, dramatic criticism,
Laban movement, fundamental Butoh, research,
writing, creative writing, and dramatic literature.
Total: 36 credits
Program is preparatory for careers and future study in
theatre, performing arts and performance studies.
This program is designed to support the creation of
acoustic and electronic music. The program will focus
on recent trends in contemporary art music, and is not a
course in song writing. Students will study composition,
aesthetics, contemporary music history, and innovative
aspects of music technology in order to gain the
broadest possible perspective on these subjects and the
greatest number of usable skills.
Class meetings will be divided into lectures,
seminars on various program materials, and a
composition forum. Readings on related materials will
be assigned, as will composition projects. A concert of
original works by members of the program will be
presented at the end of winter quarter. Emphasis will be
placed upon linking the skills developed in each of the
areas noted above. Regional concerts and other related
events will be attended by program members during
both quarters. Attendance at these events will be
mandatory and critical response to them will be an
integral part of the program. Students are strongly
encouraged to take a related module, such as audio
engineering or music structures, to complete their 16unit course of study.
If you are interested in developing your creative
voice in music, this is the program for you.
Credit will be awarded in music composition,
aesthetics, music history, music technology and
research presentation.
Total: 24 credits
Program is preparatory for careers and future studies in
music composition, history, technology and the
expressive arts.
Although the art form of dance has been too often
maligned and trivialized in Euro-Americanculture,it~
in most of the world throughout mostof history,a
powerful force in the life of the humanconununity.1n
this program, we will examine how one looksat and
defines dance in ways that respect its place in itsown
culture; we will also look at specific formsfromsev
different cultures. In addition to theoreticalreadings,
there will be workshops by guest artists in different
forms of dance. Students will select one danceformto
examine in greater depth. The emphasis willbeon
reading, writing and research rather than studiowork.
is not necessary to be a dancer to enroll in thispro
though many students will want to take a dancecourse
concurrently.
Credit will be awarded in dance history, culturals
and performance studies.
Total: 8 credits
Program is preparatory for careers in dance,performance studies, cultural studies and education.
Mediaworks
Fall,Winter, Spring/Coordinated Study
Coordinator: Laurie Meeker
Enrollment: 40 Faculty: 2
Prerequisites: Core program (transfer students must
complete one quarter of coordinated studies before
beingconsidered for this program), preference given
tojuniors and seniors, facuity signature required,
interview and portfolio review (see application
procedure to the right)
Special Expenses: Students are responsible for their
ownfilm stock, processing and other production
supplies ($100-$300 per quarter) and $40-perquarter screening fee
Part-time Options: No
Internship Possibilities: Spring quarter
Additional Course Allowed: Not for fall, with faculty
permission winter and spring
Mediaworks is the entry-level, moving-image program
designed to provide students with basic skills in film,
videoand audio production, as well as some aspects of
filmand video history and theory. All moving-image
programs emphasize the linkage of media theory and
practice, focusing on the development of a critical
perspective for imagemaking and examining the politics
of representation.
In the 1995-96 version of Mediaworks, we will focus
on the art of the moving image. Documentary
filmmaker Laurie Meeker will collaborate with a
visiting animator to explore a variety of filmic modes
and communication strategies, including animation,
autobiography, documentary and experimental film/
video. A focus on animation will emphasize the
importance of each frame while drawing attention to the
specific artistic properties of the moving image. An
exploration of autobiography and documentary theory/
practice will demonstrate the necessity of understanding
the politics of representation. Students will be instructed
in various animation techniques, preproduction design,
cinematography, video production, sound recording for
film and video and post-production techniques.
Although the development of competent technical skills
will be emphasized, the overall focus of the program
will be on experimentation and the development of a
critical and political viewpoint with regard to one's own
imagemaking.
Students will spend fall and winter quarters
acquiring specific technical skills, exploring the design
process as it applies to the moving image, executing
experiments in visual imagemaking, and screening and
evaluating films and video tapes. Seminars will focus
on both visual and written texts that explore the history
and theory of documentary, experimental and animated
forms of imagemaking. Students are expected to have
competent research skills and will be writing research
papers as well as critical essays analyzing visual
material. Students should expect to work collaboratively
as well as individually, and to design projects consistent
with the stated themes of the program. During spring
quarter, students will work on a complete film or
videotape, or may pursue an internship in media
production. Attention will be given to the process-as
well as the product-of media production, with frequent
screening of work in progress and emphasis on group
discussion and critique.
Application procedure: Juniors and seniors are given
priority. Students may request an application from the
program secretary after April 10, 1995, and may sign up
for an interview one week prior to the spring Academic
Fair scheduled for May 10, 1995. Because this has been
a popular program, we ask that you respect faculty
commitments to their current academic programs and
respect the fact that faculty will not be available for
interviews prior to that time. The final list of students
accepted into Mediaworks will be posted on Meeker's
office door on the Monday following the Academic
Fair. Transfer students will be expected to complete at
least one quarter of coordinated studies (at Evergreen or
elsewhere) before applying to this program.
Credit will be awarded in film/video production,
animation, audio production, documentary history and
theory, documentary film ethics, experimental filmf
video history and theory, feminist film theory, and
independent film and video projects.
Total: 48 credits
Program is preparatory for careers and future study in
media, visual art and communications.
Foundations of Visual Arts
Fall, Winter, Spring/Group Contract
Faculty: FWlBob Haft, Hiro Kawasaki; Sp/Jean
Mandeberg
Enrollment: 481FW, 20/S; Faculty: 1
Prerequisites: Presentation of a portfolio (see
portfolio requirements for visual arts in this
Catalog's introduction to the Expressive Arts),
faculty signature required
Special Expenses: Drawing and photographic
supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Foundations of Visual Arts is a year-long, group
contract that offers an introduction to the making of
both two-dimensional and three-dimensional art forms
in conjunction with a study of aesthetics and the history
of art.
Fall quarter students will learn what it means to do
studio work. We will deal with various two-dimensional
media that include (but are not limited to) charcoal,
pencil, conte crayon and photography. Students will
learn to draw both by following a series of exercises and
by working with live models. They will also learn the
basics of the 35mm camera and of black and white
photography. Through weekly design assignments, we
will explore design and composition. Critique sessions,
which will follow the assignments, will allow students
to share their work with the entire program and get
constructive feedback. Along with the hands-on
segment of the program, we will see films and read
novels and nonfiction articles=designed to compliment
our studio work-that deal with both the lives and the
working methodologies of artists. This part of the
program will also continue during the winter and spring.
Winter quarter we will continue to build on what we
learned in the fall, continuing with the study of figure
drawing and some design assignments. In addition, we
will add several new elements: the study of painting,
more in-depth work in photography, the study of color
and the notion of theme work. Students will be expected
to produce a portfolio of their thematic work by the end
of the quarter and present it to the program.
Spring quarter the program will consist of an
introduction to the world of three-dimensional art.
Because of limitations with the wood- and metal-shop
facilities, only 20 of the people enrolled winter quarter
will be able to continue in the program. Students will
work with wood, metal and mixed media to study 3-D
design and explore a variety of materials and working
techniques. As in fall and winter, weekly critiques will
center on students' personal responses to shared
assignments.
Credit will be awarded in drawing and design, figure
drawing, photography, sculpture, aesthetics and art
history.
Total: 48 credits
Program is preparatory for careers and future study in
art and humanities.
II
International Craft and FoJkArt
Fall, Winter/Group Contract
Sponsor: Jean Mandeberg
Enrollment: 24 FacuIty: 1
Prerequisites: Sophomore standing
Special Expenses: Art supplies; studio use fees of up
to $50 per quarter
Part-time Options: This program offers only 12
credits per quarter
Internship Possibilities: No
Additional Course Allowed: Yes (4 credits)
This group contract will combine studio work and
research about folk art-the art of ordinary people that
holds everyday significance, generally small scale, often
functional, made out of available materials. The
utilitarian nature of folk art often connects it to craft, its
spirit is "the soil where all great art is rooted," and the
social context of its creation is part of what makes it so
unique.
The studio portion of the program will include
instruction in metalsmithing and jewelrymaking,
woodcarving and mixed media. Students will rotate
through these three studios, working in response to
assignments and on individual projects. At the same
time, the program will include reading on the history of
craft and the nature of craftsmanship, an examination of
a range of objects with meaning and familiarity to
different cultures by looking at major collections of folk
art, and finally more in-depth research into the
historical, cultural and artistic nature of particular work.
Seminar discussion will address issues affecting folk art
such as tourism, the changing availability of materials
and methods of instruction in traditional techniques.
Weekly activities will include studio instruction,
seminar, slide lectures and group feedback on individual
research projects. Students are encouraged to take an
additional course that complements the content of the
program.
Credit will be awarded in history of craft, 3-D studio
art, fine metal-working, woodworking, mixed media
and research topics in folk art.
Total: 24 credits
Program is preparatory for careers and future studies in
humanities, art history and art.
Mythic Reality:
Imaging the Goddess
Artists in Community: Image
Making in Theory and Practice
Fall, Winter/Coordinated Study
Coordinator: Ratna Roy
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing; Introduction to
Performing Arts or equivalent background in
theater, music, dance or scenic design
Special Expenses: Performance tickets; workshop
tickets
Part-time Options: This program offers only 12
credits per quarter
Internship Possibilities: Yes
Additional Course Allowed: Yes (4 credits)
Fall, Winter/Group Contract
FacuIty: Joe Feddersen, Anne Fischel
Enrollment: 40 Faculty: 2
Prerequisites: Junior/senior standing; faculty
signature: submit portfolio and proposal to Anne
Fischel by May 1, 1995; transfer students should
send slides and videotaped copies of work, plus
evaluations and/or transcripts to Anne Fischel by
May 1, 1995
Special Expenses: Plan to budget $220 per quarter
for production and supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This is a two-quarter, advanced performing arts and
humanities program. Theater will be used as a tool to
understand and present literature. It is an exploration of
the historical development of the goddess myths, the
underlying philosophy and the consequent reality of
women's lives today through an examination of South
Asian, Egyptian and European cultures. It is also an
intensive workshop-based, hands-on dance/theater/
mime performance-oriented program.
Through readings, lectures and seminars, we will
also discuss issues of Third World feminism,
hegemony, cooptation and cultural colonialism in the
context of myths and mythic reality, feminism, the
other, body versus intellect, and reason versus intuition.
As an initial project, students will examine and rewrite
scenes from available literature (both European and
Third World) and/or discourse. There will be workshops
in script writing, acting and scenic design. The final
project in winter quarter 1996 will be to produce the
dance/theater/storytelling of the written piece(s),
possibly in a multimedia context. Students will be
required to write and design their own group projects,
perform in them and learn directing and stagecraft.
The faculty encourage creative writers, performers,
dancers, scenic designers, stage technicians-male and
female-to participate in the program. Students may
take a four-credit course in addition to this program.
Ratna Roy will offer the following courses: (l) Orissi
Beginning (four credits); (2) Orissi Intermediate (four
credits).
Credit will be awarded in literature, myth, cultural
studies, Third World studies, performance arts,
stagecraft/scene design, and politics of colonization.
Total: 24 credits
Program is preparatory for careers in performance
studies, intercultural (multicultural) studies, humanities
and education degrees, including Evergreen's Master in
Teaching.
This program is designed for students with a strong
foundation in the visual or moving image arts, including
filmmaking, video, photography, painting, drawing,
printmaking and sculpture. The program will focus on
the theory and practice of image making. It will
emphasize equally production and theory/research. Our
goals are: to deepen critical understanding of imagemaking history, theory and practice; produce
substantive thesis-level artwork; develop common skills
and vocabulary across arts disciplines; encourage
interdisciplinary collaboration and create a critical
community of working image-makers.
Students interested in this program should expect to
attend a planning meeting shortly after the spring
Academic Fair. Our selection of themes and content
will be determined by student interests and commitments. Students should expect to be active co-creators
and researchers in this program, and will be asked to
present lectures, coordinate presentations and
workshops and participate in the selection of images
and texts for our common study.
Credit will be awarded in art theory, art history and
media studies, as well as in the area of each studeni's
project work.
Total: 32 credits
Program is preparatory for careers and future study in
the visual arts.
Islands
Winter, Spring/Coordinated Study
Coordinator: Sally Cloninger
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing or above;
faculty interview fall quarter, week of November 1317or November 27-December I, 1995; signature
required (see below for additional entry requirements)
Special Expenses: Travel and living expenses away
from home for six weeks of spring quarter (depends
on student's choice)
Part-time Options: Spring quarter only, with faculty
permission
Internship Possibilities: No
Additional Course Allowed: Winter quarter only,
with faculty permission
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FromManhattan to Madagascar, Vashon to Vanua
Levuand Bainbridge to Bali; from Santa Cruz to Sri
Lanka and Nantucket to Nuku Hiva, islands have long
beena source of symbol, allegory, myth and fantasy, as
wellas a laboratory for artists, ethnographers and
scientists. In this two-quarter, coordinated studies
program, students and faculty will investigate the
notion of the island, aided by collective studies,
visitations by island experts, individual research and
travel.
During winter quarter, we will discuss island texts
(from novels to paintings to broadway musicals to
scientific theories), listen to island music, screen island
films, and attend lectures by faculty and visitors who
have a special connection to one island on this planet.
We will also conduct a rigorous search of the literature
aboutour selected island destination (using libraries
andthe Internet) in order to present an area study at the
endof the quarter that will serve as a starting point for
ourown documentation project. In addition, we will
workwith some basic documentation skills (field
journals and photography), but students with additional
representational skills can also expect to exercise these
inthe field. Two other areas of study for winter quarter
will include the politics of development and tourism, as
wellas visual anthropology.
During spring quarter, we will meet for one week as
a group and then depart for our selected island
destination. Students and faculty will be expected to
spendsix full weeks on their island, documenting and
observing their own experiences. This island could be
asnear as Southern Puget Sound or as far as the Indian
Ocean. Each member of the Islands learning
community will produce a book (or another equivalent
product) about their experience and make a public
presentation to the entire program during the final two
weeksof spring quarter.
To be selected for membership in this learning
community, you must, at the time of your interview,
have a destination, i.e., a travel plan and an idea for the
island that you wish to visit and document during six
weeks in spring quarter. If English is not the primary
language on this island, you must also make plans for
some preliminary language study before you enroll in
this program. (For example, if you choose to travel to
Sri Lanka, we do not expect fluency in Singhalese but
would expect that you would arrange to acquire basic
conversational skills before enrolling.) You also need to
have completed some kind of interdisciplinary
coordinated studies.
Students interested in this specialty area's subject
matter should also consider the following programs:
After Audubon
(Environmental Studies)
The Music Dramas of Richard Wagner
(Knowledge and the Human Condition)
Art, Politics and Culture of the Americas
(political Economy and Social Change)
Credit will be awarded in literature, visual anthropology, visual art and communication.
Total: 32 credits
Program is preparatory for careers and future study in
humanities, social sciences and the arts.
Ii
Knowledge and the Human Condition
Secretary: Sam Schrager
Affiliated faculty: Richard Alexander, Nancy Allen,
Bill Arney, Susan Aurand, Gordon Beck, Caryn
Cline, Thad Curtz, Argentina Daley, Virginia
Darney, Betty Ruth Estes, Susan Fiksdal, Don
Finkel, Tom Foote, Marilyn Frasca, Tom Grissom,
Bob Haft, Virginia Hill, Dave Hitchens, Hiro
Kawasaki, Ernestine Kimbro, Rob Knapp, Eric
Larson, AI Leisenring, David Marr, Rudy Martin,
Harumi Moruzzi, Frank Motley, Janet Ott, Chuck
Pail thorp, Mark Papworth, David Paulsen, Sarah
Pedersen, David Powell, Tom Rainey, David
Rutledge, Gil Salcedo, Sam Schrager, Zahid Shariff,
Pete Sinclair, Matt Smith, Nancy Taylor, Kirk
Thompson, Sarah Williams
The end of the 20th century finds American universities
and Americans, in general, more and more dubious
about the certainties of what we know. This curricular
grouping focuses on our current questions about
knowledge and frames those questions in the context of
the political and cultural situation. We examine
knowledge from the perspectives of culture, gender,
history, language and power. We want to look at the
ways knowledge develops, is codified, described and
used in particular human settings. We explore these
questions with content and strategies from the
humanities, integrating perspectives from the social
sciences, the arts and the natural sciences. This is not a
traditional specialty area with entry points and career
pathways, but rather a way to effect a greater mixing of
disciplines in the conceiving and planning of the
curriculum.
Literature, Values and Social
Change: The United States,
Russia and East Central Europe in
the 20th Century
Fall, Winter, Spring/Coordinated Study
Faculty: Tom Rainey, Pat Krafcik, David Marr
Enrollment: 72 Faculty: 3
Prerequisites: Sophomore standing, winter and
spring quarter entry with permission of faculty
Special Expenses: No
Part-time Options: This program offers only 12
credits per quarter
Internship Possibilities: No
Additional Course Allowed: Yes
This program explores American, East Central
European and Russian literary, social and cultural life
between 1900 and 1989. The program has two closely
related aims: to learn about the history of this century
through great literature and to read and appreciate
literature in its historical context. We will study pieces
of literature as social documents, as moral statements
and as works of art. To do this study we will consider
questions like the following: What is literature? What is
history? What is art? What is interpretation? What sense
do authors make of their own times and circumstances?
How does literature treat racial experiences, class
differences, gender identity, politics and cries for
liberation from oppression?
Fall quarter will focus on the United States, winter
quarter on Russia and spring quarter on East Central
Europe. The format of the program will consist of
weekly seminars, lectures and films. Each quarter there
will be one examination and two papers on required
reading. Readings through the academic year will
include major works of the following: William
Faulkner, Sinclair Lewis, John Steinbeck, Richard
Wright, Eudora Welty, Mary Gordon, Maya Angelou,
Mikhail Sholokhov, Aleksandr Blok, Anna Akhmatova,
Marina Tsvetaeva, Aleksandr Solzhenitsyn, Valentin
Rasputin, Tatiana Tolstaya, Ivo Andric, Jaroslav Hasek,
Milan Kundera, Vaclav Havel, Eva Kanturkova and
Jozef Skvorecky. Through the works of these authors
and many others this program will attempt a tentative
historical and literary retrospective on the 20th century.
Because this program offers only 12 credits per
quarter, students have the option of taking any
additional four-credit course. The faculty in this
program will be offering the following courses:
Elementary Russian (fall, winter, spring), Pat Krafcik;
Criticism (fall, winter, spring), David Marr;
History of American Film (fall), Tom Rainey;
History of Russian and Soviet Film (winter), Tom
Rainey; 20th Century Europe (spring), Tom Rainey
Credit will be awarded in 20th century American,
Russian and East Central European literature; history
and cultural studies.
Total: 36 credits
Program is preparatory for careers and future study in
literature, history, cultural and American studies and
careers that require intelligent conversation, communication and knowledge of world affairs.
Shakespeare and Chaucer:
Experience and Education
Fall, Winter, Spring/Coordinated Study
Faculty: Don Finkel and Pete Sinclair
Enrollment: 48 Faculty: 2
Prerequisites: Core program or equivalent; collegelevel expository writing skills
Special Expenses: Possible field trip to Ashland
Shakespeare Festival
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Chaucer and Shakespeare are the founding poets of our
literature. That is the lesser reason that they are
considered our greatest poets. The greater reason is that,
through language, story and drama, they teach us how
to locate in our own experience the authority to act in
the world, to do good, and, by teaching others, to pass
on the values of our culture to the next generation.
It is an open question whether this rationale for
reading and teaching our greatest poets carries
conviction today. We continue to teach Shakespeare and
Chaucer, but can we still learn something of value from
them? In this program we will begin with the
assumption that both poets assumed the responsibility to
educate their audience. By reading nearly all their work,
we shall examine what there is to learn from them
today. We will investigate the specific medium in which
each poet cast his art. We will study their means of
transforming human experience into literature. We will
aim to discover the educational impact of their work. .
The major thrust of our work will be reading
Chaucer and Shakespeare; we will also study texts
important for understanding the historicaland cultural
context of their work, as well as works on philosophy of
education, aesthetics, and literary criticism. We will
extend our study by reading the work of some writers in
the modem era who have followed Shakespeare and
Chaucer-as poets and teachers. Our hope is to confront
the great poetry of the past with our experience of the
present, and, in so doing, to draw some significant
conclusions about the educational potential of great
literature.
Credit will be awarded in English and American
literature, intellectual history, philosophy of education,
and in related areas of program and independent study.
Students who successfully complete the program may
satisfy the requirements for an English emphasis as
required by Evergreen's Master in Teaching Program.
Total: 48 credits
Program is preparatory for careers and future study in
humanities, social studies and education.
Student-Originated Studies
in the Humanities
Cultural Codes
Fall, Winter/Coordinated
Study
Faculty: Tom Foote, Sam Schrager
Enrollment: 48 Faculty: 2
Prerequisites:
Core program or a full year of college
Special expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
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This program examines folklife and the mass media: the
cultures people create and sustain for themselves and
cultures constructed through national channels of
communication. Our goal is to understand both forms of
meaning-making and the complex, often contradictory
ties between them.
We start from the prentise that members of
communities artfully express experiences they have in
common. We will explore such stories, practices,
outlooks and traditions in specific groups. How do
these cultural codes work? What do they signify, and
why? When portrayals of these groups are made for
consumption by mass society, different meanings
emerge. Who gets to tell their stories on a national
stage? How do the mythologies of national life shape
local and personal realities? Can communities surmount
mass-cultural codes to make their own truths public?
Our inquiry is for students interested in documentation and representation of human diversity. We'll look
at ethnic, gender, generational, class and other identitybased cultures, mainly in the United States, with some
comparison with other societies. We will connect theory
and practice. There will be sustained training in
ethnographic field research methods and critical media
analysis, with students undertaking projects in both
areas. Readings from the social sciences and humanities
will cover outstanding work and current debates in
cultural studies.
Credit will be awarded in anthropology,
media studies, literature and folklore.
Total: 32 credits
sociology,
Program is preparatory for careers and further study in
the humanities, social sciences, media and community
or social-service work.
