-
Identifier
-
Eng
Catalog_1996-1997.pdf
-
Title
-
Eng
Course Catalog, 1996-1997
-
Date
-
1996
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
1996-1997 CATALOG
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The Evergreen State Coli~?~
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.
Olympia. Washington
98005
Contents
~~
4
Why Evergreen?
~ Academic Offerings
5
What Sets Evergreen Apart?
34
Condensed Curriculum
6
Describing the Foundation
of the Curriculum
36
Special Features
of the Curriculum
7
Designing
Your Learning
40
Core Programs
7
Diversity and Community
45
Environmental
7
Graduates'
to Society
52
Expressive Arts
this
58
Knowledge and the
Human Condition
CATALOG,
Contributions
1996-1997
CATALOG
> When
Studies
you
READ
10
The Evergreen Glossary
12
Selecting Your Program
69
Language and Culture
Answers to Frequently
Asked Questions
73
Management
74
Native American
Matching Evergreen's
Programs to Your Field
of Interest
76
Political Economy and
Social Change
Evergreen education,
78
Science and Human Values
if you read pages 4 - 7 of
80
Science, Technology
and Health
the Catalog first.
88
Tacoma Campus
89
Graduate
92
Trustees, Administration
and Faculty
13
14
16
Student Support Services
and Activities
18
The Social Contract
~ Enrollment
Services
22
Admission
27
Financial Aid
28
Tuition
30
Registration and
Academic Regulations
and Fees
Studies
Studies
Study at Evergreen
~ Campus Life
97
Campus Services
and Resources
100
Evergreen Album
~ General Information
106
Campus Map
106
Contacting
107
Academic Calendar
107
Campus Profile
108
Index
Evergreen
you'll get the most out of the
program descriptions and,
eventually, from your
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> Lots of work. I thought I'd never do this much work ... it's crazy, but I love it. My faculty have been great.
They've never held my hand and they've pushed me to do things I didn't think I could do. It's
been incredible. "
> Erin Ficker spent her first year at Evergreen
studying sociology
in a Core program and taking photos for the student
newspaper,
the Cooper Point Journal.
II
> I like the evaluation process because it's good at the end of the quarter to look back and think about what
I've learned ... otherwise, it might all fall to little pieces behind me. It's another part of taking
control of your own education and taking responsibility for what you've learned and really
making something out of it. "
> Second-year
student
Khaela Maricich came to Evergreen
Seattle to study sociology, art and linguistics.
serves as a steward in campus housing.
from
She
~ " Originally, I wanted to go into live-action narrative film. Then I took Experimental Animation. It was one of
the most wonderful programs I ever took. I found my true field of study - a field I might never
have discovered at another school.
"
>- Joe Watt is studying animation
animation
and plans to make shorts for
festivals and for Nickelodeon.
involved with the Animators'
He is
Group and works in the
Graphic Imaging lab.
~ " I like that there are a lot of resources at Evergreen for students and the fact that there are a lot of teachers
who can, at any time, be there for you if you have a question, if you need help, if you need
information on a project you're doing. "
>- Cassidy Arkin is a second-year
broadcasting
student
at Evergreen
and political science.
studying
> Why
EVERGREEN?
»
Every college claims to be different, but few rival Evergreen for creating an educational environment so
completely focused on student learning. Evergreen's differences matter, because the entire college is
organized around philosophies and ideas about education that really work.
»
Why Evergreen? This catalog allows you to answer that question by helping you understand more about
Evergreen's general approach to education, while providing details about specific programs offered
during the 1996-97 academic year.
~ TAKE SOME TIME with these first few pages ... before you thumb ahead to see what's offered in
chemistry, literature, history, environmental science or whatever academic area attracts your
interest. By first grasping Evergreen's general approach to education, you'll better understand
how the college's specific programs will work for you.
~ What
SETS EVERGREEN APART
» What makes Evergreen different
begins with a set of fundamental ideas and
beliefs that flow through everything the college does, both inside and
outside of the classroom.