Fall, Winter/Cluster
Contracts
Sponsor: Leo Daugherty
Enrollment:
2-10 per quarter; Faculty: 1
Prerequisites:
Junior/senior
standing; faculty
signature: written academic proposal, a recent
writing sample must accompany creative-writing
proposals, selection based on student's preparation
for successfully completing the work proposed
Special Expenses: None
Part-time Options: No
Internship Possibilities: Unlikely, but not impossible
Additional Course Allowed: Yes, but only one, not to
exceed 4 quarter hours
Student-Originated
Studies in the Humanities is
conceived as a convenience for advanced-level students
who wish to do small cluster contracts of their own
design on subjects of their own choosing during fall and
winter. (Cluster registration will be via individual
contract.) Some examples of recent cluster programs
include Ecology and Writing, Shakespeare and Writing,
Renaissance and Reformation Studies, Literature of the
American South, Carl Jung's Psychology and Literary
Theory.
Interested groups should send written proposals to
faculty member Leo Daugherty at LIB 2102. Proposals
should be carefully written and as specific as possible.
Suggested length: one single-spaced typed page (in
addition to book list).
Applicants for cluster programs should work out
their own unresolved differences prior to submitting
their group proposal and the collaborative writing of the
proposal should, in fact, serve as an early way for them
to do so.
S.O.S. in the Humanities is appropriate for students
interested in creative writing and advanced-level
expository writing and research; however, prospective
students should understand that space for creative
writing clusters is extremely limited and that a sizeable
sample of recent work must accompany all such
proposals .
Credit will be awarded in the humanities subject areas
of the various student-generated clusters.
Total: 16 credits
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Program is preparatory for careers and future study in
the various humanities and social sciences disciplines,
as well as such professional areas as law, theology and
museology.
Europe Between the Wars: 1918-39
FalVGroup Contract
Faculty: Gilbert G. Salcedo
Enrollment:
24 Faculty: 1
Prerequisites:
One year humanities/social
science
Special Expenses: None
Part-time Options: This program offers only 12
credits
Internship Possibilities: No
Additional Course Allowed: Yes
This is a one-quarter group contract in contemporary
European studies with emphasis in literature, politics,
geography, history, and philosophy of history from the
end of the first world war and the Versailles Treaty Era,
to the Spanish Civil War and the transformation of
ideological alignments which prefigured World War II.
The prentise is that the present Post-Cold War Era in
Europe, especially the demise of the Left and the revival
of the Right, must be understood in terms of key social,
political and intellectual trends peculiar to the interwar
period, particularly the cultural trauma caused by the
unprecedented loss of life in the war of 1914-18; the
wounded confidence in European world supremacy and
the fear that colonized peoples might no longer be kept
in check. Other trends include the rise of fascism and
national socialism, and the crisis of parliamentary
liberalism; the paralysis of the Western democracies in
confronting the Italian and German dictatorships and
the self-justifying formula of appeasement; the
reappearance of theories of spiritual decadence and the
decline of civilization and concomitant strategies for
cultural renewal through nationalist-authoritarian
political models.
Seminar, books and lectures will focus on both
primary and secondary sources in political and
historical analysis, including theoretical interpretations
of the European situation in the light of contemporary
geopolitical and racialist theories; examples of period
film and poster art propaganda; as well as biographies,
novels and memoirs dealing with the leaders of mass
movements as well as ordinary people caught in the
destiny of their time. Readings may be drawn from
George Mosse, The Crisis of German Ideology; Zeev
Sternhell, The Birth of Fascist Ideology; Erich Maria
Remarque, All Quiet on the Western Front; Robert
Graves, Goodbye to All That; Giorgio Bassani, The
Garden of the Finti Contini; Alberto Moravia, The
Conformist; Alfred Rosenberg, The Myth of the
Twentieth Century; Oswald Spengler, The Decline of
the West; Eugen Weber, The European Right; Adolph
Hitler, Mein Kampf; Dolores !barruri, They Shall Not
Pass; Carlos Bauer, Cries From a Wounded Madrid;
and Ignazio Silone, Bread and Wine.
Students will develop thinking and writing skills in
history, geography, literature and philosophy, and will
have the option of writing a short essay or research
paper related to course themes. There will be two map
quizzes, a short-answer mid-term exam, and an essaytype final exam.
Credit will be awarded in modem European history,
modem literature, expository writing and philosophy.
Total: 12 credits
Program is preparatory for careers and future study in
history, literature and philosophy.
Ii
Down and Out
Myth at the Edge of History
Narrative Poems of the Golden Age
Winter/Group Contract
Faculty: Gilbert G. Salcedo
Enrollment: 24 Faculty: 1
Prerequisites: One year humanities/social science
Special Expenses: None
Part-time Options: This is a 12-credit program
Internship Possibilities: No
Additional Course Allowed: Yes, this is a 12-credit
program
Winter/Group Contract
Sponsor: Gordon Beck
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Winter/Group Contract
Sponsor: Charles McCann
Enrollment: 24 Faculty: 1
Prerequisites: Sophomore standing; faculty
signature: leave message on Charles McCann's
phone to set up interview
Special Expenses: None
Part-time Options: No
Internship Possibilities: Discuss with faculty
Additional Course Allowed: Discuss with faculty
In this one-quarter humanities group contract we will
study prose fiction, poetry, autobiography, memoir, and
social history. The central theme is the determination of
individuals to survive, spiritually and physically, against
the odds they face in a variety of hostile social, cultural
and historical settings. The primary aim is to acquaint
students with the many dimensions of a universal theme
as expressed in novels, poems and plays, and to provide
the opportunity for intellectual growth through
reasoned, moral assessment of the conflict between the
demand for social conformity as a reflection of
communal value-consensus and the individual's
struggle for personal integrity and self-preservation.
The seminar readings will focus upon the writings of
individuals who have left us a record of their hopes,
dreams, pain, disillusionment and courage in their battle
for existence outside the margins of respectable society.
Works to be studied include Villon's biting Testament
of life in 15th-century Paris; Guzman's Lazarillo of
16th-century Spain (in English translation); the
experiences in the 1920s of George Orwell in his Down
and Out in Paris and London; Jerzy Koscinski's tale of
war-time survival in Eastem Europe, The Painted Bird;
the pathos of Tennessee Williams' Twenty-Seven
Wagons Full of Cotton, one-act plays about people just
barely hanging on; and the hard-edged compassion for
the urban underdogs of late 20th-century Los Angeles in
Ham On Rye and Love is a Dog From Hell-the stories
and poems of the late poet and novelist Charles
Bukowski.
Students will have the opportunity to refine informal
discussion skill through seminars on the interpretation
of literature, develop critical reflection skill through
theme-related journals, and strengthen skill in formal
exposition through the composition of short essays.
Seminar will include oral presentation of writing.
An additional four quarter hours are possible through
a related independent project or additional course.
Credit will be awarded in literature, social and
intellectual history, expository writing and creative
writing.
Total: 12 credits
Program is preparatory for careers and future study in
literature, history, philosophy and drama.
This program is an exploration of the roles of myth and
history in our society. Myths are generally held to be
untrue; history is usually taken as the truth. Yet
historians agree that truth is impossible in any historical
account. The father of history, Thucydides, described
Pericles' funeral oration by writing, "This is not what
Pericles said, but what he ought to have said." Many
writers contend that truth is to be found in myth. One
Evergreen student proclaimed at the end of his inquiry,
"A myth is a lie...that is true!"
This is a program of exploration and discovery. We
will examine myth and history of several events,
modern and ancient. In the course of our study we will
examine documents and narrative texts and compare
them with scientific and archaeological evidence. Our
work will involve research into both myth and history,
analysis of evidence and clear reasoning. Our search
will utilize the academic tools of history, mythology,
comparative religion, archaeology, anthropology, art
history, literature and folklore. Our activities will
include lectures, seminars, image workshops, films and
student seminars. Central to these will be reading,
writing and discussion.
Some texts will be: Mary Barnard's The
Mythmakers, Joseph Campbell's Flight of the Wild
Gander, Robert Graves' Hebrew Myths, The Bible (Old
Testament), David Lowenthal's The Past is a Foreign
Country, William H. McNeill's Mythistory and Other
Essays, Jean Seznec's The Survival of the Pagan Gods,
and William Irwin Thompson's At the Edge of History.
Credit will be awarded in historiography, mythology,
literature, history and prehistory, ancient art history and
archaeology.
Total: 16 credits
Program is preparatory for careers and future study in
archaeology, classical literature, anthropology, arts and
humanities.
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 focusing on an aspect of
quarter-long independent study in the history or other
literature of the age.
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Credit will be awarded in English literature: Spenser,
Shakespeare, Milton; and Tudor history.
Total: 16 credits
Program is preparatory for any careers and for future
study in humanities.
Nietzsche: Life, Work, Times
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Spring/Group Contract
Faculty: Mark Levensky, Marianne Bailey
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with faculty
permission
Nietzsche: Life, Work, Times is a one-quarter,
advanced group contract designed to study a small
number of philosophical and literary problems present
in Nietzsche's life, work and times. The most general of
these problems concerns the re-evaluation of values.
What did Nietzsche mean by "the re-evaluation of
values," why should a culture's values be re-evaluated,
and how and with what result can this work be done?
Students in the program will participate in weekly:
(I) lectures by program faculty and guests, (2) facultydirected and smaller, student-directed book seminars,
and (3) student presentations of some of the results of'
students' independent research andlor German language
study. Students will be encouraged to study the German
language outside of the program. However, students
should know that German language courses are not
offered regularly at Evergreen.
Primary readings (in English translations) for the
book seminars: Nietzsche's The Birth of Tragedy, The
Gay Science, Thus Spoke Zarathustra, and Ecce Homo.
Additional primary and secondary readings in and about
literature, philosophy, art, language, politics, music,
history and biography will be assigned or recommended.
Credit will be awarded in philosophy, literature and,if
proper arrangements are made, German language study.
Total: 16 credits
Program is preparatory for work in philosophy,
literature and German studies.
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Spring/Group Contract
Sponsor:Charles Teske
Enrollment: 24 Faculty: 1
Prerequisites: Great German Works fall and winter
quarters, or junior standing and one year of
undergraduate work in literature, myth, theater or
music
SpecialExpenses: $20-40 in admission fees for
regionalmusic- theater productions
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty permission:foreign language, theater arts or music
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Amongthe most ambitious, challenging and fascinating
stageworks of the world stand the music dramas of
RichardWagner. These include: "Lohengrim," "Tristan
andIsolde," "The Mastersingers of Nuremberg" (to be
studiedin Great German Works)," Parsifal," and the
four-partcycle "The Ring of the Nibelung." A full
appreciation of these involves the consideration of his
earlierworks ''The Flying Dutchman" and
"fannhaeuser," and an understanding of the traditions
ofmusic theater which influenced Wagner and against
whichhe rebelled. The music dramas represent massive
interdisciplinary ventures-Wagner wanted them to be
total works of art-and call for the study of myth,
legend, literature, music and theater arts, as well as
cultural and political history. Wagner's theories and
practice also exerted strong influences for good or ill,
including his impact upon other artists, his controversial
anti-Semitism, and the ways in which his ideals lent
themselves to perversion by the Nazis. But his works
continue to hold the stage among the most powerful
productions of musical theater.
We shall study and attempt to appreciate these works
through investigations of the librettos, listening sessions
devoted to his music, readings in Wagner's sources and
theoretical writings, and readings about Wagnerincluding discussions of his cultural, social and political
significance. The weekly activities will involve
seminars, lectures and workshops and will culminate in
the witnessing of a music-video version of one of his
music-dramas. If possible, we shall also attend a musictheater production or two in the region.
This full-time group contract addresses students who
have participated in the program Great German Works
or who have already done substantial undergraduate
work in literature, myth, theater arts or music. No one
will be expected to be competent in all these disciplines,
but all students will be expected to make contributions
tothe group from their areas of experience and
concern-through the brief essays they bring to
seminars, the issues they raise in discussions and the
presentation of individual research projects in the final
weeks of the quarter. Wagnerian music drama requires
andrewards teamwork.
JUt
Credit will be awarded in music history and appreciation, theater arts, study of myth and legend and cultural
history of romanticism.
Total: 16 credits
f
Program is preparatory for careers or future study in
music, theater arts, literature (including myth and
legend), arts management and connections of
performing arts with cultural and political history.
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Spring/Coordinated Study
Coordinator: Kirk Thompson
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing; (acuity
signature: mail your best college paper to Kirk
Thompson by winter quarter Academic Fair, March
Students interested in this specialty area's subject
matter should also consider the following programs:
Environmental Ethics: Theory and Action
(Environmental Studies)
Mythic Reality: Imaging the Goddess
(Expressive Arts)
13,1996
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The vibrant personal, artistic and political life of one
individual, Tina Modotti (1896-1942), will serve as a
lens to focus our images of the early 20th century in the
Americas and Europe. Through her biography, we will
come to understand a slice of the social, political and
artistic history of Mexico and Europe in the era before
and during the Spanish Civil War.
An Italian immigrant to the United States in the early
20th century, Modotti became an ethnic-stage actress
and then a silent-film star. She went to Mexico with
artist-photographer Edward Weston, where she was,
first, his model and apprentice and, then, an important
artist in her own right. She was a colleague of Rivera
and Kahlo in both art and left-wing politics and became
the documentarian of the Mexican muralist movement.
Expelled from Mexico because of her personal and
political relationships, she moved to Moscow in the
1930s, where she served as an administrator of
International Red Aid and probably was an agent for the
Comintern. Under an assumed identity, she administered medical aid for the International Brigades in the
Spanish Civil War. She died in a taxi in Mexico City in
1942.
This program will carefully follow Modotti's
complicated life across two continents, a war and major
art movements. We will read two major biographies, by
Constantine and Hooks, cross-cutting their chapters
with books and art materials on gender studies, social
and political history (of the Americas and Europe), art
history and photography. Every student will write a
carefully documented appraisal, in historical and
cultural context, of a selected aspect of her life and
work.
Great German Works: Studies in Literature, Music and
the Dramatic Arts
(Language and Culture)
The Art of Conversation
(Language and Culture)
(Re)Thinking Law
(Native American Studies)
Global Webs and the Re-Imagined Americas
(Political Economy and Social Change)
Persistence of Vision
(Science and Human Values)
Credit will be awarded in social and political history,
and art history.
Total: 16 credits
Program is preparatory for careers and future study in
social sciences, humanities and arts.
Ii
Language and Culture
Convener: Susan Fiksdal
Hispanic Forms in Life and Art
Affiliated faculty: Nancy Allen, Marianne Bailey,
Susan Fiksdal, Bob Haft, Patricia Krafcik, Harumi
Moruzzi, Art Mulka, Alice Nelson, Tom Rainey,
Evelia Romano de Thuesen, Setsuko Tsutsumi
Fall, Winter, Spring/Coordinated Study
Coordinator: Nancy Allen
Enrollment: 48 Faculty: 2
Prerequisites: Core program or equivalent; some
study of history or literature
Special Expenses: Approximately $3,500 for springquarter trip to Spain or Latin America (optional)
Part-time Options: No
Internship Possibilities: Yes, spring quarter only
Additional Course Allowed: No
Language and Culture offers coordinated studies
programs and group contracts that integrate the study of
language with social, historical, literary and aesthetic
movements. Spanish cultural studies are offered each
year; programs centered in French, Japanese and
Russian studies are offered on two-year cycles; and
either Latin or Greek is offered every two years in The
Classical World program.
For students interested in language studies only,
modules are offered, mostly in the evening, in French,
Japanese, Spanish and Russian at the first- and/or
second-year levels. In addition, summer programs are
available for intensive language study.
Faculty affiliated with Language and Culture advise
students in study-abroad options, as does Academic
Planning and Experiential Learning.
Language and Culture is not a specialty area offering
entry-level and advanced programs; instead, it offers
students who have completed a year of college work an
opportunity for intensive study in interdisciplinary area
studies.
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 as special students in the
University of Washington's Jackson School of
International Studies. Major areas normally available
through this program include: Canadian studies,
Chinese studies, Japanese studies, Korean studies,
Middle Eastern studies, Russian and East European
studies, South Asian studies, Southeast Asian studies,
comparative religion and Jewish studies.
Application to participate in this program should be
made through Jose Gomez, academic dean, before April
I of the year preceding planned admission to the
University of Washington.
Student Exchanges
with Japanese Universities
Evergreen has reciprocity agreements with two
Japanese universities, Miyazaki and Kobe University of
Commerce, for exchanging two students with each
institution, tuition-free, for one calendar year, beginning
in Mayor October.
Students who plan to apply for this exchange
program must have 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 interest accompanied by your portfolio to
Jose Gomez, academic dean, no later than March 1.
Hispanic Forms explores the inextricable cultural,
historical and linguistic links between Spain and Latin
America. During fall and winter quarters, students will
be involved in intensive Spanish-language classes and
seminars conducted in English, on the history and
literature of Spain and Latin America. Spring quarter,
all program work will be done in Spanish, and students
will have the opportunity to study in Spain or Ecuador,
or to do internships in Olympia-area Latino communities.
The program is organized around points of contact
between Spain and Latin America, beginning with the
Spanish Conquest. During the first half of fall quarter,
we will analyze the perspectives from which indigenous
people and Spaniards viewed their contact, and the
ideas and cultural practices of both groups during the
Conquest and the colonial period. Then, for the rest of
the quarter, we will return to the medieval period in
Spain, to gain an understanding of cultural interactions
among Christians, Muslims and Jews, and of the ideas
and institutions growing out of the Spanish "Reconquest." We will attempt to relate the "Reconquest"
worldview, and the rise of the Inquisition, to the
subsequent conquest of the Americas.
Winter quarter, we will turn to more "modern"
times, with particular attention to Spaniards' and Latin
Americans' struggles for indigenous identity: collective
and individual notions of "self' and "nation." As
Spain's empire had declined in the 17th century and
Spanish American viceroyalties moved beyond
independence from Spain and into the 20th century,
questions arose. The novelists we will read ask: What
does it mean to be Spanish in a post-imperial age? How
might Latin America, with national identities no longer
based on being a colony of Spain, understand its place
in the world? How might Latin America determine its
own history, wliile struggling with capitalism and
modernity, with dictatorships and revolution, and with
remaining tensions between indigenous, mestizo and
mulatto communities? Readings may include Miguel de
Cervantes' Don Quixote and novels by Gabriel Garcia
Marquez, Luisa Valenzuela and others.
Spring quarter, we will first examine the cultural and
social impact of .the Spanish Civil War, the Franco years
in Spain, and of post-Franco reforms. We will then
return to the Americas to explore topics which may
include: Mexican muralism and indigenismo, U.S.
Latinos and border identities, or gender and sexuality in
contemporary Hispanic fiction. Some students may also
choose to do internships in the Olympia area, thereby
creating an opportunity for practical interaction with
local Latino communities. Others may opt to study
abroad. In Spain, students will be able to explore
various questions related to that country's present-day
view of America and its own colonial-imperialist past.
In Ecuador, students will be able to examine these and
other issues from the point of view of the mestizo and
indigenous survivors of that past.
Credit will be awarded in Spanish language, history and
literature of medieval Spain, history and literature of
colonial Spanish America, contemporary Latin
American literature and culture, research and writing,
and additional equivalencies depending on the country
of travel, student projects, and/or internships completed
during spring quarter.
Total: 48 credits
Program is preparatory for careers and future study in
languages, history, literature, writing and international
studies.
The Classical World:
The Roman Tradition
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Fall, Winter/Coordinated
Study
Coordinator:
Art Mulka
Enrollment: 24 Faculty: 1
Prerequisites:
Sophomore standing
Special Expenses: None
Part-time Options: Students may take introductory
Latin
Internship Possibilities: No
Additional Course Allowed: Students may take
introductory
Latin
This program will study the Roman Republic in the fall
quarter and the Roman Empire in the winter quarter.
When studying the Republic we will look at the mythic
origins of the Roman people and conclude with the civil
wars of the late first century B.C. When studying the
imperial period we will investigate the rise to power of
Augustus and trace the downfall of Rome through the
barbarian invasions. Emphasis will be placed on the
history, literature, religion, myth and social dimensions
of the Roman experience.
The core of this program will be 12 quarter hours.
Students may elect to study introductory Latin for an
additional four quarter hours of credit.
The literature to be read in the course of the program
will include the following: Livy, The Early History of
Rome; Tacitus, The Annals of Imperial Rome; Virgil,
TheAeneid; Juvenal, The Sixteen Satires; Plautus and
Terrence, selected comedies; Catullus and Horace,
poetry; and selections from Seneca and Ovid. In
addition, secondary readings will be used to supplement
the primary texts.
Spring quarter, Latin will be offered for those
students who wish to continue in the four quarter hour
elective.
Credit will be awarded in Roman history, literature,
myth, religion and philosophy.
Total: 32 credits
Program is preparatory for careers and future study in
classics, humanities, teaching K-12, philosophy,
literature and law.
Great German Works:
Studies in Literature, Music and the
Dramatic Arts
Fall, Winter/Group
Contract
Faculty: Marianne Bailey, Charles Teske
Enrollment:
48 Faculty: 2
Prerequisites:
Junior standing or sophomore
significant studies in literature or philosophy
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
with
This advanced interdisciplinary program will consider
selected works in literature, drama and music from the
Middle Ages through the 20th century. It is our
intention to consider these works intrinsically,
uncovering their symbolism, structure and mythic
dimensions, as well as their contexts of history,
philosophy, psychology and the arts. Students will work
at interpretation and will, at the same time, gain an
overview of the aesthetic and intellectual history of
German-speaking
cultures. This program will offer an
introduction to the history of the Germanic family of
languages, including English. There will be opportunities for some students to make a basic acquaintance
with German and for others to improve their German
language. However, students should know that
Evergreen does not offer German language courses
regularly.
Our work together, extending over two quarters, will
be structured around four archetypal figures: The
prophet/seer as portrayed by Meister Eckhard,
Hildegard von Bingen, Nelly Sachs, Holderlin, Hesse
and Nietzsche. We will look to Goethe, Mann and
Mahler for the Faust archetype, the striving individualist whose will to knowledge reveals his potential for
good and for evil. The archetype of the creative woman
is a complex, polarized, multiple one. We will
contemplate such incarnations of this archetype as
Goethe's Gretchen, Wedekind's Lulu and
Hofmannsthal's
Elektra, and such women as Cosima
Wagner and Alma Mahler. The carnival spirit-fool,
buffoon and anti-hero, emerges in the cyclical chaos
between the old year's death and the birth of the new
year. We will find this trickster in Buchner and Berg's
"Woyzeck,'' Brecht's 'Three Penny Opera," and Sach
and Wagner's "Meistersinger" and the sacred and
profane voice of the "Carmina Burana." Such issues as
good, evil and individual versus mass morality, selfhood, and the power of ritual, myth and folk sources of
culture will be woven as continuing threads through our
discussions.
Students will participate in lectures, workshops,
seminars and music/video interpretation sessions
weekly. Required work will include major, quarter-long
projects in interpretation and research, and shorter,
weekly presentations on seminar works or their
contexts.
Spring quarter, this program's work will find a
natural extension and intensification in either of two
related programs: The Music Dramas of Richard
Wagner (Charles Teske); or Nietzsche: Life, Work,
Times (Mark Levensky and Marianne Bailey), both
described in Knowledge and the Human Condition.
Bilingual Education and Teaching
Fall, Winter, Spring/Group
Contract
Sponsor: Evelia Romano de Thuesen
Enrollment:
24 Faculty: 1
Prerequisites:
Advanced Spanish; junior or senior
standing; faculty signature based on interview
assessing student's language skills, relevant
experience and commitment;
and faculty evaluation
of student's portfolio before or during Academic
Fair on May 10, 1995, transfer students may
interview by phone or through E-mail
(romanoe@elwha.evergreen.edu)
Special Expenses: Up to $25 for off-campus movies
and cultural events
Part-time Options: With faculty permission
Internship Possibilities: Not yet determined
Additional Course Allowed: No
The program is designed for upper-level students with
strong backgrounds in Spanish who are interested in
bilingual teaching as a career opportunity. We will
study theoretical issues related to foreign language
acquisition and instruction. Different approaches and
philosophies will be considered. Concurrently, students
will hone their skills in the Spanish language, acquiring
a deeper knowledge of language structure and cultural
connotations that will enhance their effectiveness as
teachers. Students may engage in actual K-12 class
instruction, particularly during spring quarter, with the
guidance and supervision of the faculty.
Credit will be awarded in Spanish language; foreign
language teaching methodology: theory and practice;
linguistics and history of language.
Total: 48 credits
Program is preparatory for careers and future studies in
foreign language teaching, Spanish and Spanish
teaching, teaching methodology and practice and
bilingual teaching.
Credit will be awarded in literature, dramatic arts,
music, German language, history, psychology and the
arts.
Total: 24/32 credits
Program is preparatory for careers and future study in
literature, music, philosophy, theater, teaching,
international affairs and German.
II
Art of Conversation
Fall, Winter/Group Contract
Sponsor: Susan Fiksdal
Enrollment: 24 Faculty: 1
Prerequisites: Junior standing
Special Expenses: $45 for videotapes and video
editing
Part-time Options: This program offers only 12
credits per quarter
Internship Possibilities: Yes
Additional Course Allowed: Yes
Have you ever wondered why some of your conversations flow smoothly while others only stumble along?
We will analyze spontaneous conversations of all sorts:
in casual conversations, classrooms, computer-mediated
discourse and television interviews in order to uncover
the organization of conversation. After some study of
these situations, we will compare our findings with
conversations in novels, movies and television
programs. We will also consider seminar discussions
and other small group situations. Our approach to this
study will be from a linguistic point of view, so we will
begin with an introduction to linguistics and discourse
analysis, then move to questions of style and
interpretation. Taking a sociolinguistic approach, we
will study the ways in which gender, rapport, age,
ethnicity, education and geographical region interact
with a situation and affect conversational style. We will
survey studies on speaking styles in other cultures as
well.
Each quarter we will conduct individual research
projects and one which is collaborative. This
collaborative project will be part of an on-going faculty
project on computer-mediated discourse, so-you will
learn to use the Internet as well as camcorders and
editing machines, and you will learn to conduct video
interviews. In addition, you will keep a journal and
produce small creative projects based on our work.
Credit will be awarded in spoken and written discourse
analysis, classroom discourse, ethnography of
communication, introduction to linguistics, stylistics
and qualitative research design.
Total: 24 credits
Program is preparatory for careers and future study in
linguistics, anthropology, counseling, management,
medicine and teaching.
Students interested in this specialty area's subject
matter should also consider the following programs:
Literature, Values and Social Change: The United
States, Russia and East Central Europe in the 20th
Century
(Knowledge and the Human Condition)
Nietzsche: Life, Work, Times
(Knowledge and the Human Condition)
Management and the Public Interest (MPI)
Convener: Bill Bruner
Management in a Changing World
Making Public Information
Affiliated Faculty: Bill Bruner, John Filmer,
Virginia Hill, Duke Kuehn, Russ Lidman, Art
Mulka, Chuck Nisbet, Dean Olson, Tom WomeldorlT
Fall, Winter, Spring/Coordinated Study
Coordinator: Bill Bruner
Enrollment: 72 Evening and Weekend, and day
Faculty: 3
Prerequisites: Junior standing; faculty interview and
signature; students may be expected to participate in
a common Core
Special Expenses: None
Part-time Options: This program may be taken for
8, 12 or 16 credits
Internship Possibilities: With permission of faculty
Additional Course Allowed: With permission of
faculty
Fall, Winter, Spring/Coordinated Study
Coordinator: Virginia Hill
Enrollment: 48 Faculty: 2
Prereqnisites: Junior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes, spring quarter
Additional Course Allowed: Yes, spring quarter
only, with faculty permission
Upper-division work in this specialty area consists of a
coordinated studies program titled Management in a
Changing World 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 study in this area.
Management in a Changing World is a year-long
program offering a 24-credit Core that explores the
particular problems faced by managers today. It will
cover management theories, organizational functions
(finance, marketing, production and human resources),
management policy 'and strategic planning: Students
may supplement these studies through various fourcredit courses or modules.
Managers in all sectors of the U.S. economy are facing
rapid and far-reaching changes. Externally, many of
these changes arise from the increasingly global scope
of business. Internal changes derive largely from an
increasingly diverse workforce. The 'result of these
changes is that management-in business, government
and nonprofit organizations-faces challenges that are
unprecedented in this century.
The objective of this year-long program is to
examine how management can cope with change.
During fall quarter we will focus on managing the
organization through a review of alternative management theories from the standpoint of what they can tell
us about managing change. We will apply these
theoretical management models to case studies and to
analysis of real organizations. We will also look at
another period of rapid management change, the l890s,
to see if there are lessons to be learned from the
apparently successful management adaptations thai
were applied during that period.
During winter quarter we will move on to managing
the various functions of the organization, i.e., finance,
marketing, production and human resources. Then, in
the spring, we will consider management policy and
strategic planning. A major component of our work for
spring quarter will involve a strategic planning
computer simulation.
Class sessions will include time for lectures,
workshops and seminars, and will be scheduled to
accommodate both daytime and evening students.
Modules on management-related topics, e.g., microeconomics, finance, international business and
marketing, statistics, will be available to students who
want to increase their credit load beyond eight credits.
How many physicians in Washington state would offer
assisted suicide to terminally ill patients ifthe law
permitted it? Do the state's parents support studentlearning goals and a possible overhaul of the K-12
school system? Under what conditions do citizens
support harsher sentences for juvenile offenders?
Organizations that conduct the public's business
need answers to questions such as these. Effective
government organizations use high-quality information
to construct visions of the possible, of the status quo
and of the past. They use it to make policy, to validate
actions, to support decisions and to assess their success.
This program will examine how public-sector
organizations obtain and use information to construct
the world in which they operate.
The program also offers students intensive
instruction in economic and organizational analysis, as
well as in conducting research, including statistical
techniques for data analysis. Groups of students will
conduct substantial research projects for government
clients of their choosing. They will design the research
in consultation with their client, collect data, analyze it
and coalesce it into professional-quality reports, as well
as oral presentations. In the spring, students will
participate in government internships, where they put
into practice their in-class knowledge and training.
Credit will be awarded in public administration,
research methods, statistics, public policy development,
advanced public speaking, economics, management and
decision making.
Total: 48 credits
Program is preparatory for careers and future study in
public administration, research analysis, law and
marketing research.
Credit will be awarded in management theory,
organizational management, management policy and
strategy, and other management topics described above.
Total: 24-48 credits
Preparatory for future careers and further study in
business and public administration.
Students interested in this specialty area's subject
matter should also consider the following programs:
(Re)Thinking Law
(Native American Studies)
II
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Native American Studies
Conveners: David Whitener
Proposed Objectives
Affiliated faculty: Craig Carlson, Tom Foote, Rainer
Hasenstab, Mark Levensky, Yvonne Peterson, David
Rutledge and David Whitener
Students will develop a critical appreciation of different
ways to gather and apply information, knowledge,
understanding and wisdom. Students will learn selfrespect while drawing upon inherent resources and
motivation for developing the whole person, and design
important self-reliant, life-foundation standards for a
meaningful educational experience to be shared with
others.
The major goal of Native American Studies is to
provide an open, alternative educational opportunity
through experiencing a Native American philosophy of
education that promotes education in self-determination,
individual research, goal setting, internal motivation and
self-reliance.
This 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 a pluralistic society;
and students interested in learning about their own
traditional cultures and values-including the dynamics
of change in a pluralistic society.
Native American Studies, in keeping with student
self-determined education, includes programs to
complement various cognitive styles. Additionally, the
area and programs within the area collaborate with other
specialty areas and programs to offer many interdisciplinary opportunities. Examples of such collaboration
include studies in history, science, environmental
studies, health and the expressive arts.
Associated faculty: Betty Kutter, Betsy Diffendal,
Carol Minugh, Harumi Morruzi, Gail Tremblay and
Earle McNeil
Native American studies offers an open, alternative
educational opportunity. This specialty area's programs
are organized into 20-year cycles which mirror
processes of human development and assist students
and faculty alike in becoming wholesome beings.
Native American Studies' first 20-year cycle was
completed in 1993-94. Its aim, said principal architect
Mary Hillaire, was to prepare learners to be "able to
lead a genuinely human life with respect to important
human relationships to the land, others, work and the
unknown in recognition of the fact that as you give, you
teach others to give.
Proposed programs of this specialty area's second
20-year cycle, which began only last year, are:
1994-95
HOME: The Hospitality of the Land
1995-96
CO-EXISTENCE: A Hospitable Relationship to Others
1996-97
COMMUNITY: Time, Space, People and Place
1997-98
IMAGES: Physical Speculations on Unknown Conditions
1998-99
REGENERATION: A Celebration with the Land
1999-00
HONOR: The Celebration of Others
2000-01
HISTORY: A Celebration of Place
2001-02
DESTINY: Welcoming the Unknown
2002-03
RESPECT: A Process of Universal Humanity
2003-04
RECOGNITION: The Politics of Human Exchange
2004-05
PATIENCE: A Survival Process for an Unknown Future
2005-06
RECONCILIATION: A Process of Human Balance
2006-07
HERITAGE: Self-Identity and Ties to the Land
2007-08
FAMILY: Inspiration of Significant Others
2008-09
PERSISTENCE: A Study of Inspired Work
2009-10
SPIRITUALITY: The Eyes of the Unknown
2010-11
CEREMONY: Relating Hospitably to the Land
2011-12
JUSTICE: A Relationship of Reciprocal Respect
2012-13
PERFORMANCE: Models of Human Understanding
2013-14
DREAMS: Uncommon Dimensions of Thought
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 that most students
follow.
Work in Native American Studies begins with an
interview with one of the Specialty Area faculty. In this
interview, the student and faculty plan an individualized
course of study to ensure that study in this area will
satisfy the student's personal needs.
Students are often asked to answer four important
educational questions: (1) What do I plan to do? (2)
How do I plan to do it? (3) What do I plan to learn? (4)
What difference will it make?
Students in Native American Studies work to
develop: (1) individual identity, (2) group loyalty and
(3) personal authority. Having developed these
strengths and skills, they return to their communities to
make a positive impact on the world around them.
Co-Existence:
A Hospitable Relationship to Others
Fall, Winter, SpringfCoordinated Study
Coordinator: Dave Whitener
Enrollment: 48JF, 721WSj Faculty: 2!F, 3IWS
Prerequisites: Faculty signature required based on a
diagnostic interview and review of preliminary
proposal of projected study
Special Expenses: Overnight field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
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Co-Existence is a student-centered program,
institutionally designed to incorporate community
interaction in the education process. The student,
community and institution will mutually share authority
in developing a valuable education within a constantly
changing, pluralistic society.
The program provides an academic framework with
which students may clarify and validate their
educational experience in a genuine community, with a
spirit of hospitality and reciprocal respect. The goal of
this program is to create a ground for a peaceful and
productive co-existence for both sexes and races. As
Nietzsche says, concepts are merely human creations
devised for "purposes of designation and communication." Then, it follows that humans are apt to create new
concepts when old concepts cease to work. It would
seem that the time has come for us to create new
concepts of the feminine and masculine, as well as of
cultural identities.
Co-Existence will encourage students to assume
responsibility for their choices. Faculty will facilitate
the internalization of student motivation.
Four major questions frame the education process of
the program: (1) What do I want to do? (2) How do I
want to do it? (3) What do I plan to learn? (4) What
difference will it make? Serious consideration of the
questions provides a reliable structure for educational
pursuit.
Co-Existence is an open, alternative educational
opportunity intended to include student-designed
projects in a coordinated studies theme of recognition
and respect.
Credit will be awarded in Native American historical
perspectives, cultural studies, perspectives of a
pluralistic society, philosophy, human-resource
development, individual project work and cross-cultural
communication.
Total: 48 credits
Program is preparatory for careers and future study in
education, archaeology, art, anthropology, multicultural
studies, environmental studies, tribal government and
Native American studies.
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(Re)Thinking Law
Fall, Winter/Coordinated Study
Coordinator: Frank Motley, Justino Balderrama
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
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Students interested in this specialty area's subject
matter should also consider the following programs:
Art, Politics and Culture of the Americas
(Political Economy and Social Change)
Global Webs and the Re-Imagined Americas
(Political Economy and Social Change)
Touching Everywhere: Nature and Technology
(Core)
We will consider legal discourse as a social construction. Limiting our investigation to American
jurisprudence, we will look at the legal system as a
social-interpersonal communication mechanism and
form of social regulation and control. We will examine
United States law as a philosophical construct and as a
political ideology, as well as a theory of practice to
mediate conflict, achieve equality and promote justice.
Underlying this approach is the guiding assumption that
a legal system is constructed from the cultural
aspirations of a particular human society. Ideally, then,
American society has created the rules by which its
members' social behavior is regulated. The reality is
that the rule of law has not given the American society
I its desired stability.
(Re)Thinking Law's faculty realize that, although the
law affects each and every member of our society on a
day-to-day level, the legal system (and its presuppositions) is seldom taught at either the high school or
undergraduate level as a social construction or through
an interdisciplinary approach. This program is not
designed to serve as a prelaw program, rather, our
pedagogical goal is to consider and re-think the central
concepts of the American legal system through readings
anddiscussions in psychology, sociology, epistemology,philosophy of law, criminal law and constitutional
law.Students in this program will gain extensive
experience in reading the law, understanding its
evolution, and visualizing its future.
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Credit will be awarded in law, psychology, sociology,
epistemology and U.S. history.
Total: 32 credits
.al
Program is preparatory for careers and future study in
human services, social science, law and cultural studies.
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Political Economy and Social Change
Convener: Larry Mosqueda
Affiliated faculty: Peter Bohmer, Priscilla
Bowerman, Ken Dolbeare, Fred Dube, Angela
Gilliam, Jeanne Hahn, Peta Henderson, Larry
Mosqueda and Tom WomeldortT
Political Economy and Social Change integrates
anthropology, economics, history, law, political science,
philosophy and sociology. Political Economy and
Social Change offers ways of understanding the modem
world and tools for analyzing contemporary public
problems. We focus on problems related to class, race
and sex-globally, nationally and locally. 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. We also analyze strategies for social
change, historically and in the present.
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 everchanging 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: Race, Class and Gender
Global Webs and the
Re-Imagined Americas
Fall, Winter/Coordinated Study
Coordinator: Larry Mosqueda
Enrollment: 96 Faculty: 4
Prerequisites: Sophomore standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Faculty: Don Bantz, Angela Gilliam
Enrollment: 48 Faculty: 2
Prerequisites: Junior or senior standing
Special Expenses: None
Part-time Options: Consult faculty
Internship Possibilities: Yes
Additional Course Allowed: With faculty permission
This program will examine the nature and concrete
workings of modem capitalism with the U.S. experience
as a focus. A central concern will be how race, gender
and class relations have shaped the past and present
development of U.S. society. We will analyze political
and economic relations between the U.S. and the rest of
the world, and the meaning and implications of a global
economy. Other recurring themes will be the
relationship between oppression and resistance
nationally and internationally, and how we have
understood the interrelation of democracy and
capitalism in the past and how we understand it today.
Social problems examined will include the nature of
work; poverty; the distribution of income, wealth and
power; quality of life; popular participation; popular
culture; racism; sexism; intervention in other countries;
economic development; and underdevelopment. We
will develop an analysis of these problems by studying
institutions such as the economy, the state, the
community and the family, and theories that shape our
understanding of them.
We will raise questions about economic structures
and markets, exploring socialist, capitalist and mixed
systems. We will explore the roles 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?
Our goal is to understand how and why race, gender
and class have shaped U.S. social order and what kinds
of political and economic changes are desirable and
necessary for social justice and human rights. Social
movements and strategies for achieving desirable social
change will also be examined.
Students will be able to take advanced topics in the
Political Economy and Social Change specialty area,
such as Marxist Theory, during spring quarter.
Supranational organizational structures play an
increasingly significant role in the global economy.
They have been referred to as global spider webs
because of their ability to transcend nation-state
boundaries and exercise influence over the sociopolitical discourse. At the same time, localized
indigenous cultures are challenging both these market
forces and the relevancy of the modem nation-state,
promoting instead a diversity of world views. We will
explore the ways organizations and indigenous cultures
redefine nation-states, reshape our images of the world,
and challenge us to create new ways of knowing.
Using cultural anthropology and organizational
theory as the departure point, we will launch an
interdisciplinary inquiry into how these new global
structures order our personal and social affairs, create
the images and mental models we receive and thus
define the socialization process. We will explore the
newly emerging ways of knowing that are reshaping our
perceptions and understandings of events, e.g., postcoloniality, post-Marxism, post-modernism, cultural
pluralism, global theater, technical versus substantive
rationality, multicultural organizations and the social
construction of reality and worldviews.
We are interested in studying the clash of
supranational structures and indigenous cultures in the
Andean region, Brazil and Alaska; the appropriation of
language, music and dance (what happens when local
cultures are bought and resold to the global marketplace); the appropriation of the Carnival in Brazil, its
impact on Brazilian women and the role of Carnival in
Western societies; and global trends (in Latin America,
the movement to a global economy includes new
service industries such as the international sex and drug
trades).
In fall quarter, we will create a learning community
where we can unpack our own assumptions, world
views and ways of knowing, then explore sensitive
issues of race, class, gender and diverse ways of
knowing in a supportive, collegial environment. We
will study cultural anthropology, organizational theory
and postmodernism in the social sciences; also, the
impact of the media, its power over image and reality,
and its relationship to marketing and technological
choices, e.g., in Brazil, the interlocking relationships
underpinning race, state control of folk culture, the
appropriation of Carnival, and unequal gender relations.
Credit will be awarded in political economy, history of
economic thought, history, feminist studies, theory of
racism, international political economy and other social
science areas.
Total: 32 credits
Program is preparatory for careers and future study in
political science, economics, history, law, development
studies and education.
During winter quarter, we will focus our study on
specificregions where these new global structures have
collided with working people and folk cultures, e.g., the
Andeanregion, Brazil and Alaska. Students will read
emerging theoretical challenges to the dominant
explanations of socio-economic and cultural conditions
in the Americas. During spring quarter, students will
have an opportunity to design group projects to pursue
questions and topics raised during fall and winter and to
explore some of the emerging possibilities, e.g., tribal
sovereignty movements, protection of indigenous
culture and diverse ways of knowing.
Possible texts and readings: Bhabha, H., The
Location of Culture; Bloom, Lisa, Gender on Ice;
Cusicanqui, S., Anthropology and Society in the Andes;
Fitch. R., The Assassination of New York; Frankelberg,
R., Social Construction of Whiteness; Gilroy, P., The
Black Atlantic: Modernity and Double Consciousness;
Guillermoprieto, A., Samba; Mamani-Condori. c.,
History and Pre-History in Bolivia: What About the
Indians 1; da Matta, Carnivals, Rogues and Heroes;
Morales, A., Cocaine: White Gold Rush in Peru; Murra,
J., Andean Societies; Parker, R., Bodies, Pleasures and
Passions; Guerreiro Ramos, G., The New Science of
Organizations; Reich. R., The Work of Nations; Young,
R., White Mythologies.
Credit will be awarded in cultural anthropology,
organizational theory, political economy, Latin
American literature, theories of knowing and sociology.
Total: 48 credits
Program is preparatory for careers and future study in
humanities and social sciences.
Art, Politics and Culture
of the Americas
Fall, Winter/Coordinated Study
Coordinator: Gail Tremblay
Enrollment: 48 Faculty: 2
Prerequisites: Core program or freshman
composition class plus three other classes
Special Expenses: Art supplies, overnight field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Art and culture in the Americas take place in a complex
socio-political contest. This program will examine the
arts of indigenous peoples, people of African descent,
and people of mixed ancestry who have created vibrant
and syncretic artistic expressions that are shaping the
culture of the Americas. We will examine the history,
political economy and mythic traditions of the people to
understand their struggles, art, literature and performing
traditions.
There will be workshops during the fall quarter on
weaving, installation and performance art, poetry
writing and producing video documentary work about
the arts. Students are expected to choose a workshop
and do creative work which grows out of what they are
learning.
During winter quarter, we will take a number of field
trips to reservations and urban centers to explore work
by people of Native, African and mixed ancestry.
Students will also produce their own artwork,
performance, literature, documentary video or research.
The faculty plan to organize a spring group contract
that will involve traveling to Mexico to continue studies
of art, contemporary culture and political economy in
the region.
Credit will be awarded in political economy, arts, video
documentary production, performing arts, writing,
social research methods, Latin American studies,
sociology and Native American Studies.
Total: 32 credits
Program is preparatory for careers and future study in
the arts, political economy, teaching and cross-cultural
communications.