~ We
BELIEVE:
» The main purpose of a college is to teach, and good teaching involves close
interaction between faculty and students.
» Collaborative or shared learning is better than learning in isolation and in
competition
with others.
» Teaching across differences is critical to learning.
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» Connected learning -
pulling together different ideas and conceptsis better than teaching separated bits of information.
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» Active learning -
applying what's learned to projects and activitiesis better than passively receiving knowledge.
» And we believe the only way to thoroughly
understand abstract theories
is to apply them to real-world situations.
»
DIFFERENT, BUT SIMILAR. These differences in how we go about teaching and
learning can sometimes mask how Evergreen is similar to other colleges.
Remember that, as at any college, you will read books, write papers, take
tests and strive to complete a variety of assignments in the process of
learning about the world and preparing for a lifetime of meaningful work.
»
KEEPING THESE FUNDAMENTAL SIMILARITIES IN MIND, take a look
at Evergreen's differences in more detail. By understanding the ideas at the
foundation of Evergreen's curriculum, detailed on the next page, you'll
understand why you should come to Evergreen.
Describing the Foundation of the Curriculum
Student-Centered Education: Teaching is what Evergreen is all about, so the college's entire curriculum, from Core
programs to advanced and independent study, is designed to enhance the student's ability to learn. Throughout
the curriculum, faculty work in full-time programs in teams of two, three or four with groups of students who
are also usually working in a single program. This means you will have a lot of interaction with your program
faculty - you will know them well and they will know your work well. You will meet with faculty in lectures, in
labs, in smaller seminars, in writing workshops; they will observe your academic development in all these
formats. Faculty are drawn to Evergreen because they love teaching - they are interested in the process of
teaching and learning, and they want to work with students in an environment that rewards that interest: one
that places the faculty in a learning mode, too.
» Collaborative Learning: We believe that setting students in competition with each other stifles learning, so we have
designed a curriculum that encourages collaboration - among students, among faculty, and between students
and faculty. You may work with other students in seminars to tease out meaning or significance from a novel;
you may work with other students in labs to understand a chemical reaction; you may work with another
group of students on a research project. In these and other settings, you will find that by working together, you
can accomplish what no one could do alone.
» Our Narrative Evaluation System Supports Collaborative Learning: You will discuss your academic progress one-onone with your faculty during an evaluation seminar and will receive a written evaluation of that progress. This
evaluation compares your work to your earlier work and evaluates only your progress. Your own self-evaluation will do the same, discussing your accomplishments, learning environment, new understandings and goals
for the future.
»
» We have found that removing grades from the evaluation process changes the central relationships
among students and between students and faculty; it becomes more collaborative, less
adversarial. You will not measure your success by looking at your, or another student's, letter
grade or a few brief comments. Instead, you will look at more complex criteria applied to the
entire learning process.
» You'll find this collaborative stance useful, because after you graduate you'll enter a world where
teamwork is increasingly important to work and thought in an ever-expanding range of fields.
» Teaching Across Differences: We believe that both teaching and learning must draw from many perspectives and
include a multiplicity of ideas. We believe in preserving and articulating differences of ethnicity, race, gender
and sexual orientation, rather than erasing them or shoving them to the sidelines. We believe this breadth of
perspectives can be reached in many ways - from the study of cultures to employing strategies for including
women and minority students in science teaching.
» Interdisciplinary Learning: It is impossible to isolate bits of learning and present them as if they had no connection to
other learning and to other parts of the world. Each Evergreen program is designed around a theme or question, and each draws on many traditional academic disciplines to explore this central question. You might
look at problems in health care, for example, from the point of view of biology, history, philosophy, sociology,
drama, economics and literature. Or you might study the physical world through the interplay of physics,
chemistry, philosophy and mathematics. Such connections will ground your learning in the context of other
learning, other explorations.