Marxist Theory
Spring/Group Contract
Sponsor: Larry Mosqueda
Enrollment: 24 Faculty: 1
Prerequisites: Political Economy and Social Change
program or equivalent; faculty signature required:
based on interview to assess background knowledge
and interest; interview before or during Academic
Fair; transfers may call and write faculty before
Academic Fair scheduled for March 8, 1995
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
If one believes the current mass media, one would
conclude that Marxism is dead and that the end of
history is upon us. As Mark Twain is reported to have
said upon news accounts of his demise, "The reports of
my death are greatly exaggerated." The same, of course,
is true for Marxist theory.
Few Americans have read The Communist
Manifesto. Very few educated people have a clear
understanding of Marx's concepts of alienation, the
dialectic or historical materialism, or his analysis of
labor or revolutionary change.
In this course, we will examine the development of
Marx's thought and Marxist theory. We will read and
discuss some of Marx's early and later writings as well
as writings of others. We will also explore concrete
examples of how dialectic and historical materialism
can be applied. At the end of the program, students
should have a solid foundation for the further study of
Marxist analysis.
Credit will be awarded in Marxist theory, political
philosophy, theories of social and political change.
Total: 16 credits
Program is preparatory for careers and future study in
political science and other social sciences.
Students interested in this specialty area's subject
matter should also consider the following programs:
Making Public Information
(Management and the Public Interest)
(Re)Thinking Law
(Native American Studies)
II
Science and Human Values
Convener: Leo Daugherty
Affiliated faculty: Beryl Crowe (Emeritus), Leo
Daugherty, Carolyn Dobbs, Betty Ruth Estes, Jane
Jervis, Hugh Lentz, Alan Nasser, Sara Rideout,
Sandra Simon and York Wong
Associated faculty: William Arney, Sarah Williams
The aim of Science and Human Values is to provide a
bridge between the natural sciences, the social sciences
and the humanities.
This specialty area is founded upon three assumptions:
• that the purpose of knowledge is to improve the. .
human condition by alleviating suffering and providing
ways to live in harmony within our species and within
the natural environment;
• that the traditional questions asked by the humanities
are relevant, and that, when informed by current
knowledge in natural, physical and social sciences, the
humanities can help ensure our survival as a species and
promote an optimal civilization;
• that citizenship in such a future civilization (as well as
responsible and successful professionalism) will require
a moral vocabulary, drawn from the humanist tradition,
which can generate reasoned responses to contemporary
problems in the human condition.
Science and Human Values educates students to be,
both politically and professionally, interpretive life
scientists and technologically informed humamsts.
Virtual College I, II:
Humanity and Its Hardware and
Software in the 21st Century
FaU, Winter, Spring/Coordinated Study
Faculty: Sarah Williams, York Wong, TBA .
Enrollment: 33 (Virtual College I, Core), 36 (VIrtual
College II, Science and Human Values) Faculty: 3
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes, spring quarter only,
with faculty permission
Additional Course Allowed: With faculty permission
This program will be dedicated to the goal of creating
an intentionalleaming community without walls In time
and space, a virtual college. Our experiment will .
explore the frontiers of collaborative education, USIng
advanced interactive multimedia technology on the
Internet to link individual learners with one another
locally and globally. We will investigate the influences
of corporations and states upon the human use of
computers. At the center of our ongoing collaborative
work will be a study of how and why class, race and
gender/sex are dialectically related to the specific .
development of liberal democracy and Its reproduction
through the institutionalization of education '.
The Virtual College wiU mix regular semmars,
lectures and workshops with cyberspace activities. We
will post critical and creative writings on a cyberspace
people wall. We will use these shared responses for
cyberspace discussions on the central Issues. We Will
attempt to probe the limits of interactive multimedia
communication.
Students will also carry out special projects, either
collaboratively or individually. Some of you may wish
to make an intensive study of the emerging environments in which computers and human beings (i.e.,
"cyborgs" in Donna 1. Haraway's language and "soft
machines" in William S. Burroughs') can interact In
novel and interesting ways. Such an investigation would
likely include information theory, imaging, simulation,
virtual-world creation, hypertext, and the effects of Email on literacy (especially its fusion of oral and written
aspects), and the politics of the infobahn. Some students
may also focus on popular and underground electromc
cultures-including hacking, cracking, cyberpunk and
zines. Other examples would be deconstructing the
imaginative literature from the new South Africa;
building an activist network to preserve the Pacific
Northwest; and researching the Human Genome
Project. We will use our findings to inform the politics,
pleasures, histories and promises of the new information
technologies.
OUftentative reading list includes the following
texts: J.D. Bolter, Writing Space/The Computer
Hypertext and The History of Writing; Pat Cadigan,.
Synners; Manuel de Landa, War in the Age of Intelligent
Machines; Mike Davis, City of Quartz: Excavating the
Future in Los Angeles; William Gibson, Neuromancer;
S.S. Hall, Mapping the Next Millennium; Roger Lewin,
Complexity: Life at the Edge of Chaos; Stephen Levy,
Artificial Life; Varela, Thompson and Rosch, The
Embodied Mind: Cognitive Science and Human
Experience. Students will also subscribe to one or two
periodicals and use them as program texts, one of which
will be Wired magazine. Films and Videosinclude
"Citizen Kane," Welles; "Born in Flames," Borden;
"Blade Runner," Scott; "Dead Ringers," "Videodrone,"
Cronenberg; "Zelig," Allen; and "Cyberpunk," Trench.
In The Virtual College we will not naively celebrate
electronic environments or reflexively condemn them.
Rather our aim is to explore them and to understand
what they mean. We thus encourage technophiles, .
technophobes, computer experts, and computer novices
alike to join us-as well as people who couldn't care
less about computers but are fascinated by our Issues
and our hopes. Students will have ample opportunity to
do writing in a variety of genres. Creative work in such
forms as music, performance art, computer graphics,
hypertext and multimedia will be both encouraged and
welcomed.
Program note: In the spring quarter, The Virtual
College will collaborate directly with the coordinated
study program Persistence of Vision (see description m
this section).
Credit will be awarded in computer studies, literature,
philosophy, cognition, social theory, feminist theory:
fine arts, writing and other areas deterrmned by special
projects.
Total: 48 credits
Program is preparatory for careers and future study in
humanities, social sciences, computer studies, wntmg
and performance. Every Core program prepares
students for entry programs in all specialty areas.
Persistence of Vision
Student-Originated
Spring/Coordinated Study
Faculty: Caryn Cline and Sarah Williams
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature required, two
successful quarters of Evergreen work, strong
interest in visual media required
Special Expenses: Production- and project-related
costs, film festival tickets
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
Fall, Winter/Cluster Contracts
Sponsor: Leo Daugherty
Enrollment: 2-10 per quarter Faculty: 1
Prerequisites: Upper-division standing; faculty
signature required: written academic proposal; a
recent writing sample must accompany creativewriting proposals; selection is based on student's
preparation for successfully completing the work
proposed
Special Expenses: None
Part-time Options: No
Internship Possibilities: Uulikely, but not impossible
Additional Course Allowed: Yes, but only one not to
exceed four credit hours
Persistence of vision, or after-image, was the late 19th
century explanation for how the mind imagines more
than the eye sees. Persistence of Vision (POV) is a onequarter exploration of the pleasures and politics, the
denigrations and celebrations of the noblest of the
senses. We'll use videos, films, the Internet, cyberpunk
and theoretical texts as well as our own visual practices
to play in serious ways with the intersections of visual
and social technologies. Specific areas of skill
development will include: feminist film theory, critical
theory (including an introduction to postmodernism and
postcolonialism); theoretical and applied visual
literacies (e.g., computer-based electronic media, video
production, other forms of photo-mechanical
reproduction); trans- and popular-culture studies.
POV will be based on a peer-assessed and
collaborative learning format.
Although POV is open to students from any other
program, and any Evergreen student with at least two
successful quarters of study at Evergreen can apply to
be admitted, POV will be a hybrid extension of the
Virtual College program. Students applying from the
Virtual College may receive special consideration.
Likewise, students wishing to participate in POV might
want to consider joining the Virtual College during fall
and winter quarters.
Texts and images to be consumed in POV include:
Theory: Window Shopping, Anne Friedberg; Cinema 2,
The Time-Image, Gilles Deleuze; Society of the
Spectacle, Guy Debord; Downcast Eyes, Martin Jay;
Speculum of the Other Woman, Luce Irigaray;
Cyberpunk: The Persistence of Yision, John Varley;
Neuromancer, Williams Gibson; Snow Crash, Neil
Stephenson; Halo, Tom Maddox. Videos/films: "Until
the End of the World," Wim Wenders; "The Patriot,"
Alexander Kluge; "Vanity Fair," "Guerillas in Our
Midst," Guerilla Girls; ''Ways of Seeing," John Berger.
Credit will be awarded in feminist theory, cultural
studies, critical theory and visual/media literacy.
Total: 16 credits
Studies
Advanced-level students wishing to pursue work in the
Science and Humans Values area may do so through the
Student-Originated Studies option. This is conceived as
a convenience for students who wish to do small cluster
contracts of their own design on subjects of their own
choosing in this area during fall and winter quarters.
Some examples of recent cluster programs include
Ecology and Writing, Renaissance and Reformation
Studies, Carl Jung's Psychology, and Contemporary
Social Theory.
Interested groups should send written proposals to
faculty member Leo Daugherty at LIB 2102. Proposals
should be carefully written and as specific as possible.
Suggested length: one single-spaced typed page (in
addition to book list).
Applicants for cluster programs should work out
their own unresolved differences prior to submitting
their group proposal, and the collaborative writing of
the proposal should, in fact, serve as an early way for
them to do so.
This program is appropriate for students interested in
creative writing on science/values themes, as well as
advanced-level expository writing and research;
however, prospective students should understand that
space for creative writing clusters is extremely limited
and that a sizeable sample of recent work must
accompany all such proposals.
Credit will be awarded in subject areas of the various
student-generated clusters.
Total: 16 credits
Program is preparatory for careers and future study in
the various humanities, social sciences and natural
sciences, as well as such professional areas as law,
theology and museology.
Program is preparatory for careers and future study in
communications, cultural studies, anthropology,
humanities and women's studies.
II
Science, Technology and Health
Convener: John Marvin
Affiliated faculty: Justino Balderrama, Clyde
Barlow, Michael Beug, Dharshi Bopegedera, Rob
Cole, Diana Cushing, John Aikin Cushing, Judy
Bayard Cushing, George Dimitroff, Tom Grissom,
Burton Guttman, Ryo Imamura, Linda Kahan, Jeff
Kelly, Rob Knapp, Betty Kutter, AI Leisenring,
Carrie Margolin, John Marvin, Earle McNeil, Don
Middendorf, Frank Motley, Gonzalo Munevar,
Janet Ott, Willie Parson, David Paulsen, Hazel Jo
Reed, Sara Rideout, Greg Stuewe-PortnolT, Masao
Sugiyama, Fred Tabbutt, Les Wong
This area is a center for the study of the physical
sciences, mathematics, computing, human services and
health-related subjects and laboratory biology. These
subjects are studied in several ways: for their own sake
(theories and experiments), for their applications (e.g.,
in engineering, information systems or healing), and for
their place in culture and society. Science, Technology
and Health explores this vast field within its own
programs, and in partnership with other specialty areas.
The area has three main goals: to provide highquality introductory and advanced work for undergraduates interested in careers or future work in science,
technology or health; to investigate the relationship of
science, technology and health to social and individual
human concerns; and to make learning about science,
technology and health available to students 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 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 balance Science,
Technology and Health with studies in other areas.
Students 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.
Chemistry
Computer studies
Energy studies
Health and human behavior, with three sub-pathways
Psychological counseling
Human services
Health sciences
Laboratory biology
Mathematics
Physical systems
Programs and courses: Much of the academic work
in Science, Technology and Health takes place in fulltime integrated programs, in which several subjects are
taught in a coordinated way that allows concepts and
skills from each to aid learning of the others. A fulltime 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
four or six quarter hours or about one-fourth to onethird of a full-time load. These courses are useful for
gaining prerequisites, for pursuing part-time studies, or
simply for gaining an acquaintance with a subject
without making a full-time commitment to it.
Special Features of the
Natural Science Curriculum
Two features of the Evergreen curriculumconcentrated work and hands-on involvement-make
the college a particularly good place to study the
sciences. Because you aren't taking a series of separate
courses that break up the week into short blocks, you
can spend the hours in the lab or field that are required
to make progress in research. Evergreen's policy of
involving students in realistic, hands-on work is
especially valuable in the sciences. At many other
colleges, research-quality instruments are reserved for
faculty members and graduate students; but here,
students have many opportunities to engage in serious
research projects, both independently and with faculty
members, and excellent instruments are available to all
students who need them. Labs are equipped with
instruments such as electrophoresis apparatus,
centrifuges and ultracentrifuges, various spectrophotometers, liquid scintillation counters, an NMR
spectrometer, a gas chromatography-mass spectrometer
system and a scanning electron microscope. Several
laboratories are conducting research in such fields as
computer science, physical chemistry, neurobiology,
physiology, molecular genetics and ecology, and
advanced students regularly get research experience in
these subjects. The college has an excellent record of
placing its science students in graduate programs in
science, medical school and challenging technical jobs.
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.
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II
Career Pathways in Science,
Technology and Health
Chemistry
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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, quantum mechanics,
spectroscopy, inorganic chemistry and chemical
instrumentation. Laboratory work will place a heavy
emphasis on laboratory computation and computer
graphics using 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.
Energy Studies
Mathematics
The Energy Studies pathway leads to careers in applied
energy analysis and development, energy-efficient
design, and energy-policy analysis and implementation.
Opportunities for employment exist throughout the
industrial and commercial sector, and in numerous
local, state and federal agencies.
The heart of the Energy Studies curriculum is the
third-year program, Energy Systems, which is followed
by fourth-year work in either technical or policy areas.
The Mathematics pathway consists of a variety of
courses, integrated programs and individual contracts
that provide students with the opportunity to do
intermediate and advanced-level work in mathematics.
It is designed to serve students who are preparing for
careers and/or graduate study in mathematics, as well as
those who want a solid background in mathematics for
work in related fields.
Students are encouraged to combine their study of
mathematics with that of related disciplines, such as
computer science, physics or philosophy. The two
coordinated studies listed below provide full-time
students with an integrated way to do this. Courses and
individual contracts enable both full- and part-time
students to do more specialized and advanced work.
The Suggested Pathway
First year-Any Core program
Second year-Electives (introductory calculus and
physics are useful, though not required for entry into
Energy Systems), Matter and Motion or Foundations of
Natural Science
Third and fourth years-Energy Systems or any
combination of senior thesis, internships, portions of
Physical Systems, or programs in other specialty areas
Health and Human Behavior
eter
First year-Any Core program, plus courses if
necessary, to meet prerequisites for Matter and Motion,
e.g., precalculus math and basic chemistry
Second year-Matter and Motion
in
f
Third and fourth years-Organic Chemistry I, II and
III course sequence from Molecule to Organism;
Atoms, Molecules and Research; Chemistry and the
Environment; and senior thesis
ibs,
Computer Studies
The Computer Studies pathway is designed to serve
students planning careers or graduate study in the fields
of computer science, information systems, or
applications software in the arts or sciences. The student
whocompletes this pathway will have a solid
foundation in computer science and be prepared for
career opportunities or graduate school in computing.
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 and natural sciences. Some
of the Computer Studies pathway is accessible on a
part-time basis and to students outside the pathway.
The Structure of the Pathway
First year-Any Core program, plus courses if
necessary, to meet prerequisites for Data to Information
Second year-Data to Information, an entry-level
program offered each year covering the fundamental
structures and algorithms of computer science, and how
these are used to build computer and information
systems
The Health and Human Behavior pathway has three
main, often intersecting branches: psychological
counseling, human services and health sciences.
Workers in all three areas need to be fully aware of the
interaction of social, psychological and biological
forces which affect human health and behavior. Each
branch needs to develop its own tools, but with full
awareness of the impacts and complementary roles of
the other fields.
Specialized programs at the junior and senior levels
such as Science of Mind and Psychological Counseling,
develop skills needed in areas of human services and
psychological counseling.
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; and
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.
Laboratory
A Recommended Pathway
First year-Any Core program plus courses, if
necessary, to meet prerequisites for Matter and Motion
(or Matter and Motion for the well-prepared student)
Second year-Data to Information, full time, or
Matter and Motion, full time, or Matter and Motion,
calculus-course portion, part time
Third and fourth years-Mathematical Systems, a fulltime program in mathematical structures and advanced
calculus, Data to Information, Computability and
Cognition, or mathematics courses as part of an
advanced individual contract
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.
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 years-Chemistry emphasis through
Chemical Systems and advanced group contracts in
chemistry, or Physical Systems and Energy Systems
Biology
This pathway focuses on studies of molecular and
organismic biology in the lab, using concepts and
methods from biochemistry, molecular and cellular
biology, genetics, and development and physiology. It is
distinguished from basic ecological studies (see
Environmental Studies specialty area) that entail more
field work.
First year-Any Core program
i
Third and fourth years-Advanced offerings alternate,
with one group of topics offered in even years (e.g.,
1994-95)and others in odd years (e.g., 1995-96)
Second year-Matter and Motion or Foundations of
Natural Science
Even years-Computability and Cognition
Third year-Molecule to Organism or outside studies
Odd years-Student-Originated Software or Science of
Mind
Fourth year-Molecule to Organism, individual study
or an advanced biology group contract
Students intending to follow the computer studies
pathway should plan to enroll in Data to Information
andone advanced program. They are encouraged to
selectat least two quarter's worth of programs from
otherspecialty areas related to their interests.
Many students participate in 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.
II
Foundations of Natural Science
(Sustainability Initiative)
Fall, Winter, Spring/Coordinated Study
Coordinator: Don Middendorf
Enrollment: 48 Faculty: 2
Prerequisites: At least 45 college credits, faculty
signature and written questionnaire required; good
grasp of high school algebra and geometry;
questionnaire available at Academic Fair scheduled
for May 10, 1995, or by mail one week prior to fair;
send self-addressed envelope to coordinator
Special Expenses: Quarterly $5 lab breakage fee;
textbooks cost $300 or more, required second day
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The goal of this program is to help students develop a
basic understanding of the fundamentals of college
chemistry and mathematics. We will study chemistry
and mathematics throughout the year. The central focus
will be chemistry, due to its importance in biological
and environmental sciences. The mathematics covered
will include precalculus and calculus. There will be two
sections of mathematics which proceed at different
speeds based on background and readiness. Successful
completion of this program requires a time commitment
of about 50 hours per week. This means that the out-ofclass work required will be about five or six hours each
day. The payoff is that you will finish this program with
a significantly enhanced conceptual understanding of
chemistry and mathematics, as well as improved critical
reasoning and problem-solving skills. During spring
quarter, you will have the opportunity to select a topic
of interest for in-depth study via library research.
The Foundations of Natural Science program will
participate in the Evergreen Sustainability initiative
(described on page 36). The seminar discussions will
focus on the issues raised in the weekly lecture, film or
panel discussion on some topic related to
"sustain ability" in a very broad sense.
Students in the Foundations of Natural Science
program will be able to take one module each quarter
from any of the faculty participating in the Evergreen
Sustainability Initiative. Possible topics include
physiology of dreaming, art or other nonscience classes.
Surveys of recent Foundations of Natural Science
programs indicate that about two-thirds of the students
have completed a year of high-school chemistry, but
this is not a prerequisite. If you have precalculus
mathematics preparation, you should take the Matter
and Motion program.
Credit will be awarded in chemistry, mathematics and
environmental issues, as well as in the subject areas of
the workshops (no upper division credits).
Total: 48 credits
Program is preparatory for careers and future study in
biology, health sciences, environmental sciences and
education.
Matter and Motion
Mathematical Systems
Fall, Winter, Spring/Coordinated Study
Coordinator: TBA
Enrollment: 48 Faculty: 2
Prerequisites: Precalculus math skills; faculty
signature required: completion of an exam covering
algebra and trigonometry given prior to spring
quarter, in the summer and the week before classes
begin
Special Expenses: Textbook costs above average; lab
breakage fee of up to $5 per quarter; $30 in retreat
expenses
Part-time Options: Inquire about introductory
offerings in calculus, chemistry and physics
Internship Possibilities: No
Additional Course Allowed: By permission of
facuIty; only as substitute for portion of program
student has already completed
Fall, Winter, Spring/Group Contract
Sponsor: John Marvin
Enrollment: 24 Faculty: 1
Prerequisites: One year of college, one year of
calculus
Special Expenses: Textbook expenses will be high
Part-time Options: With permission of faculty
Internship Possibilities: No
Additional Course Allowed: With permission of
faculty
This program is designed for students with a keen desire
to develop a firm, physical-science and mathematics
background as preparation for advanced work in the
physical and biological sciences. In addition to teaching
the central concepts and methods of the physical
sciences, Matter and Motion investigates how discovery
happens-both inside and outside the sciences. The
program is intended for students with strong high school
backgrounds in science and mathematics. An alternative
program for students with less complete backgrounds 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 and literature for an
exciting exploration of the nature of inquiry and
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, quantum mechanics, chemical kinetics
and electricity and magnetism. In seminar sessions,
students will study issues in ethics, literature and history
to see what the sciences can-and cannot=-contribute
to human affairs.
Matter and Motion replaces traditional science
laboratories with exploration sessions, where 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.
Credit will be awarded in calculus, university chemistry
with lab, university physics with lab, introduction to
scientific computing and Pascal programming, seminar
on science and culture.
Total: 48 credits
Program is preparatory for careers and future study in
engineering, medical and health fields, biological
sciences, chemistry, physics or mathematics.
This contract is a year-long, intensive study of several
fundamental areas of pure mathematics, including a
Core sequence in advanced calculus and parallel
coordinated studies in geometry, topology and abstract
algebra.
The contract is designed for people intending to
pursue studies or teach in mathematics and the sciences,
and for those who want to know more about
mathematical thinking. The program format will
minimize traditional lecturing and emphasize seminars
and workshops. We will look at the historical contexts
of mathematical and scientific events to help us
understand how mathematical ideas are discovered. We
will develop skills not only in handling mathematical
syntax, but also in the crucial area of reading and
writing rigorous proofs in axiomatic systems. There will
be lab work in which we explore the possibilities
computer systems offer in symbolic manipulation,
numerical calculations and graphical visualizations.
In addition, we will consider such questions as: Are
mathematical systems discovered or created? Why does
a particular culture allow some systems to flourish
while ignoring others? What are some of the
ramifications of embracing one model instead of
another? Why are there so few ranking women
mathematicians?
Students may enroll in individual modules or the
entire constellation of activities. If you have questions
about the appropriateness of your background for the
various segments, consult the instructor.
Credit will be awarded in advanced calculus, abstract
algebra, geometry, topology, applied computer science
and individual projects.
Total: 48 credits
Program is preparatory for careers and future study in
mathematics, the physical sciences and education.
Energy Systems
(Sustainability Initiative)
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Fall, Winter, Spring/Group
Contract
Sponsor: Rob Knapp
Enrollment: 30 Faculty: 1
Prerequisites: Precalculus math, half a year of
college-level science, college-level critical reading
and writing (minimum); calculus and a full year of
science preferred; entry is by faculty signature,
based on completing a questionnaire
(available from
Rob Knapp about May 1, 1995); we will select for
strong and diverse skills, motivation and background
Special Expenses: Textbooks and other materials
will be high; $10 per quarter lab fee may be
necessary
Part-time Options: The program design is built
around a 12 quarter bour core, with a separable four
quarter hour applied math segment; a small number
of other arrangements
may be possible; consult
sponsor
Internship Possibilities: Possible during spring
quarter; Consult sponsor.
Additional Course Allowed: Yes (in place of appliedmath segment), if supportive of program goals;
consult sponsor
This program is a year-long, intensive study of ways
energy is produced and used. It starts with skill building
and background study, and finishes with major
community-oriented projects related to energy. It
centers on the process of design-using
sound
imagination to bring technical possibilities together with
people's needs and wants.
We will concentrate on households and other smallscale applications where solar, electrical and heatrelated technologies need to make peace with
architecture, economic pressures and personal values.
Renewable energy sources, conservation and other soft
path approaches will get close constructive and critical
attention. We will also be part of the Evergreen
Sustainability Initiative, sharing weekly whole-group
and small-group activities with students and faculty
from the other affiliated Sustainability Initiative
programs (see general description on page 36).
For the first two quarters, there will be two main
technical themes: heat (heating and cooling in buildings,
heat transfer in general, heat engines) and electricity
(electric power production, solar electricity, electric
machinery). Significant time each week will go to
analyzing and judging the desirable uses of these two
kinds of energy in relation to human needs and
environmental effects. Architecture and engineering
design will be important themes.
In the final quarter, students will undertake a major
project in the community or the lab, applying the
knowledge gained in previous quarters, as well as
continuing with readings, critical writing and discussion
of energy affairs.
Credit will be awarded in energy-related physics,
chemistry and engineering, applied calculus and
community aspects of energy and environment,
including architectural and political topics.
Total: 48 credits
Data to Information
Student-Originated Software
Fall, Winter, Spring/Coordinated
Study
Coordinator:
George Dimitroff
Enrollment:
48 Faculty: 2
Prerequisites:
Sophomore standing, proficiency in
high-school algebra
Special Expenses: None
Part-time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: With faculty permission
Fall, Winter, Spring/Coordinated
Study
Coordinator:
Judy Bayard Cushing
.
Enrollment:
45 Faculty: 2
Prerequisites:
Data to Information
or equivalent, or
an interesting project proposal and some computing
or programming
experience; interview with one of
the program faculty after completing questionnaire;
faculty signature required
Special Expenses: Diskettes for student project work
and two overnight field trips (about $30 each)
Part-time Options: Eight-credit
option for part-time
students only
Internship Possibilities: Possibly, some students may
arrange internships to work with their software
clients
Additional Course Allowed: No
Interested in what goes on behind the scenes of your
Mac, PC, word processor, the Internet, your hospital's
or Evergreen's information system, or what goes on
inside the computers that simulate biological molecules
and send astronauts into space? Why do some machines
run faster than others? What makes some computer
languages easier to use than others? What is an
operating system? Why do I want one?
Data to Information is an entry-level program
directed toward answering these kinds of questions. It is
a program for students interested in doing substantive
work in computer science. We will do quite a bit of
programming, and we will spend 25 percent of our time
studying the mathematics that people need to
understand answers to the kinds of questions which we
posed above. Much of what we will do is not
programming, but a lot of it uses programming in the
learning process. You don't need to know a programming language before entering this program, but the
more familiar you are with using computers (word
processors, spreadsheets, etc.), the easier this program
will be for you. There is also a book seminar component
to Data to Information, in which we will explore issues
of the development of computers and technology and
the impact of computers on society.
Fall-quarter
topics: programming in Pascal or C,
number theory, digital logic and machine design, and
seminar. Winter-quarter
topics: data structures and
algorithms I, discrete mathematics I, computer
architecture, and seminar. Spring-quarter
topics: data
structures and algorithms II, discrete mathematics II,
operating systems, and seminar.
Credit will be awarded in programming, digital logic,
computer architecture, operating systems, data
structures and algorithms, discrete mathematics and
number theory.
Total: 48 credits
Program is preparatory for careers and future study in
computer science, science and mathematics.
Even the best efforts of computer users, scientists and
software engineers have not alleviated critical problems
with software development: most software is late, overbudget, socially irresponsible, unable to perform
according to user needs, or some combination of these.
The software engineering problem is not just a matter of
technology, but a problem of organization, psychology,
group dynamics and culture. In addition, considerable
knowledge and understanding of the application area is
required to design and implement a successful system.
Student -Originated Software is intended to prepare
students to face these problems.
This year-long program is designed to give students
with advanced programming skills (or programming
skills and considerable application-area expertise) the
ability to identify and carry out a viable software
project. Students will work in groups to identify a
software project, prepare market research and feasibility
studies for that project, identify a real world client (or
class of clients) and write software specifications
accordingly. Under the guidance of faculty members
and working with users, students will conduct systems
analysis and design, implementation and product testing
and validation. They will also write user manuals and
system maintenance plans, and (where appropriate)
conduct or plan system installation and user training.
Students will evaluate their software project according
to technical, legal and social criteria.
Application areas of some successful past projects
include: the natural sciences, music, visual arts and
education. Numerous systems for small business and
local and state agencies have been developed in the
past. The program seminar will address the role of
technical expertise in modern society; the organizational, social and cultural milieu of the workplace;
ergonomics and human-machine
interaction and the
psychology of computer programming.
Credit will be awarded in computer science and
software engineering: systems analysis and design,
software tools and advanced programming, special
topics (e.g., object-oriented systems and databases,
computer graphics or user interface design).
Total: 48 credits
Program is preparatory for careers and future study in
computer science and software engineering or the
project application area.
The program is preparatory for careers and future study
in physics, engineering, architecture, energy policy,
applied mathematics and chemistry.
Ii
Science of Mind
Molecule to Organism
From Addiction to Wellness
Fall, Winter, Spring/Coordinated Study
Faculty: David W. Paulsen, Linda Kahan, Carrie
Margolin
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing, or faculty
interview
Special Expenses: Up to $5-per-quarter lab breakage
fee possible; project materials
Part-time Options: With faculty permission
Internship Possibilities: By special arrangement,
spring quarter
Additional Course Allowed: With faculty permission
Fall, Winter, Spring/ Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 72 Faculty: 3
Prerequisites: One year of college chemistry and
college algebra; Matter and Motion or Foundations
of Natural Science recommended
Special Expenses: Up to $5 per quarter to cover
glassware breakage
Part-time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: With faculty permission
Fall, Winter, Spring/Group Contract
Faculty: Earle McNeil
Enrollment: 24 Faculty: 1
Prerequisites: None; prior quarters at Evergreen
strongly advised; no signature required, but you are
advised to talk to faculty; reduced credit by
demonstrated competence in specific areas-by
signature of the faculty
Special Expenses: $25 per quarter-wellness
inventory, hot drinks for our long sessions, program
retreats
Part-time Options: Only if prior course work
duplicates current program, with permission of
faculty
Internship Possibilities: Yes, expected winter and
spring quarters
Additional Course Allowed: If components of
program overlap with student's prior course work
and with permission of faculty
Philosophers, psychologists, neurobiologists, computer
scientists, linguists and anthropologists have raised
questions about the human mind. What is the structure
of the 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, theory and practice 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 philosophical fields.
Spring quarter: an extensive research project in
experimental cognitive psychology, neurobiology,
computer modeling or library research.
Credit will be awarded in cognitive science, cognitive
psychology, research methods in psychology,
neurobiology with laboratory, descriptive statistics,
inferential statistics, data analysis using the statistical
package for the social sciences, and a research project.
Total: 48 credits
Program is preparatory for careers and future study in
psychology, computer science, biology, the humanities
and philosophy.
Molecule to Organism is Evergreen's introduction to
experimental (laboratory) biology and to organic and
biochemistry. This program is designed for students
who have already learned general chemistry (usually
through a program such as Matter and Motion or
Foundations of Natural Science) and who are planning
to go on to advanced work in biology or chemistry, or to
a career in health sciences. It includes organic chemistry
and the upper-division topics of anatomy, genetics,
histology, physiology, developmental biology,
molecular and cellular biology and biochemistry in a
year-long sequence.
Fall quarter begins with two separate themes-one at
the organism level and the other at the "molecule" level.
We start with the whole organism and focus on its
structure and function through anatomy, physiology and
histology. In the molecule theme we will examine
organic chemistry and the nature of organic chemical
reactions and compounds. Winter quarter brings the
themes closer together by considering biochemistry and
the principles of developmental and neurobiology. By
spring quarter we will be examining the workings of
organisms on a smaller and more intimate scale,
studying examples of cellular and molecular processes.
Credit will be awarded in organic chemistry,
biochemistry and topics in biology such as physiology,
anatomy, genetics, and molecular and cell biology. (All
credit is upper division except for eight credits of
organic chemistry.)
Total: 48 credits
Program is preparatory for careers and future study in
biology, chemistry and health sciences.
Understanding and effecting attitudes, values and
behavior related to drugs, drug use and compulsive
disorders in society and on campus is part of this
program's goal to create a group of educated students in
the field of addiction and wellness who will go on to
provide education, role modeling/mentoring, supportto
other students, faculty and staff, and contribute to a
kind, caring and healthy community. This program
consists of two parallel themes: (I) A study of human
behavior ranging from addiction to wellness; and (2)
Understanding and exploring' our own personal and
collective journeys for wellness.
In addition to drug addiction we will study ether
compulsive disorders. The program will educate, train
and supervise students in the subject matter of
addictions and how addictions are maintained,
reinforced and overcome. This will be explored through
various models, including sociological/multicultural,
political, medical, psychological, physiological and
familial perspectives. Once the addiction-related
problems are understood, the program will explore a
wellness cutriculum as solution.
In the fall we will explore cultural underpinnings of
values, attitudes, beliefs and behavior (the unfolding of
the human spirit-not just addiction issues). Weekly
workshops each quarter will include such topics as
wellness planning, assertiveness, self-esteem and
interpersonal communications. For winter and spring,
unless a student has already had strong professional
work in the addiction area, credits will be generatedby
an internship. Academic focus will be more directly
(than will be true of the fall reading) related to drug use
and abuse and other compulsive disorder issues. We
will focus on how addictions (drugs, eating, work, sex,
etc.) are manifest, and the family, cultural and
pharmacological dynamics of addictions. Our final
focus will return to wellness: What is a healthy person
and what components are necessary to stay in health?
Concerns for exercise, nutrition, mental and spiritual
health will be further explored. We may attempt to
implement a major wellness project or symposium on
campus as an expression of what the class has leamed.
Credit will be awarded in human health, addiction
issues, family systems, developmental psychology,
cultural systems and nutrition.
Total: 48 credits
Program is preparatory for careers and future studyin
psychology, sociology, drug and alcohol counseling.
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Fall, Winter, Spring/Coordinated Study
Coordinator: George Freeman, Jr.
Enrollment: 48 Faculty: 2
Prerequisites: Core program or equivalent,
preference given to sophomores and juniors, facility
signature at Academic Fair, May 10, 1995
Special Expenses: Travel to internship, retreats
Part-time Options: With faculty permission
Internship Possibilities: Yes, required
Additional Course Allowed: With faculty permission
Foundations in Psychology was created to provide a
foundation in the areas of human development,
abnormal psychology, personality theory, community
psychology, and research design methodology. In
addition, students will develop effective communication
skills through workshops and seminars. The academic
component will examine the theoretical constructs
regarding the psychology of human development from
birth through early childhood, adolescence, young
adulthood, adulthood and old age. Abnormal
psychology will examine psychopathology as we
currently understand it. Personality theory is geared to
provide an in-depth overview. The theoretical
foundation and application of community psychology
will be examined. Our approach will emphasize cultural
pluralism in every facet.
Research methodology shall be used to investigate
the validity of the theoretical foundations for the topic
areas. This will include exposure to both quasiexperimental design, as well as single-case experimental design. We hope to have students develop a
statistical way of thinking about the world. This
component will assist in the development of critical
thinking and an understanding of how statistics are used
to describe the world in which we live. The component
of the program dealing with communication-skills
development will enable students to learn the
fundamentals of listening and communication through
human discourse. A lab format will be used to help
develop these skills throughout the year and program
participants will be asked to apply these skills through
seminar and small group discussions.
Students are expected to come prepared to improve
on their present writing styles and to build a degree of
flexibility in their writing. Finally, clarity in communication skills and the recognition of the subtleties of
communication will be areas of strong focus.
Students will spend four hours a week in internships
winter and spring quarters.
Credit will be awarded in psychology of human
development, community psychology, abnormal
psychology, personality theory, research design and
methodology in the social sciences and communication
skills.
Total: 48 credits
Jung's Journey to the East
Fall, Winter/Coordinated Study
Coordinator: Ryo Imamura
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing; faculty
,signature required: Evergreen students must submit,
by April 15, an essay addressing interest and
background, and a portfolio including all evaluations written about and by you; transfer students
send transcript and letter to Ryo Imamura by April
15, addressing your interest in, and background for
this program, including courses you have completed
at other colleges
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Our intention is to explore the languages of the self. The
inner world ofthe individual, the community, the
interpersonal world of culture and the beckoning world
of nature are constructed and received as symbols.
Meaning is constructed, individually and socially, by
assimilating and accommodating not just events, but
emotion-laden patterns of imagery.
In the modem Western world, interpretation of these
patterns is the work of social scientists and scholars in
the humanities, including psychologists, anthropologists
'and literary critics. In all times and places, however,
these patterns are embedded in culture, are carried
onward by ritual and myth and endure and evolve
through dramatic enactment and the telling of tales.
In the West, our starting point will be the analytical
psychology of C.G. Jung, because it is especially
attuned to symbol systems and because it calls for and
supports the development of interpretive skills. We will
explore Jung's discoveries about the archetypal world
and the self, offering practical insights into the process
of healing arid transformation. Describing life as a
dramatic story in which all our experiences take on
meaning, we will stress the need to encounter that
story's symbolic underpinnings, not only intellectually,
but also emotionally.
At the same time, we will study the impact of Jung's
theory on the Western appreciation of Asian religion
and thought. We will read his commentaries on Tibetan
and Zen Buddhism, Asian meditation, Yoga, Taoism,
and the I Ching, and later writings by noted Asian and
Western psychologists and Asian spiritualists. And we
will be mindful of Jung's admonishments about the
wholesale embracing of Asian beliefs and practices by
Westerners and the abandonment of their own religious
and philosophical foundations.
Credit will be awarded in Jungian psychology,
philosophy of religion, Buddhism, and cross-cultural
studies.
Total: 32 credits
th?
al
on
ned.
Program is preparatory for careers and future study in
counseling and clinical psychology, cross-cultural
studies, ethnic studies, lesbianJbisexual and gay studies,
gender studies.
Program is preparatory for careers and future studies in
psychology, religious studies and cultural studies.
Transpersonal
Psychological Counseling
Fall, Winter, Spring/Group Contract
Sponsor: Tara Diana Cushing
Enrollment: 24 Faculty: 1
Prerequisites: Senior standing; Introduction to
Psychology, Developmental Psychology or
equivalent; interview with faculty and faculty
signature required
Special Expenses: Retreat(s) $40 per quarter; travel
to internship site
Part-time Options: No
Internship Possibilities: 20 hours per week required
winter and spring quarters
Additional Course Allowed: No
For 20 years or more, there has been a branch of
psychology known as "transpersonal," the root trans
meaning "on the other side of." Beyond the personal
implies the spiritual (spiritual does not mean religious;
no particular religious viewpoint will be advocated). We
will pay particular attention to the ways in which
counseling and therapy are inherently spiritual
processes and explore the value of a more explicit
acknowledgement of the spiritual as one engages in
these processes.
This program is intended to prepare students for
graduate work in psychology or social work and for
related jobs at the bachelor's level. We will cover
several of the bases most graduate schools require:
personality theory, family systems theory, abnormal
psychology, theories of counseling and psychotherapy,
and issues and ethics in counseling and psychotherapy
(eight quarter hours). We will focus on the development
of communication and counseling skills in our
counseling practicum. In all contexts, we will
consistently apply our learning to ourselves; all students
will be expected to do significant work on their personal
issues throughout the year, both in class and out. (If you
are not covered by medical insurance which includes
outpatient mental health benefits, please sign up for the
student health insurance plan-it does.)
We will address many of the issues of mental health:
ethnic bias, gender bias and socio-economic bias,
among many others. We will explore the value and
validity of individual treatment versus community or
social treatments and pay particular attention to the
consumer movement in mental health. Students will
take an active role in creating this and other aspects of
our curriculum.
Credit will be awarded in personality theory, family
systems theory, psychopathology, theories of
counseling and psychotherapy, issues and ethics in
counseling and psychotherapy (eight quarter hours),
counseling practicum, and counseling internship.
Total: 48 credits
Program is preparatory for careers and future studies in
counseling, school counseling, clinical psychology,
educational psychology and social work.
Students interested in this specialty area's subject
matter should also consider the following program:
I in
rg.
Introduction to Environmental Modeling
(Environmental Studies)
II
Tacoma Campus
Director: Joye Hardiman
Serving a student population composed primarily of
working adults, The Evergreen State College's Tacoma,
Washington, campus provides broad-based, liberal arts
education in the arts and sciences, recognizing the
importance of providing the skills, information and
vocabulary necessary for living and working in the 21st
century.
The Tacoma program 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 must have completed 90
quarter hours of transferable college-level work before
entering. Detailed information on admission is also
available through the Admissions Office on the
Olympia campus.
Tacoma Community College and Evergreen,
together, also offer a two-year, lower-division, liberal
arts program for freshmen and sophomores in the
evenings at the same time as the upper-division
program.
More detailed information can be obtained by
contacting Director loye Hardiman in Tacoma at (206)
593-5915 or through the Olympia campus, at (206) 8666000, ext. 6004.
Beyond Dichotomies:
Studies in Community
Health
Fall, Winter, Spring/Coordinated Study
Coordinator: Willie L. Parson
Enrollment: 120 Faculty: 4
Prerequisites: Junior standing, clear understanding
of the program goals and focus, a writing sample
and signed permission of the campus director
Special Expenses: None
Part-time Options: No
Internship Possibilities: Spring quarter only
Additional Course Allowed: No
Among the many dichotomies that assault our
communities are: materiaUspiritual; individualism!
community; stable/transformative; icons/social actions;
black/white; paradigm shifts/conceptual entrenchment;
policy producers/policy demigods; us/them; liberators/
gatekeepers; education/training; communitieslhistories;
aesthetic/art and scienceltechnology; cause/effect;
balance/asymmetry; autonomy/freedom and dependence/constraint; and dialogue/diatribe. This year-long
coordinated studies program is designed to give
students a chance to explore, understand further, and
transcend many of these dichotomies; and to understand
the holistic, cyclical and diunital nature of the human
condition and the dynamic content of urban communities.
In this program we will study through theory, active
research, practice and imagination such questions as:
What compels communities to acquiesce/abrogate and
at the same time reassert/reclaim their standing as
places of collective hope, trust, pride, confidence,
conviction and productivity? What knowledge, skills,
insights and strategies are necessary for transmuting
theory and rhetoric into sustained action for advancing
environmental and social health and community wellbeing? How can an urban learning environment located
in the middle of the Hilltop community of Tacoma,
Washington, assist that community in becoming "mo
better," in moving beyond dichotomies? How can this
action be developed into transmutative models which
could be adapted and exported to new venues?
Students participating in this program will develop
skills in advanced research methodology, electronic
information retrieval, computer technology, clear and
critical thinking, policy analysis, compositional
construction, technical writing, legal research, graphic
presentation, inter- and intraculturalliteracy, science
methodology and science issues in public policy.
Students will be expected to undertake and complete
substantive research and action projects each quarter.
Each student will also be expected to produce a
reflective autobiographical statement each quarter.
Credit will be awarded in advanced research methods,
environmental science, human biology, science and
public policy, advanced writing, technical writing,
computer science, legal research and policy analysis,
cultural studies and community studies.
Total: 48 credit
Program is preparatory for careers and future study in
education, law, public administration, and the social
sciences, including history.
Evening and Weekend
Programs
Biology and Chemistry in Context
Management in a Changing World
The Sensory Pendulum
Fall, Winter, Spring/Coordinated Study
Coordinator: Janet Ott
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing, mathematics through
high school algebra and geometry
Special Expenses: Up to $5 per quarter to cover lab
breakage
Part-time Options: This program offers only eight
credits per quarter
Internship Possibilities: No
Additional Course Allowed: This program offers
only eight credits per quarter
Fall, Winter, Spring/Coordinated Study
Coordinator: Bill Bruner
Enrollment: 72 Eveuing and Weekend, and day
Faculty: 3
Prerequisites: Faculty interview and signature;
students may be expected to participate in a common
Core
Special Expenses: None
Part-time Options: This program may be taken for
8, 12 or 16 credits
Internship Possibilities: With permission of faculty
Additional Course Allowed: With permission of .
faculty
Fall, Winter, Spring/Coordinated Study
Coordinator: TBA
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing; faculty signature
required
Special Expenses: None
Part-time Options: No
Internship Possibilities: Consult faculty
Additional Course Allowed: Consult faculty
This program will study the basics of biology and
chemistry in the context of current issues, which include
impending environmental crises and their effects on
physiological processes. Classes held during two
evenings each week will include lectures, discussions
on readings and workshop activities. Numerical analysis
will be emphasized in the workshops. There will be
three weekend laboratories each quarter exploring
various aspects of biology and chemistry. A lab
notebook will be kept and lab reports written on the
laboratory experiments. During fall quarter there will be
an introduction to the college's Library facilities and an
introduction to the Computer Applications Laboratory
(CAL) emphasizing the use of spreadsheets, graphical
analysis and basic statistical analysis.