» You will develop skills in critical thinking, in writing and in analysis in all that you do. We believe
that these skills, crucial to a good college education, cannot be either taught or learned in
isolation, but rather that they need to be connected to the context in which they will be used.
» Active Learning: We believe that students need to take an active part in the learning process - passively receiving
information in front of a TV monitor or in a large lecture hall is not enough. At Evergreen, you will:
>>>>>>-
Discuss your ideas in seminar.
Write about your ideas in collaborative and individual writing assignments.
Explain ideas to others in presentations to your program.
Practice applying ideas in laboratories and workshops.
Evaluate your ideas and work in your written self-evaluation.
Challenge your own and others' ideas, throughout your education.
» Evergreen also emphasizes active learning by putting you in charge of developing a sequence of study
that meets your academic needs. Whether you are searching for a vocation, committed to
learning about a wide array of subjects, or pursuing a specific field of study, Evergreen
provides great flexibility for you to meet your academic goals.
» Bridging Theory and Practice: We believe that learning about theories and ideas in a classroom isn't enough - you need
to apply what you're learning to the world outside the college. At Evergreen, you'll do this sort of learningwhat we call bridging theory and practice - in an academic program by applying your study to the program's
central theme or question. You may study actual communities, or develop an Internship Learning Contract,
where both the learning and application of that learning occur in a business, a social service agency or a nonprofit organization.
Designing Your Learning
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» At Evergreen, you will connect your learning to your academic interests. Working with your faculty advisor and the
Academic Planning and Experiential Learning staff, you will design your own way through the curriculum
because no one else can do this for you - no single set of curricular offerings will work for each student. That's
why Evergreen has no prescribed sequences of programs ... no majors. This means you will need to think
carefully about the work you want to do at Evergreen. You must think about the breadth of study you need,
about the preliminary work required to prepare for another area of study, and about the kind of preparation
you need to enter a particular field or for entry into graduate or professional school.
» Besides thinking about what you want to know, you must also think about what it takes to learn what you want to
know. For example, if you're interested in migratory bird habitats, you would need to learn about ornithology
and ecology, of course. But you may also need to know something about environmental policy and the political
process, something about the history of ecological policy and the development of the West, something about the
ways people have talked and felt about land use and conservation, something about the fundamental ways
humans perceive the spaces around them. This is just one example. You know better than we do where you
might like to go, so your own curricular path will be unique, drawing on an academic program, or work in the
community, or through your own development of projects and activities applied to theoretical material.
» It is important to remember that designing a pathway often means working with an existing landscape of academic
offerings and faculty expertise to find a way from here to there, using resources already available. Evergreen is a
small college with limited physical and staff resources, so you will not always be able to create a new landscape;
instead, you will have to find how to navigate the one that already exists. This, too, is excellent preparation
for
life after college.
» You may also design learning at Evergreen by participating
in curriculum
development.
This happens
on three levels:
>- Program
initiation, which involves working with students and faculty with shared
interests to design a new program of study.
>- Planning within programs, because many faculty collaborate with students while
a program is underway. You might fine-tune what will be studied or set new
agendas to pursue interests shared by you and your student colleagues.
>- Campus-wide curriculum planning, a long-term approach that involves joining a
curriculum committee composed of faculty, staff and students who are evaluating
overall curricular issues or engaged in faculty hiring.
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Seeking Diversity, Sustaining Community
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» 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 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
imperfect world. Evergreen, like all the rest
We invite you to join us in working toward
and in our work to safeguard the Evergreen
interact and to find meaningful connections
commitment is real, the college is a microcosm of the larger,
of the world, has much to learn.
honest and earnest exploration of real issues and problems
community for learners who seek to explore, to grow, to
in today's world.
Graduates Making Important Contributions
» The Evergreen
tudy
need
's
1-
environment attracts self-starters 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, and businesspeople, as well as in their interests and activities outside
of the workplace.
» 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 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.