Students in the program can expect to get a good
grasp of fundamental biological and chemical
principles. Further, we hope to improve scientific
writing and mathematical analysis skills.
Credit will be awarded in general biology with
laboratory and general chemistry with laboratory.
Total: 24 credits
Program is preparatory for careers and future study in
biology,health sciences, chemistry and for students
interested in natural science as a part of their college
education.
Managers in all sectors of the U.S. economy are facing
rapid and far-reaching changes. Externally, many of
these changes arise from the increasingly global scope
of business. Internal changes derive largely from an
increasingly diverse workforce. The result of these
changes is that management-in business, government
and nonprofit organizations-faces challenges that are
unprecedented in this century.
The objective of this year-long program is to
examine how management can cope with change.
During fall quarter we will focus on managing the
organization through a review of alternative management theories from the standpoint of what they can tell
us about managing change. We will apply these
theoretical management models to case studies and to
analysis of real organizations. We will also look at
another period of rapid management change, the l890s,
to see if there are lessons to be learned from the
apparently successful management adaptations that
were applied during that period.
During winter quarter we will move on to managing
the various functions of the organization, i.e., finance,
marketing, production and human resources. Then in
the spring we will consider management policy and
strategic planning. A major component of our work for
spring quarter will involve a strategic planning
computer simulation.
Class sessions will include time for lectures,
workshops and seminars and will be scheduled to
accommodate both daytime and evening students.
Modules on management-related topics, e.g., microeconomics, finance, international business and
marketing, statistics, will be available to students who
want to increase their credit load beyond eight credits.
Credit will be awarded in management theory,
organizational managment, management policy and
strategy, and other management topics described above.
Total: 24-48 credits
This program will explore human sensory development.
It will address these questions, among others: Whin
does it mean to sense something? How do sensing and
perceiving interrelate? How do life histories alter these
basic processes? What cultural practices exploit sensory
information and which practices serve to deny them?
How much truth is there to the beliefs that one can
extend a person's range of abilities, that some people
are born with special abilities, and that dysfunctions are
dis-abling? How has the health industry used, exploited
or failed to respond to our current level of knowledge
about sensory development? How are human
differences and similarities illuminated through our
understanding of human sensory processes?
Students will explore basic sensory processes,
related psychological and sociological models, and the
effects of environment and genetics on sensory
processes-particularly as they emanate from particular
cultural practices. The program will also review various
treatment strategies and prescriptions in dysfunctional
cases, the experiential history of physically challenged
individuals, and the research regarding exceptional
performance in music, the arts and sport. The
contributions of art and dance therapies, sophisticated
technologies and learning research as modes of
intervention and prevention will be included. The
depiction and/or use of sensory processes as a central
feature in literature and film will complement this
examination of the relationship between the senses and
our identities. Throughout the program, students will be
expected to critique theories and research studies by the
application of qualitative and quantitative methods
learned during the year.
Credit will be awarded in psychology, sociology,
literature, cultural studies, humanities and research
methods.
Total: 24 credits
The program is preparatory for further study in the
humanities and social sciences.
Preparatory for future careers and further study in
business and public administration.
Ii
Graduate Study at Evergreen
Master of Environmental Studies
(MES)
Master of Public Administration
(MPA)
The Graduate Program in Environmental Studies
opened in September, 1984, and each year enrolls about
100 students. Since its first graduating class in June,
1986, the program has prepared students for
employment in both the public and private sectors or
continuing graduate study 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 focuses
on the relationship between science and policy. Students
can expect a balanced curriculum that 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 course work is concentrated in the
evening and late afternoon.
The 72 quarter hour completion requirement can be
met by part-time students in nine quarters, while fulltime students can complete their work in as few as six
quarters. All students are expected to have recent
coursework in both the social and natural sciences and
in statistics before entering the program.
The MES Program consists primarily of three parts:
(I) 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 that has policy implications. It may be
the written result of an individual or small-group
project. Students will enroll in the following Core
sequence:
The primary commitment of the Graduate Program in
Public Administration is to challenge and thoroughly
prepare students to seek democratic, equitable and
practical solutions to the problems facing state and local
governments in the Pacific Northwest.
The program welcomes both students intending to
pursue a public sector career and those already working
for government or organizations involved in public
issues. It is open to both full- and part-time students.
Most students enrolled in the program are employed full
time by state or local govemments and are pursuing
their graduate studies on a part-time basis. To
accommodate these working students, classes are
concentrated in the evenings.
A part-time student can complete the 60 quarter hour
degree requirement in eight academic quarters. A fulltime 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 12 hours of 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, addressing the ethical dimension of
administration and policy, and 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 during spring
quarter 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 students' interests,
opportunities and development, but every project
represents the culmination of work in the program and
provides a document that demonstrates the author's
knowledge and ability.
• Political, Economic and Environmental Processes
• Population, Energy and Resources
• Quantitative Analysis for Environmental Studies
• Case Studies: Environmental Assessment, Policy and
Management
(All programs are eight quarter hours)
Examples of electives include natural resource
economics, environmental policy, ecological principles
and methods, environmental management, environmental philosophy and ethics, American environmental
history, watershed management, watershed ecology,
environmental issues in Latin America, pesticides,
environmental health, salmonid ecology, hydrology and
ground water management. Electives are four 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 Bonita Evans, Program Assistant, LAB I,
The Evergreen State College, Olympia, WA, 985050002; (206) 866-6000, ext. 6707. Note: In January
1995, the college's area code will become (360).
The MPA Core Curriculum Includes
• The Political and Economic Context of Public
Administration
• Research Methods for the Public Sector
• Understanding Public Organizations
• Fiscal Policy
• Public Policy and Its Administrative Implications
• Applications project
(All programs are eight quarter hours)
Electives
(12 quarter hours; typically, three 4 quarter hour
courses)
Inquiries about the MPA program should be
addressed to Bonita Evans, Program Assistant, LAB I,
The Evergreen State College, Olympia, WA, 985050002; (206)866-6000, ext. 6707. Note: In January 1995,
the college's area code will become (360).
MES/MPA Program Procedures
Admissions
The application deadline for early admission is
February 15. After that date, applications will be
considered as they are completed. Individuals interested
in receiving a Graduate Catalog or in applying for
admission to the program should contact the
Admissions Office, The Evergreen State College,
Olympia, WA, 98505-0002.
Admission is competitive. Admission decisions are
based on a thorough review of the following (see the
Graduate Catalog for program details regarding these
procedures):
• Academic transcripts including certification of receipt
of a bachelor's degree
• Brief essays by the applicant
.GRE score
• Letters of recommendation
For some who apply, the transcript or admissions
material may be an incomplete reflection of their
interests and abilities. Our admissions process considers
the applicant's academic preparation as well as his or
her professional accomplishments or other public
activities and may require an interview with faculty.
The Graduate Catalog
The Graduate Catalog is available upon request from
the Admissions Office. It contains a full description of
the curriculum, academic policies and admissions
procedures for both the MPA and MES programs.
Financial Aid
Limited financial aid is available in the form of
fellowships, assistantships, scholarships, work-study
assistance and guaranteed student loans. The Free
Application for Federal Student Aid (FAFSA) must be
completed before any financial aid decision can be
made. Financial Aid Forms (FAFs) should be mailed to
the central processor by February 15. Later applicants
who qualify for financial aid will compete for remaining
monies. Certain forms of financial aid are available to
full-time students. However, aid to part-time students is
more limited. In some cases, the MPA or MES
programs can assist a student in obtaining part-time
public sector employment. Information on fimincial aid
is available from the MPA Program, the MES Program
and the Financial Aid Office at Evergreen.
(MIT) Master in Teaching
Director: Janice Kido
Field Services Officer: Ernestine Pearl
Admissions Officer: Susan Hirst
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 program is interdisciplinary and
team taught. A group of 60 students and three or four
faculty form a learning community, which essentially
remains 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
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.
Elementary and Secondary Endorsements
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 course work completed (or
within 12 quarter hours of completion).
The secondary education candidate, preparing for
teaching in departmentalized classrooms in grades 4-12,
through Evergreen's MIT program, must have a major
endorsement, and is encouraged to add a minor
endorsement as well. Available major 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 certificate. In Evergreen's MIT program,
s/he has a choice of completion of one major
endorsement or two minor endorsements. Available
minor endorsements include: art, music, chemistry,
economics, English, Spanish, French, 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 that is
lacking at time of admission to the program, mllst be
completed no later than the slimmer preceding year
two. It is not possible to undertake any endorsement
courses during the six quarters of the professional
program.
Admissions Requirements
Admission to the Master in Teaching 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 admission requirements
for all candidates include eight quarter hours of natural
science, eight quarter hours of social science and 12
quarter hours of writing. As part of the admission
process, students must take the Graduate Records Exam
(GRE).
Students wishing to apply to the program must
submit all material to the college's Admissions Office.
Required material includes the Master in Teaching
admissions 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
the program's Catalog: Master in Teaching at
Evergreen, 1995-97.
The two-year cycle from 1995 through 1997 will be
based in Olympia. Student observations and teaching in
public schools will include urban, suburban and rural
placements. Students must be prepared to travel to these
placement sites.
Ii
Trustees, Administration
Board of Trustees
September 1994
Lila S. Girvin
Chair, Spokane
Frederick T. Haley
Secretary, Tacoma
Dwight K. Imanaka
Seattle
Edward F. Kelly
Vice Chair, Vancouver
Christina A. Meserve
Olympia
John N. Terrey
Seattle
Carol Vipperman
Seattle
Administration
Jane L. Jervis
President
Arthur A. Costantino
Vice President for Student Affairs
Barbara Leigh Smith
Provost and Academic Vice President
Thomas L. "Les" Puree
Executive Vice President for Finance
and Administration
John Aikin Cushing
Academic Dean
Virginia Darney
Academic Dean
Masao Sugiyama
Academic Dean
Leslie E. Wong
Academic Dean
Jose A. Gomez
Associate Academic Dean
William E. Bruner
Dean of Library Services
Shannon Ellis
Dean of Student and Academic Support Services
Arnaldo Rodriguez
Dean of Enrollment Services
and Faculty
This is a listing of Evergreen's faculty as of 1994-95. A
more extensive detailing of Evergreen faculty members'
areas of expertise can be found in the Student Advising
Handbook, available at Academic Planning and
Experiential Learning.
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.
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.
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; Doctor of Letters,
Francophone Literature and Culture, Sorbonne,
University of Paris, 1985; Graduate work at University
of Washington, University of Tubingen, West Germany.
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.,
ManagementlMarketing, 1970; M.P.A., University of
Southern California, 1972; D.P.A., University of
Southern California, 1988.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
Gordon Beck, Emeritus, 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.
Michael W. Beug, Chemistry, 1972; Academic Dean,
1986-92; B.S., Chemistry, Harvey Mudd College, 1966;
Ph.D., Chemistry, University of Washington, 1971.
Peter G. Bohmer, Economics, 1987; B.S., Economics
and Mathematics, Massachusetts Institute of
Technology, 1965; Ph.D., Economics, University of
Massachusetts, 1985.
Dharshi Bopegedera, Physical Chemistry, 1991; B.S.,
Chemistry, University of Peradeniya, Sri-Lanka, 1983;
Ph.D., Physical Chemistry, University of Arizona, 1989.
Priscilla V. Bowerman, Economics, 1973; Director of
Graduate Program in Public Administration, 1986-89;
Academic Dean, 1990-1994; A.B., Economics, Vassar
College, 1966; M.A., Economics, Yale University,
1967; M. Philosophy, Yale University, 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.
Jovana J. Brown, Natural Resource Policy, 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; Dean of Library
Services, 1992·present; B.A., Economics and
Mathematics, Western Washington University, 1967.
Andrew Buchman, Music, 1986; Certificate, School of
Musical Education, 1971; B.A., Liberal Arts, The
Evergreen State College, 1977; M.M., Music
Composition, University of Washington, 1982; D.M.A.,
Music Composition, University of Washington, 1987.
Paul R. Butler, Geology and Hydrology, 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.
Craig B. Carlson, Communications, 1973; B.A.,
English, College of William and Mary, 1965; Ph.D.,
English, University of Exeter, England, 1972.
Richard A. Cellarius, Plant Biology, Biophysics,
Environmental Policy, 1972; B.A., Physics, Reed
College, 1958; Ph.D., Biological Sciences, Rockefeller
University, 1965.
Caryn Cline, Coordinator of Interdisciplinary Media
Resources, 1991; B.A., English, University of Missouri,
Columbia, 1976; M.A., English, University of Missouri,
Columbia, 1978.
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.
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.
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.
Doranne Crable, Expressive Arts, Performance Theory
and Practice, Comparative Mythology, Women's
Studies, Laban Movement Theory and Practice, 1981;
B.A., University of Michigan, 1967; M.A., Wayne State
University, 1973; Fellow, Edinburgh University,
Scotland, 1975; Ph.D., Wayne State University, 1977;
C.M.A., University of Washington.
Beryl L. Crowe, Emeritus, 1992; Political Science,
1970; A.B., Political Science, San Francisco State
College, 1959; M.A., Political Science, University of
California at Berkeley, 1961.
Thad B. Curtz, Literature, 1972; B.A., Philosophy,
Yale University, 1965; M.A., Literature, University of
California at Santa Cruz, 1969; Ph.D., Literature,
University of California at Santa Cruz, 1977.
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.
John Aikin Cushing, Computer Science, 1976;
Director of Computer Services, 1976-84; Academic
Dean, 1993-present; B.A., Physics, Reed College, 1967;
Ph.D., Cognitive Psychology, Brown University, 1972.
Judith Bayard Cushing, Computer Science, 1982;
B.A., Math and Philosophy, The College of William
and Mary, 1968; M.A., Philosophy, Brown University,
1969.
Argentina Daley, American Studies, 1988; B.A.,
Comparative Literature, University of Washington,
1971; M.A., English, University of Washington, 1973;
Ph.D., English, University of Washington, 1992.
Virginia Darney, Literature and Women's Studies,
1978; Academic Dean, 1994-present; 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.
Leo Daugherty, Literature and Linguistics, 1972;
Academic Dean, 1975-76; A.B., English and Fine Arts,
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.
Llyn DeDanaan, 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 Anthropology, 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
Institute, 1986.
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.
Carolyn E. Dobbs, Urban Planning, 1971; Academic
Dean, 1987-1991; Interim Vice President for Student
Affairs, 1991-1992; Academic Dean, 1992-present;
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 Pnblic 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.
Larry L. Eickstaedt, Biology, 1970; Academic
Advisor, 1978·81, 1986·88; B.S., Biology, Buena Vista
College, 1961; M.S., Zoology, State University ofIowa,
1964;Ph.D., Biology, Stanford University, 1969.
Betty R. Estes, History of Science, 1971; Academic
Advisor, 1988-90; B.S., Mathematics, University of
Oklahoma, 1957; M.A., Mathematics, University of
Pennsylvania, 1960.
Joe Feddersen, 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.
John Robert Filmer, Management and International
Business, 1972; B.S., Agriculture, Cornell University,
1956;B.A.E., Agricultural Engineering, Cornell
University, 1957; M.S., Hydraulic Engineering,
ColoradoState University, 1964; Ph.D., Fluid
Mechanics, Colorado State University, 1966.
Donald Finkel, Psychology, 1976; Chair of Faculty,
1985·86;B.A., Philosophy, Yale University, 1965;
Ph.D.,Developmental Psychology, Harvard University,
1971.
Anne Fischel, FilrnlVideo, 1989; B.A., English and
AmericanLiterature, Brandeis University, 1971; M.A.,
Communication, University of Massachusetts at
Amherst, 1986; Ph.D., Communication, 1992.
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; Director of Center for Community
Development, 1983·86; B.A., Mathematics, University
of California at Santa Barbara, 1966; M., Urban
Planning, University of Washington, 1971.
Marilyn J. Frasca, Art, 1972; B.F.A., Fine Arts, San
Francisco Art Institute, 1961; M.A., Art, Bennington
College, 1964.
George Freeman, Jr., Clinical Psychology, 1991;
B.A., Liberal Arts, Secondary Education, Adams State
College, 1977; M.A., Clinical Psychology, Southern
Illinois University, 1984; Ph.D., Clinical Psychology,
Southern Illinois University, 1990.
Jorge Gilbert, Sociology, 1988; Licenciado en
Sociologia, Universidad de Chile; M.A., Sociology in
education, University ofToronto, 1975; Ph.D.,
Sociology in education, University of Toronto, 1980.
Angela Gilliam, Anthropology, 1988; B.A., Latin
American Studies, University of California at Los
Angeles, 1958; Ph.D., The Union Graduate School,
1975; Fulbright Scholar, 1994.
Jose Gomez, Social Sciences and Law, 1988; Assistant
Academic Dean 1988-90; 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, Emerita, 1990; Journalisml
Education, 1973; Ph.D., Education, University of
Oregon, 1973.
Thomas Grissom, Physics, 1985; B.S., Physics,
University of Mississippi, 1962; M.S., Physics,
University of Mississippi, 1964; Ph.D., Physics,
University ofTennessee, 1970.
Burton S. Guttman, Biology, 1972; B.A., Interdisciplinary Science, University of Minnesota, 1958; Ph.D.,
Biology, University of Oregon, 1963.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
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.
W. Joye Hardiman, Literature and Humanities, 1975;
Director, Tacoma Campus, 1990·present; B.A.,
Literature, State University of New York at Buffalo,
1968; Graduate Studies, Literature, State University of
New York at Buffalo, 1968·70; Ph.D., Literature and
Education, The Union Graduate School, 1986.
Phillip R. Harding, Architecture, 1971; B., Architecture, University of Oregon, 1963; M. Architecture,
University of California at Berkeley, 1970.
Lucia Harrison, Pnblic Administration, 1981; Director,
Graduate Program in Pnblic Administration, 1990·93;
B.A., Arts Administration, Antioch College, 1972;
M.P.A., Pnblic 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.
Steven G. Herman, Biology, 1971; B.S., Zoology,
University of California at Davis, 1967; Ph.D., Zoology,
,University of California at Davis, 1973.
Patrick J. Hill, Philosophy, 1983; Provost and
Academic Vice President, 1983·90; A.B., Philosophy,
Queens College, 1963; A.M., Philosophy, Boston
University, 1966; Ph.D., Philosophy, Boston University,
1969.
Virginia Hill, Communications, 1975; B.A.,
JournalismfPhilosophy, Marquette University, 1964;
Ph.D., Communications and Organizational Psychology, University of Illinois, 1971.
David Hitchens, History, 1970; Campus Adjudicator,
1987·89; 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.,
HistorylBusiness, University of Vermont, 1966; M.A.,
History, San Francisco State University, 1968; M.L.S.,
University of California at Los Angeles, 1969.
Margaret I. Hunt, Dance, 1976; B.F.A., Dance, Ohio
State University, 1969; M.Ed., Dance, Temple
University, 1972.
Ryo Imamura, Psychology, 1988; B.A., Mathematics,
University of California, Berkeley, 1967; M.S.,
Counseling, San Francisco State University, 1978;
Ed.D., CounselinglEducational Psychology, University
of San Francisco, 1986.
.
Winifred Ingram, Emeritus, 1981; Consultant to MIT
Program, 1991·92; Psychology, 1972; 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.
Ren-Hni (Rose) Jang, Theater, 1988; B.A., English,
National Taiwan University, 1980; M.A., Theater,
Northwestern University, 1981; Ph.D., Theater,
Northwestern University, 1989.
Bernard Johansen, Dance, 1972.
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.
Kazuhir Kawasaki, Art History, 1976; B.A., Art
History, University of Washington, 1970; M.A., Art
History, University of Washington, 1972.
Jeffrey J. Kelly, Chemistry and Biochemistry, 1972;
Director of Laboratory Computing, 1984; B.S.,
Chemistry, Harvey Mudd College, 1964; Ph.D.,
Biophysical Chernistry, University of California at
Berkeley, 1968.
Janice Kido, Director, Master in Teaching Program,
1991·present; Ph.D., Communication: Cross-Cultural
Communication, The Union Institute, 1995; M.A.,
Speech/Communication, University of Hawaii at
Manoa, 1970; B.Ed., Secondary Speech Education,
University of Hawaii at Manoa, 1965.
Ernestine Kimbro, Librarianship, 1987; B.A., Gonzaga
University, 1970; M.L.S., University of Washington,
1985.
Lovern Root King, Emeritus, Social Sciences, 1977;
Affirmative Action Officer, 1984·85; B.A., English,
Seattle Pacific College, 1972; M.C., Communications,
University of Washington, 1976; Ed.D., Policy,
Governance and Administration, University of
Washington, 1984.
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.
Stephanie Kozick, Education, 1991; B.S., Education,
Northern Illinois University, 1971';M.S., Curriculuml
Instruction, University of Oregon, 1980; Ph.D., Human
DevelopmentlFamily Studies, Oregon State University,
1986.
II
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.
Lowell Kuehn, Sociology and Public Administration,
1975; Acting Director, Washington State Institute for
Pubic 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.
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.
Eric H. Larson, Emeritus, 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;
Academic Advisor, 1990-present; 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-present; B.A., Economics,
Seattle University, 1965; M.P.A., New York University
Graduate School, 1970.
Albert C. Leisenring, Mathematics, 1972; B.A.,
Mathematics, Yale University, 1960; Ph.D., Mathematics, The University of London, 1967.
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.
Russell M. Lidman, Economics, 1974; Director of
Graduate Program in Public Administration, 1981-83;
Director, Washington State Institute for Public Policy,
1985-90; Academic Vice President and Provost, 199094; 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; Fulbright Scholar, 1994.
John T. Longino, Zoology, 1991; B.S., Zoology, Duke
University, 1978; Ph.D., Zoology, University of Texas,
Austin, 1984.
Jean Mandeberg, Fine Arts, 1978; B.A., Art History,
University of Michigan, 1972; M.F.A., MetalsmithingJewelry Making, Idaho State University, 1977..
Carrie Margolin, Psychology, 1988; B.A., Hofstra
University, 1976; Ph.D., Dartmouth College, 1981.
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/AfricanAmerican 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.
John Marvin, Mathematics, 1988; B.A., Mathematics,
University of Montana, 1954; M.A. and A.B.D.,
Mathematics, Johns Hopkins University, 1961.
Patricia Matheny-White, Librarianship, 1978; B.A.,
Music, Macalester College, 1967; M.A., Library
Science, University of Denver, 1968.
Charles J. McCann, Emeritus, 1991; 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.
Earle W. McNeil, Sociology, 1971; Academic Advisor,
1983-86; B.S., Chemistry, Washington State University,
1964; M.A., Sociology, Washington State University,
1965.
Laurie Meeker, FilmlVideo, 1989; B.A., Film
ProductionlStill Photography, Southern Illinois
University, 1980; M.F.A., Film Production, University
of British Columbia, 1985.
Donald V. Middendorf, Physics and Biophysics, 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.
Maxine Mimms, Emeritus, Social Services, 1972;
Director, Tacoma Program, 1973-90; B.S., Education,
Virginia Union University, 1950; Ph.D., Pedagogical
and Curriculum Studies, The Union Graduate School,
West, 1977.
Carol Minugh, Environmental Studies (Native
American Community Based) 1988; AA, 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, Intercultural Communication, 1990;
B.A., English, Nanzan University, Nagoya, Japan,
1970; Ph.D., English, Indiana University, 1987.
Lawrence J. Mosqueda, Political Science, 1989; B.S.,
Political Science with minors in Sociology and
Economics, Iowa State University, 1971; M.A.,
Political Science, University of Washington, 1973;
Ph.D., Political Science, University of Washington,
1979.
Frank Motley, Librarianship, 1978; Head of Library
Reference, 1972-79; B.S., Psychology, Portland State
University, 1965; M.S., Librarianship, University of
Oregon, 1968.
Arthur Mulka, Management Studies, Latin and Greek,
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.
Gonzalo Munevar, HistorylPhilosophy 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.
Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental Studies,
. 1988-95; 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.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest Resources,
University of Washington, 1983.
Raul Nakasone (Suarez), Education, 1991; Credentials
for Secondary Education in Mathematics, Physics, and
Chemistry, Enrique Guzman y Valle National
University of Education, 1968; M.A., Teaching
(Physics), Lewis and Clark College, 1973.
Alan Nasser, Philosophy, 1975; A.B., Classical and
Modem Languages, SI. Peter's College, 1961; Ph.D.,
Philosophy, Indiana University, 1971.
Alice A. Nelson, Spanish Language and Culture, 1992;
AB., cum laude Spanish, Davidson College, 1986;
AM., Spanish, Duke University, 1989; Certification,
Women's Studies, Duke University, 1990; Certification
(expected), Latin American Studies, Duke University,
1992; Ph.D. candidate, Spanish, Duke University, 1992.
Lin Nelson, Environmental Health, 1992; B.A.,
Sociology, Elmira College, 1970; M.A., Sociology, The
Pennsylvania State University, 1975; Ph.D., Sociology,
The Pennsylvania State University, 1981.
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.
Sandra Lewis Nisbet, Drama and Theater, 1988; B.A.,
Speech and DramalEnglish, San Jose State University,
1958; M.A., Theater Arts, Indiana University, 1962.
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.
Janet Ott, Biology, 1985; B.S., SI. Lawrence
University, 1975; Ph.D., Biology, University of
Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971; Academic
Dean, 1988-1992; B.A., Philosophy, Reed College,
1962; Ph.D., Philosophy, University of Pittsburgh,
1967.
Mark Papworth, Retired, Anthropology, 1972; B.A.,
Central Michigan College, 1953; M.A., Anthropology,
University of Michigan, 1958; Ph.D., Anthropology,
University of Michigan, 1967.
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.
David Paulsen, Philosophy and Computing, 1978;
B.A., Philosophy, University of Chicago, 1963; Ph.D.,
Philosophy and Humanities, Stanford University, 1971.
Sarah Pedersen, English Literature, Library Science;
Dean of Library, 1986-92; B.A., English, Fairhaven
College, 1973; M.S.L.S., College of Library Science,
Lexington, Kentucky, 1976; M.A., English Literature,
Northern Arizona University, 1979.
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.
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, Anthropology and Education, 1979;
Academic Dean, 1985-88; B.A., Liberal Arts, The
Evergreen State College, 1972; M.A., Education,
University of Oregon, 1977, Ph.D., Anthropology and
Education, University of Oregon, 1981.
David L. Powell, Literature, 1972; B.A., English,
Pennsylvania State University, 1960; Ph.D., Literature,
University of Pennsylvania, 1967.
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, Environmental 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.
Hazel J. Reed, Mathematics, 1977; B.A., Mathematics,
Reed College, 1960; M.S. and Ph.D., Mathematics,
Carnegie Mellon University, 1968.
Sara 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.
Evelia Romano de Thuesen, Spanish Language and
Culture, 1992; B.A., Literature and Linguistics,
Catholic University of Argentina, Buenos Aires, 1983;
Graduate Research Student (Kenkyusei), Traditional
Japanese Theater; Kabuki, Sophia University, Tokyo,
1986-87; Ph.D. Hispanic Language and Literatures,
University of California, Santa Barbara, 1992.
Ratna Roy, Dance and English, 1989; B.A., English,
Ranchi University, 1962; M.A., English, Calcutta
University, 1964; Ph.D., English, University of Oregon,
1972.
David Rutledge, Psychology, 1988; B.A., Philosophy
and Psychology, University of Nebraska, 1970; M.S.,
Human Development, University of Nebraska, 1975;
Ph.D., Counseling Psychology, University of California,
Berkeley, 1986.
Gilbert G. Salcedo, History, 1972; B.A., U.S. History,
San Jose College, 1970.
Samuel A. Schrager, Folklore, 1991; B.A., Literature,
Reed College, 1970; Ph.D., Folklore and Folklife,
University of Pennsylvania, 1983.
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.
Zahid Shariff, Public Administration, 1991; M.P.A.,
Karachi University, Pakistan; D.P.A., New York
University, 1966.
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. ''Pete'' Sinclair, Literature, 1971; B.A.,
University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Niels A. Skov, Emeritus, Management, 1972; B.S.,
Mechanical Engineering, Teknikum, Copenhagen,
Denmark, 1947; M.S., Physical Oceanography, Oregon
State University, 1965; Physical Oceanography, Oregon
State University, 1968.
Robert R. Sluss, Emeritus, 1991; Biology, 1970; B.S.,
Zoology, Colorado College, 1953; M.S., Entomology,
Colorado State University 1955; Ph.D., Entomology,
University of California at Berkeley, 1966.
Barbara L. Smith, Political Science, 1978; Academic
Dean, 1978-94; Director, Washington Center for
Improving the Quality of Undergraduate Education,
1985-94; Provost and Academic Vice President, 1994
present; B.A., Political Science, Lawrence University,
1966; M.A., Political Science, University of Oregon,
1968; Ph.D., Political Science, University of Oregon,
1970.
Matthew E. Smith, Political Science, 1973; Academic
Dean, 1987-90; B.A., Political Science, Reed College,
1966; M.A.T., Social Science, Reed College, 1968;
Ph.D., Political Science, University of North Carolina,
1978.
Oscar H. Soule, Biology, 1971; Director of Graduate
Program in Environmental and Energy Studies, 198186; 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.
Paul J. Sparks, Art and Photography, 1972; B.A., Art,
San Francisco State College, 1968; M.A., ArtPhotography, San Francisco State College, 1971.
Camilla Stivers, Public Administration, 1987; Director,
Graduate Program in Public Administration, 1993-95; .
B.A., Wellesley College, 1960; M.L.A., Liberal Arts,
Johns Hopkins University, 1967; M.P.A., Health
Administration, University of Southern California,
1979; Ph.D., Public Administration, Virginia
Polytechnic Institute and State University, 1987.
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; Academic
Dean, 1994-present; 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.
Nancy Taylor, History and Education, 1971; A.B.,
History, Stanford University, 1963; M.A., Education,
Stanford University, 1965.
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.
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.
Kirk Thompson, Psychology and Political Science,
1971; B.A., History, Stanford University, 1956; M.A.,
Political Science, Stanford University, 1958; Ph.D.,
Political Science, University of California at Berkeley,
1965; Postdoctoral studies, Psychology, C. G. Jung
Institute, 1975-77 and University of Washington, 198687.
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.
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.
Sidney D. White, Emeritus, Art, 1970; B.A., Art
Education, University of New Mexico, 1951; M.S.,
Philosophy-Aesthetics, University of Wisconsin, 1952.
David W. Whitener, Native American Studies, 1978;
B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School Administration,
Western Washington University, 1970.
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.
Ainara D. Wilder, Theater and Drama, 1972; B.S.,
Speech, General Science, Wisconsin State University,
1968; M.A., Theater Arts, University of Wisconsin,
1969.
Sarah Williams, Feminist Theory, 1991; B.A., Political
Science, Mankato State University, 1982; M.A.,
Anthropology, The State University of New York at
Binghamton, 1985; Ph.D., History of Consciousness,
University of California at Santa Cruz, 1991.
Sean Williams, World Music, 1991; B.A., Music,
University of California a/Berkeley, 1981; M.A.,
Ethnomusicology, University of Washington, 1985;
Ph.D., Ethnomusicology, University of Washington,
1990.
William C. Winden, Emeritus, 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.
Thomas Womeldorff, Economics, 1989; B.A.,
Economics, The Evergreen State College, 1981; Ph.D.,
Economics, American University, 1991.
Leslie E. 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/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.
II
Part-Time Studies Faculty
Jehrin Alexandria, Ballet.Exercise, African dance;
licensed message therapist, danced professionally in
New York City.
Teresa Aragon, Management and Public Administration; B.A., Philosophy, Seattle University, 1965; M.A.,
Political Science and Sociology, University of New
Mexico, 1968; Ph.D., Political Science and Public
Administration, 1977.
Stephen Bray, Print Journalism; B.A., American
Studies, Yale University, 1975; M.A., History,
University of California at Berkeley, 1979; C.Phil.,
History, University of California at Berkeley, 1980;
MJ., Journalism, University of California at Berkeley,
1982.
Margery B. Brown, Animation, Film, Video,
Computer Graphics; A.A., Visual Media and Education,
Colorado Mountain College, 1976; B.A., Media Arts
Technology, The Evergreen State College, 1979; M.A.,
Feminist and Third World Film Theory and Motion
Graphics, Antioch International University, 1991.
John Calambokidis, Environmental Studies; B.S.,
Biology, The Evergreen State College, 1977.
Wyatt Cates, Expressive Arts, B.A, Communications,
Radio-TV, Washington State University, 1971.
Jeff Cederholm, Salmon Biology, Habitat Requirements, Habitat Restoration and Enhancement; B.S., Fish
Biology, University of Washington, 1968; M.S.,
Salmon Biology, University of Washington, 1972.
Carol Crawford, Music History, Piano, Harpsichord;
B.A., Piano, Florida State University, 1969; M.A.,
Music History, University of Washington, 1978.
Kate Crowe, Psychology, Writing; B.A., Psychology
and Writing, The Evergreen State College, 1980.
Steve Davis, Photography, Electronic Imaging; B.S.,
Communications, Photography, Film, University of
Idaho, 1979; M.F.A., Art, University of Idaho, 1983.
Marja Eloheimo, Ethobotany, Herbal Medicine,
Heritage Studies, K-12 Education: Multicultural and
Environmental Studies; B.A., General Humanities, The
Evergreen State College, 1976; M.A., Arts and
Psychology, Antioch, 1978.
Anne M_ Ellsworth, American Sign Language, Deaf
Culture Studies; M.L.T. (Medical Laboratory Tech),
Tacoma Community College, 1966; Drug and Alcohol
Counseling Certificate, SeattJe University, 1975; B.A.,
Art and Social Sciences, The Evergreen State College,
1989.
Susan Fairo, Costumer; B.A., The Evergreen State
College, 1986.
Hugo Flores, Spanish, B.S., The Evergreen State
College, 1988; M.E.S. (pending) The Evergreen State
College.
Don Foran, Literature, Writing, Ethics; Ph.D., English,
University of Southern California, 1973; Postdoctoral
M.A., TheologylPublic Policy, The Jesuit School of
Theology, Berkeley, 1977.
Bill Hashim, Environmental Philosophy, Watershed
Management; B.S., Range Management, Humboldt
State University, 1977; B.A., Environmental Studies,
The Evergreen State College, 1984; M.E.S, The
Evergreen State College, 1986.
Evonne Hedgepeth, Education, Human Sexuality,
History; B.S. Psychology and Education, Virginia
Commonwealth University, 1973; M.Ed., Educational
Administration and Supervision, Teaching Certificate in
History, Virginia Commonwealth University, 1981;
Ph.D., Education, The Union Graduate School, 1988.
Allegra Hinkle, Media, Music; B.A., Communications,
Western Kentucky University, 1976.
Ron Hinson, Visual Arts, History of Art; B.F.A.,
Miami University, Oxford, Ohio, 1956; M.F.A, Miami
University, Oxford, Ohio, 1958.
Doug Hitch, woodworking, metalworking and casting,
neon, interest in glass; A.A., Centralia Community
College, 1970; B.A., Technical Theater, Western
Washington University, 1972; neon, glass blowing,
glass casting, Pilchuck Glass School.
Russell Hollander, Psychology; B.A., Philosophy, New
York University, 1969; M.A., Philosophy, California
State University, San Francisco, 1973; M.A., Religion
and Psychological Studies, University of Chicago,
1976; Ph.D., Ethics and Society, University of Chicago,
1977.
Mitsugu Honda, Japanese, Religion; B.A., Belhaven
College; M.Div., Princeton Theological Seminary,
1973; Th.M., Princeton Theological Seminary, 1974;
graduate study, University of Chicago, 1975; M.A.,
Seton-Hall University, 1979; D.D., California
International University, 1983.
Stella Jordan, English, Writing, Reading Skills,
Literature; B.A., University of New Mexico, 1952;
M.A., English, California State College, Northridge,
1963; M.A., Education, Reading, California State
College, Northridge, 1972.
Karen Kirsch, Dance and Movement Study; Fashion
Institute of Technology, Textile Design, 1972; B.A.,
The Evergreen State College, 1980; University of
Washington, Certificate Program in Laban Movement
Analysis, 1991.
Hugh Lentz, Photography; B.A., University of Idaho,
1984; M.F.A., Photography, University of Arizona,
1987.
Roger McIntosh, Technical Theater, Lighting Design,
Multimedia Production; B.A., The Evergreen State
College, 1980.
Helena Meyer-Knapp, Knowledge and the Human
Condition, History, Political Philosophy; B.A., History,
Oxford University, 1969; M.A., Communications,
University of Pennsylvania, 1971; Ph.D., Interdisciplinary Political Studies, The Union Institute, 1990.
Pat Moore, Sustainable High-Production Agriculture;
B.A., The Evergreen State College, 1981.
Mike Moran, Ceramics, Drawing, Painting; B.S.,
Painting, Political Science, Eastern Montana College,
1966; M.F.A., Ceramics, University of Puget Sound,
1982.
Steve Morrison, Environmental Studies; B.S.,
Environmental Planning, Huxley College of
Environmental Studies at Western Washington
University, 1974; Master of Public Administration, The
Evergreen State College, 1985.
Valerie Navarro, French, Spanish, Russian; B.A.,
French, Russian, University of Washington, 1977;
M.A., Spanish Language, Literature, University of
Vasconcelos, Durango, Mexico, 1994; M.A., the
teaching of Russian as a second language, Gerzen
Pedagogical Institute, St. Petersburg, USSR, 1991.
Peter Ramsey, Visual Arts (printrnaking, Art History,
Color Theory); B.A., University of Washington, 1963;
M.F.A., Cranbrook Academy of Art, 1965.
Peter B. Randlette, Computer applications in media,
audio recording, music; B.A. The Evergreen State
College, 1980.
Sally Riewald, Writing, Composition; B.A., English,
Teacher Certification, University of Puget Sound, 1962;
M.A., Education, University of Puget Sound, 1978;
Ph.D., Western Institute for Social Research, Higher
Education and Social Change, 1987.
Sarah Ryan, Labor Studies; B.A., The Evergreen State
College, 1992; M.A., Labor and Industrial Relations,
Rutgers University, (expected) 1994.
Betty Tabbutt, Environmental Studies; B.A., Zoology,
Oberlin College; M.A., Medical Sciences, Radcliffe
College.
James L. This, Theater; B.A., Spanish, Wake Forest
University, 1969; Ph.D., Communication, Drama,
University of Southern California, 1978.
Christina Valadez, Conversational Spanish,
Sociolingustics; B.A., Social Sciences and Romance
Languages, The Evergreen State College, 1979; M.A.,
Sociocultural Anthropology, University of Washington,
1984.
Ken Wilhelm, Media Arts; Renton Vocational Institute.
Joan Winden, Music, B.A., Music, Stanford
University, 1953; M.A., Music Education, San
Francisco State University, 1956.
Charlotte Tiencken Wooldridge, Theater, Arts
Administration; B.A., Theater, Mars Hill College, 1978;
M.F.A., Children's Theater/directing, the University of
Texas at Austin, 1985.
Bob Woods, Metalworking, Furniture Design, Metal
Casting; B.A., Art Education; B.F.A., Metal Design,
University of Washington, 1976; M.F.A., Metal Design,
. University of Washington, 1978.
Barbara Zelano, Theater Marketing; B.A., Marketing
the Arts, Arts Administration, The Evergreen State
College, 1988.
Campus Services and Resources
Access for Students
With Disabilities
If you are an individual with a disability, you will not
only be welcome at Evergreen, but also able to be an
active participant in the community.
Access Services supports and assists students with
disabilities and provides access to Evergreen programs
and facilities. Our goal is to provide support and
assistance to facilitate your personal independence and
self-reliance while you are a student at Evergreen. To
enable us to identify appropriate support services, we
ask you to contact Access Services upon admission to
the college. All verification of disability materials is
kept in strict confidence and must be received in the
Access Services Office prior to beginning your
education at Evergreen.
In addition to the services we provide you will find
valuable help from the on-campus student organizationThe Evergreen State College Union for Students With
Disabilities. Volunteers are available for guided tours of
the campus during all quarters.
Offices that will assist you:
Access Services, LIB 14070
Ext. 6364, TOO: 866-6834
Union for Students With Disabilities,
CAB 320, ext. 6092
Campus Parking
Computer
Motor vehicles must display valid parking permits.
Permit prices are as follows, although rate increases
were under consideration at the time of publication and
may be in effect at a later date.
In Academic Computing the emphasis is on students
and technology. Students are encouraged to use
computers throughout the curriculum-from writing
evaluations, working with graphic images, or solving
complex statistical, scientific, or computer science
problems. The use of computer facilities continues to
grow as computing becomes an integral aspect of
Evergreen's curriculum. There is no charge to students
for the use of computing facilities.
Located in LIB 2408, the Computer Center is a place
where individual attention comes first. The Computer
Center's student consultants provide general assistance
and consultation on the use of Computer Center
resources.
The college's Computer Center resources include
microcomputer laboratories, clusters of microcomputers' workstations and minicomputers. These offer a
diversity of computer languages (such as Pascal, C,
COBOL, Prolog, LISP and BASIC), as well as
application software (such as WordPerfect, Excel, MS
Works, graphics packages and SPSS). These facilities
also provide access to worldwide information resources
through the Internet.
Evergreen's computing laboratories include IBMcompatible and Macintosh computers networked to
central servers and Internet resources. Laboratories
include video and audio projection equipment. Labs are
networked to share printing, peripherals and application
resources and provide students with graphics, word
processing, imaging and scanning, and desktop
publishing capabilities for academic projects.
Equipment for the physically challenged is also
available in the Computer Center (scanners, sound
synthesizers, image enlargement), as are manuals,
specially designed reference materials and workshops to
help you make the best use of the facilities. Microcomputers designed for natural science applications are
located in LAB II.
Evergreen has-been able to maintain state-of-the-art
computing resources through grant assistance from the
National Science Foundation, AT&T, Apple, Digital
and others.
Daily Pass
Quarterly
Annually
Automobiles
$.75
$22
$54
Motorcycles
$.75
$11
$27
Daily permits can be purchased at the information booth
on the front entrance road to campus. Longer-term
passes can be purchased at the Parking Office,
SEM 2150. 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 does not assume responsibility for any
vandalism or theft while the vehicle is parked on
campus.
Convenient parking is available for persons with
disabilities. An Evergreen special parking permit must
be displayed when a vehicle is parked in a handicap
space. These are issued through the Parking Office.
Additionally, an Evergreen daily pass or parking permit
must be purchased and displayed.
Campus Public Safety
Equal Opportunity
The Evergreen State College expressly prohibits
discrimination against any person on the basis of race,
color, creed, national origin, gender, marital status,
religion, sexual orientation, age, disability or veteran
status. The responsibility for and protection of this
commitment extends to students, faculty, administration, staff, contractors and those who develop or
participate in college programs at all levels and in all
segments of the college. It is the responsibility of each
and every employee of the college community to ensure
that this policy is a functional part of the daily activities
of the college.
Copies of the equal opportunity policy are available
in the Equal Opportunity Office, LIB 3103. Persons
who wish information on equal opportunity may contact
Paul Gallegos, special assistant to the president for
equal opportunity, ext. 6368. Persons who believe they
have been discriminated against at Evergreen are urged
to contact Lee Lambert, special assistant to the
president for civil rights, ext. 6386, or TOO: 866-6834.
Campus Public Safety staff are responsible for
providing services to enhance the safety and welfare of
Evergreen community members and to maintain the
security of campus buildings and property, both public
and private. The Public Safety Office will also assist
students, staff and faculty with personal property
identification and will register bicycles at no charge.
Although the college assumes no responsibility for lost
property, recovery of lost or stolen items is improved if
the owner is easily identified.
The Public Safety Office is open 24 hours a day,
seven days a week, and is staffed by officers trained in
law enforcement and problem-resolution skills. While
charged with enforcing laws and regulations, the staff
works to resolve issues using the college's Social
Contract whenever possible. The Public Safety Office is
located in SEM 2150. Reach the office by telephone at
ext. 6140 or 866-6832.
Services
Campus Bookstore
The Evergreen Bookstore, located in the CAB, is the
place to find all required texts and materials for all
programs. The Bookstore also features general reading
and reference books, computer and software sales, film
processing, ticket sales and the latest in Geoduck leisure
wear. For late-night needs, including books, magazines,
snacks and school supplies, check out the Branch, a
subsidiary of the Bookstore in Housing's Community
Center.
Ii
Facilities and Campus Regulations
Food Services
Mail Services
Because Evergreen is state-owned, responsibilities to
the state and county 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 years of age or older. For
students choosing to live in a substance-free
environment, Housing provides alcohol-drug free
residences.
Use of College Premises
Evergreen's facilities may be used for activities other
than education as long as suitable space is available,
adequate preparations are made and users meet
eligibility requirements.
Arrangements for conferences or group gatherings
by outside organizations are made through Conference
Services, CAB 207F, ext. 6192.
Evergreen students, faculty and staff who want to
schedule a special event or outside speaker must contact
the special events coordinator at CAB 320, ext. 6222,
and pick up a Campus Production Report.
Reservations for space and/or facilities are made
through Space Management, ext. 6314. Allocations of
space are made first for Evergreen's regular instructional and research programs, next for major all-college
events, then for events related to special interests of
groups of students, faculty or staff, and' then for alumnisponsored events. Last priority goes to events sponsored
by individuals and organizations outside the college.
Special events or outside speakers that are sponsored
by S&A-funded organizations are scheduled through the
Student Activities Office, CAB 320, ext. 6220.
All private and student vendors must schedule tables
through the Student Activities Office. Student vendors
are provided tables for a $2-fee. Private vendors and
alumni must provide their own tables and the fee is $20.
Nonstudent vendors are limited to two tables per day
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 Public Safety. A special
written explanation must accompany the retention
request and filed with the chief of campus public safety.
Persons in possession of unchecked firearms 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 owners. At no time are pets allowed in
buildings. Stray animals will be turned over to Thurston
County Animal Control.
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
Campus Public Safety for a small fee.
Smoking
No smoking is allowed inside main campus buildings or
near building entrances.
In campus housing, smoking is prohibited in public
areas, including lobbies, laundry rooms, TV rooms,
elevators and public hallways, Smoking is allowed
within apartments with roommates' permission.
Members of the campus community are expected to
respect smoking restrictions and accept shared
responsibility for enforcement.
Located in the CAB, the dining services are designed to
meet your food-service needs. The Deli, Greenery and
espresso carts offer a wide variety of food choices for
your pleasure and convenience. You may purchse items
in any of the food-service locations with either a
Geobuck card or cash.
A Geobuck card is a declining-balance credit card
that allows the freedom of choice without carrying cash.
A Geobuck card can be purchased at the Food Services
Office, located in CAB 107.
Student mail is delivered six days a week. A self-service
postal unit is provided on the first floor of the CAB for
any outgoing mail needs.
The belongings of students moving into campus
housing may be sent in advance to Mail Services.
Labels should be addressed to you, in care of Receiving
and Mail, The Evergreen State College, your building
letter and room number, Olympia, W A, 98505-0002.
Direct questions to Mail Services, LIB 1321, ext.
6325.
r.nI
•••
Learning Resource Center (LRC)
Public Service at Evergreen
LIB 2122, 2126; ext. 6420
The LRC is a place for students to receive individual
help with math or writing at all levels of difficulty.
For those who want help in mathematics/quantitative
skills, a group of qualified math tutors assist students in
subjects ranging from elementary mathematics and
statistics to advanced topics. Students doing the two
self-paced math programs, Intermediate Algebra and
Precalculus, also receive assistance and testing in the
LRC.
Evergreen operates four public service initiatives, each
funded by the Washington State Legislature to carry out
specific functions related to the educational and service
missions of the college.
The Washington Center for Improving the Quality of
Undergraduate Education was established in 1985 and
includes 43 participating institutions-all of the state's
public four-year institutions and community colleges
and nine independent colleges. The Washington Center
focuses on higher education reform and helps
institutions share and more effectively utilize existing
resources by facilitating faculty exchanges, developing
interdisciplinary "learning community" programs,
conferences and seminars, and providing technical
assistance on effective approaches to teaching and
learning.
The Evergreen Center for Educational Improvement
focuses on providing educational opportunities and
outreach to K -12 programs and schools. Through
innovative partnerships, joint planning and assessment
projects, information exchanges, workshops and
conferences, the Evergreen Center helps the K-12
community throughout the state learn effective new
teaching methods and share resources and ideas.
The Washington State Institute for Public Policy,
established in 1983, undertakes research studies,
sponsors conferences, publishes newsletters and
otherwise promotes the flow of applied research on key
public-policy issues to the Washington Legislature. The
institute also provides internship opportunities for
Evergreen undergraduate and graduate students. One of
the institute's largest projects is a lognitudinal study of
2,000 low-income and at-risk Washington families, This
information is an invaluable aid to state policy makers.
The Rosalie Gittings Labor Education and Research
Center was founded in 1987 and mandated to provide
labor education to Washington state union members.
The center's programs focus on economic analysis,
labor history and organizing. The staff of the Labor
Center design and implement union-initiated programs
as well as center-sponsored classes and residential
programs. The center provides work-study and
internship opportunities for Evergreen undergraduate
and graduate students, as well as a four-credit, part-time
labor studies program on Saturdays. The Labor Center
is located in SEM 4166.
Students who want individual help with writing,
whether at a basic or advanced level, can work
individually with LRC writing tutors or professional
staff. Diagnostic testing and individual conferences are
also available for students with concerns about reading
and study skills. Assistance is available on a walk-in or
appointment basis.
Library
The Daniel J. Evans Library hires people whoare 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 research and media instruction across
the curriculum, as well as through various courses in the
use of media equipment and basic media.
"What" you will find in the Library includes 4,200
items of media loan equipment (including cameras,
projectors, tape recorders and video/audio equipment);
over 220,000 books; 30,000 reference volumes; four
well-equipped recording studios; a complete video
production system; films; recordings; maps; documents;
editing benches; and 2,200 periodical subscriptions.
In addition to resources on hand, Evergreen's
Library offers you access to books and periodicals
through computerized databases. Evergreen students
and faculty borrow more interlibrary loan materials and
more of the general collections per capita than at any of
the other four-year public institutions in the state.
For more information, call ext. 6252 or drop in and
talk to any Library staff member.
Student Organizations
Student Governance
In addition to providing financial support to the CRC;
Child Care Center; Cooper Point Journal; KAOS-FM;
and the Student Activities Administration, Service and
Activities fees fund a broad range of student
organizations. These studentgroups enhance the college
community with the many social, cultural, recreational,
spiritual and educational services and activities
sponsored throughout the academic year. Student
groups active on campus include:
• Amnesty International
• Anime
There has never been a permanent student governance
structure at The Evergreen State College. Nevertheless,
students have played an important role in the ongoing
governance of the college. Through participation in
Disappearing Task Forces and standing committees
such as the President's Advisory Board, students ensure
that their voices and thoughts are included in decisions
made by the college.
Students interested in being informed of and
involved with such efforts may contact the Office of the
Vice President for Student Affairs, LIB 3236, ext. 6296 .
• Asian Students in Alliance
Center for Mediation Services
• Bike Shop
• Camarilla
Evergreen's Center for Mediation Services offers a safe,
constructive way for persons in conflict to negotiate
their differences.
Trained volunteers help students, faculty and staff in
conflict examine individual needs, identify common
interests, and begin to craft an agreement that is
mutually beneficial.
In addition, center staff offer conciliation and
referral. Over the telephone or face to face, the
mediation process is free of charge, voluntary and
confidential. Training opportunities are available.
For more information, call the center at ext. 6656.
•
•
•
•
Community Gardens
Environmental Resource Center
Evergreen Coalition Building Center
Evergreen Political Information Center
• Evergreen Queer Alliance
• Gaming Guild
• Graduate student associations-MES,
MIT, MPA
• Irish American Student Association
• Jewish Cultural Center
• Latin American Student Organization
• MEChA, ChicanoiLatino student movement
• Men's and women's rugby clubs
• Men's Center
• Middle East Resource Center
• Mindscreen film group
• Native Student Alliance
• Peace and Conflict Resolution Center
• Rape Response Coalition
.S &ABoard
•
•
•
•
S & A Productions
Slightly West literary magazine
Society for Creative Anachronism
Soda Pop, substance abuse education
•
•
•
•
Spring Arts Festival
Student Produced Art Zone
Student Workers Organization
(TEMPO) The Evergreen Music Production
Organization
• Union for Students With Disabilities
• Umoja, African American student organization
• Wilderness Resource Center
• Women of Color Coalition
• Women's Center
The Student Activities Office, Cooper Point Journal,
KAOS-FM (Olympia Public Radio) and student
organizations are located on the third floor of the CAB.
Ii
,
I
.'.~""
of the Cooper Point
Journal, Evergreen's
student- produced weekly
newspaper. Former editors
include "TheSi.nlpsons"
,creatorMattpr:~~ning.
r;tly
r that
<
mainstay of st~dS;~("
transportation-the'
bicycle-is available,'most
weekdays at Evergreen's
own Bike Shop. ~
interlibrary loan
program,
thousands of
books and
periodicals,
photography
darkrooms, and
audio and video
recording and
editing studios.
Evergreen plays host each
spring to Washington's
largest one-dayfestivalSuper Saturday. Held
historically on graduation
weekend, the event attracts
new graduates and some
30,000 or so of their closest
friends from around the
state and beyond.
'General Index
A
F
p
Academic advising """",,,,,,,,,,,,,,,,,,,,,,,,,,,,
6, 7, 30
Academic credit
,
,
, 28
Academic fairs
,6, 10
Academic Planning and
Experiential Learning (APEL)
6, 10, IS
Academic Program Guide
, 12
Facilities, use regulations
, 88
Faculty
, , , " .., " ,
, ,
, ,
82
Fees and charges
27
Financial aid ",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
25
Firearms ..,
, ' , " ,.." , , , , ,
,. 88
First Peoples
7
First Peoples' Advising Services
31
First Peoples' Recruitment
23
Food services
88
Foreign language study
36, 60
Foreign students
21
Foundation scholarships
25
Freshman admission requirements
20,22
Full-time status
27, 28
Parking
27, 87
Part-time study
7, 27, 28, 37
Payment procedures
26
Pets on campus
88
Physically challenged access
30, 87
Political Economy and Social Change
66
Prior Learning From Experience (PLE)
7, 15
Public Administration, graduate program
78
Public Service at Evergreen
88
Academic regulations ""''''''''''''''''''''''''''''''''''''
28
Accreditation ..,.."", ..", .., " .."
,..,.."", ..,.., 104
Address changes
,
, 28
Administration " ..,..'..' ..,..,.." ..'.., ,..,.." .., ,..,' 82
Admission .."""",
"""" ..,..,..,.., " .."", ..,..",20
Alcohol, ..,..,..,
,..,.." ..,..,..,..,..,
, " 88
Appeals
,
26, 29
Application deadlines """"''''''''''''''''''''''''''''''''
Application fee
Auditors , "
",
,.., ,.., ,..,
,.."
24
22
" 24
B
Bachelor of arts
Bachelor of science
Bicycles
Billing procedures
Bookstore ,..,..,..,..,..,..,
;
,
,.." ..,
,
11,29
11,29
, 87, 88
26
" ..,..,..," 87
C
Calendar '"''''''''''''''''''''''''''''''''''''''''''''''''''''''''
Campus Profile
Campus Recreation Center (CRC)
Campus Public Safety
Career Development
Computer Services
Condensed Curriculum
Confidentiality of records
Contacting Evergreen
Contracts " .., ,"', ..,..,..,.., '..,..,
Cooper Point Journal
Coordinated study
Core Programs
Counseling services
,
Credit
:
Curriculum .,
, ,..,.., , ,..,
104
104
30
87
30
87
34
, 29
, 103
,..,.." ..,..". 6
6, 89
6, 9
40
30
6, 15,28
,
,
, 34
D
Degree requirements
Deposits
Disappearing Task Force (DTF)
Dogs on campus
Drops, program changes
29
24,26
6
88
28
E
Emergency loans
25
Enrollment figures
104
Environmental Studies
45
Environmental Studies, graduate program
78
Equal Opportunity
87, 104
Evaluations
6,15,29
Evening and Weekend Program
37, 77
Evergreen Center
for Educational Improvement
,
88
Expenses, estimated yearly
26
Expressive Arts
51
G
General Education Development tests
Governance
Graduate study
Graduation requirements
Group contracts
21
7,89
78
29
9
H
Handicapped access
Health Center
Housing
30, 87
30
26, 31
I
Insurance
, , ,.., , ,..,"
International students
International studies
Internships
,' , , ,.. 27
21
36,60
7, 9,15
J
Jackson School of International Studies
60
K
KAOS-FM
KEY Student Services
Knowledge and the Human Condition
6, 89
31
56
L
Language and Culture
Learning Resource Center (LRC)
Leaves of absence
Library
, " .., , ,
,
Loans .., , ,
,
' " .."
T
88
63
103
11, 78
11,78
11,79
37
89
U
N
Native American Studies
5
Scholarships
Science and Human Values
Science, Technology and Health
Self-evaluations
Seminars
Smoking
,
Social Contract
Special students
Student Activities
Student Affairs Office
Student evaluation of faculty
Student Support Services
Study abroad
Summer quarter
60
88
28
88
,' 25
,
M
Mail services
Management and the Public Interest
Map of campus
Master of Environmental Studies (MES)
Master of Public Administration (MPA)
Master in Teaching (MIT)
Mathematics study at Evergreen
Mediation Center
R
Reciprocity
, , ,.., ,..,
,..,
,..,..,.., , 26
Record keeping
24
Recreation
, ,
,
'
,
,..,
30
Refunds
, , , ,..,
"
,..,
" .., 26
Registration , , ,
,
28
Academic standing
29
Academic warning
29
Withdrawal,
,
, ,
,
28
Residency
,
,
, ,
26
Returning students
22
Rosalie Gittings Labor Education
and Research Center
88
64
Tacoma campus program
Teacher education
Transcripts
Transfer students
Tuition .., , ,
,.., ,
,
24,25
68
70
6, 15,29
7,15
,
88
7,16
24
31,89
31
6, 15,29
30
36, 60
24
"
University of Washington
Upside Down Degree Program
76
79
15,29
21,22
,..,
,' 26
60
23
V
Vacations
, ,
Veterans "
,..,
,
,..,
,.., ,.., ,..,
,
,.. 104
'...•.. ,.., , 28
W
Washington Center for Improving the Quality of
Undergraduate Education
88
Washington Public Interest Research Group
(WashPIRG)
27
Washington State Institute
for Public Policy
88
Withdrawals ,..,
,..,.., , ,
,
, 28
Writing Center
88
Campus Map
ORIFlWOOO ROAD
Key
IO.ChilaClrtCeO!er
11.Cl/nt •.•,PI,nt
12.Plvilion
13. Modulll Housing
11. Studlflt Housing
IS. Resld,nc,H",
18. ComllHlllitvC,nt ••
17. IT Bus SI09
18. E_lIanco;s.cur"'Yin
I.Ub,,1V
l.S,m;nu
3.llelurlHall
•. Ar1S&Scr.nel(labll
5.Am6:Seienc:I(LlbIU
&.ArtsAmPU. .•bAme.(}
7.Conom""iI:lUGn'
••.•b
"fllcteationc-.,
9. C,"pusAttMlieIBuiIduIg
o
81dg. 2
Access
I2IA1/n1malicdoor
(,'-"'1iI:cIoorI ••• Iot;.~ •••
onainlnt1lncelloOl'unltoss_d!
tar
DE ••.••
'l:lllldin~
(f)PutirlglfKJonII
•• ondic:llIIs
Iplo:n ••••'lIblel
"' .....
I!!lSUninOflosnle1
RCurbCUI
ParkinglotC
100
Key
1. library
(LIB)
2. Seminar (SEM)
3. Lecture Hall
4. Arts and Sciences (Lab 1)
5. Arts and Sciences (Lab 2)
6. Arts Annex (Lab Annex)
7. Communications
Lab
8. Recreation Center
9. College Activities Building (CAB)
10. Childcare Center
11. Central Plant
12. Pavilion
13. Modular Housing
14. Student Housing
15. Residence Halls
16. Community Center
17. IT Bus Stop
18. Campus Public Safety
The Evergreen State College is an hour's
drive from the Seattle-Tacoma airport.
Olympia is also served by the Greyhound
and Trailways bus companies. Evergreen
and the state capital are just a short, 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
(on the left).
200
400
Contacting Evergreen
Inquiries about admission should be directed to:
Office of Admissions, The Evergreen State
College, Olympia, Washington, 98505-0002, or
(206) 866-6000, ext. 6170. Direct other correspondence to the appropriate office. Dial (206) 8666000, then dial or ask for the extension or name
listed below. Note: In January 1995, the college's
area code will become (360).
Academic Planning and Experiential
(APEL)
Academic deans
Admissions
Alumni Relations
College Relations
ControllerlBusiness Office
College Advancement
Financial Aid
Housing
President's Office
Recreation Center
Registration and Records
Student Accounts
Student Advising Center
Tacoma campus
Learning
ext. 6312
ext. 6870
ext. 6170
ext. 6551
ext. 6128
ext. 6450
ext. 6300
ext. 6205
ext. 6132
ext. 6100
ext. 6530
ext. 6180
ext. 6447
ext. 6312
ext. 6004
Vice Presidents:
Academic Affairs
Finance and Administration
Student Affairs
ext. 6400
ext. 6500
ext. 6296
II
1995-96 Academic Calendar
Fall
Winter
Spring
Summer
First Session
Second Session
Begins
Sept. 25
Jan. 8
April 1
June 17
July 22
Ends
Dec. 16
March 22
June 14
July 20
Aug. 24
Evaluations
Dec. 11-16
March 18-22
June 10-14
July 17-20
Aug. 21-24
Vacations
Thanksgiving
Nov. 19-26
Martin Luther
King Day
Jan. 15
Memorial Day
May 27
Independence Day
July 4
Winter Break.
Dec. 17-Jan. 4
Presidents Day
Feb. 19
Spring Break
March 23-31
Please note: Historically, Evergreen's academic year has been divided into quarters. As this Catalog
went to press, however, the college was evaluating a move to a semester system that might begin in
1996. Some of the dates above would change if Evergreen were to adopt a semester calendar.
Campus Profile
Faculty ..••.....••.......•......•........•......•......•....•••.••.
Ph.D. or terminal degree
Female
Male
Faculty of color-total
Olympia campus
Tacoma campus
Instructional
student/faculty
ratio
Staff ..•.....................................•........•.....••...•.•.•
169
75%
38%
62%
21 %
19%
50%
20/ I
474
Enrollment
Graduate
Undergraduate
Olympia campus
Tacoma campus
Female
Male
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
AsianlPacific
Islander
Black/African
American
MexicanlLatinolHispanic
Native American Indian
Olympia campus
Tacoma campus
8%
92%
55%
45%
(Olympia)
3,477
277
3,200
3,365
112
1,902
1,575
86%
14%
62%
13%
14%
II%
956
15%
4%
3%
4%
4%
13%
56%
Equal Opportunity Policy
Disclaimer
The Evergreen State College expressly prohibits'
discrimination against any person on the basis of race,
sex, age, religion, national origin, marital status, sexual
orientation, Vietnam era or disabled veteran status, or
the presence of any sensory, physical or mental
disability.
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.
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
The information contained in this Catalog is available in
other media with 24 hours' notice.
TDD: (206) 866·6834
This Catalog is printed on recycled paper.
Tacoma enrollment.
••....•••.•...••.•...••.••.••.••.••.••. 112
Male
33%
Female
67%
Entering class ...•....•.••...•.•...••.••..••.••.••.••.•...•• 1,445
Applicants, degree seeking
3,927
Admitted
62%
2,454
Enrolled
54%
1,325
Nondegree-seeking
enrollment
120
Washington residents
1,083
Other states
349
Other countries
13
Financial Aid
Students receiving aid
1,690
Average award
$6,139
Placement
1990-91 classes
82% response
Employed
63%
Graduate school
~
9%
Travel, homemaking,
etc
1%
The Evergreen State College Catalog Production Team
Editor: David Over
Design: Mary Geraci, Judy Nufiez-Pifiedo
Cover and Interior Photography:
Steve Davis. Sally Ellyson,
Amber Reed and TESC Photo Services staff
Contributors:
Laura Allen. Bill Allison, Vema Baker. Pris
Bowerman, Eddy Brown, Bill Bruner, Arlene Buchanan, Michael
Cardew, Jeannie Chandler, Georgette Chun, Bob Cillo. Art
Costantino, Mary Craven, Kate Crowe, Wanda Curtis, John
Cushing, Virginia Darney, Wade Davis, Michele Elhardt, Shannon
Ellis, Bonita Evans, Wendy Freeman. Colin Green. Beth Hartmann,
Lee Hoemann, Steve Hunter. Judy Huntley, Ken Jacob. Donna
Johnson, Kort Jungel. Dan Leahy. Ricardo Leyva-Puebla. Russ
Lidman. Jill Lowe, Tom Maddox, Jackie McClure, Tom Mercado.
Walter Niemiec. Kitty Parker. Robert Payne, Linda Pickering, Nina
Powell. Arnaldo Rodriguez, Gary Russell. David Schoen, Doug
Scrima, Barbara Leigh Smith, Denis Snyder, Pete Steilberg, Tom
Sykes. Donnagene Ward, David Whitener. Jodi Woodall
Production
Assistance: Jackie Barry, Pat Barte, Donna Johnson,
Barbara Keyt, Judy Saxton
Distribution:
Laura Allen. Kort Jungel
Special thanks: Xelaju Alberty-Korda, Mikko Ambrose, Jeannie
Bagley. Aaron Best. Michael Blackburn, Jon Ewen, Stuart lritz.
Diane Kahaumia, Jeff Kelly. Kristin Long. Francisca Lopez.
Virginia Lore, Leopoldo Marino, Heidi McAllisrer, Nathaniel
Brehaspati Pettis. Kathleen Shadow vine, L'nayim Anne Shuman.
Trajan Unger
This Catalog is published by The Evergreen
Office of College Advancement
© 1994 by The Evergreen State College
State College,
Catalog_1995-1996.pdf