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>- I'm not competing with anybody else to get a higher grade. I'm trying to be the best I can be, and that
produces some tension in me, but it's not the tension of competing with all the other students
and all your friends.
"
>- Luis Suarez, a second-year
pre-med student
plans to practice
from Ecuador,
medicine and do medical research.
He is a member of the Latin American Student
Organization
and the People of Color Coalition.
II
~ For sciences,
Evergreen
knowledgeable
is where it's at - it's really thorough.
The faculty are really
in their subjects and really excited about what they're teaching.
makes for a great environment.
It
"
> Liza Richheimer is a fourth-year
pursuing an education
student
at Evergreen
in natural sciences.
Her
studies include field work in locales ranging from
the Evergreen campus to Death Valley.
Speaking of Evergreen: A Glossary
10
»A
few words about Evergreen, a college 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 ~ 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 opportunity to get information about upcoming programs, explore possible contracts and talk to
people who are genuinely interested in helping you with planning. Check with APEL, Admissions or
Registration and Records for dates and times.
~ Academic Pathways ~ The way to specialize in a particular field of study at Evergreen is to plan an
academic or career "pathway." Talk with an APEL advisor or a faculty member teaching in your field of
interest to find out how to plan your own academic pathway.
~ APEL (Academic Planning and Experiential Learning) ~ A key part of the student support services
available in the Student Advising Center, Academic Planning and Experiential Learning offers
students up-to-date information on internships, academic programs, faculty and academic services.
Advisors provide valuable advice for planning your education. You'll also receive advising services - formal
or informal, individual or group - on an ongoing basis from faculty in your programs and areas of interest.
~ CAB ~ Unless you're calling a taxi, CAB refers to the College Activities
~ Chaos ~ Around
here, it's spelled KAOS and it's the college's
Building.
FM community
radio station.
~ Contracts ~ Evergreen offers three kinds of academic contracts: Group Contracts, Individual
Internship Contracts. Talk to an APEL advisor or faculty member to learn more.
Learning
Contracts
and
~ Coordinated Study Programs ~ An academic program with a faculty team of two to five, and 40 to 100 students.
Primarily full-time and one or more quarters in length, coordinated studies focus on interdisciplinary
study and
research of a particular theme or topic.
~ Core Programs ~ Designed for first-year college students. You can think of Core programs as coordinated
studies for
beginners because they emphasize studying in several disciplines and improving skills such as college-level reading,
writing and research.
~ Courses ~ Part-time
internships.
courses supplement
the main curriculum.
~ CPJ ~ It's the Cooper Point Journal, Evergreen's
student
They can be combined
with programs,
contracts
and
newspaper.
~ Credits ~ Full-time students at Evergreen earn 12 to 16 credits, or quarter hours, per quarter; the maximum allowed is 16.
The amount of credit earned in a program is clearly specified at the end of the evaluation written by the faculty
member on the student's academic performance.
~ DTF ~ DTFs are Disappearing
Task Forces. Evergreen's
DTFs to study problems, make recommendations
students are encouraged to participate.
planners wanted to avoid permanent committees, so they created
and then disappear. Several DTFs are active each academic year and
~ EARS ~ Evergreen's Automated Registration System lets currently admitted,
phone. Appointment
information will be mailed to you each quarter.
continuing
students
,....
,....
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(j
register for classes over the
~ Equivalencies ~ The approximate
course titles and credit hours listed at the end of the program descriptions. These will be
listed as final "course equivalencies"
at the end of a faculty evaluation of your academic work. This is the way
Evergreen translates interdisciplinary
studies into course titles similar to those at other institutions.
Students may earn
equivalencies in four to six disciplines. For example, you might be awarded credit in history, mathematics,
science and
writing for your work in a single coordinated studies program.
~ Evaluation ~ Evergreen's grading system consists of a narrative evaluation of a student's academic work at the end of each
quarter. Faculty members write evaluations of each student's work and progress, and each student writes a selfevaluation. These become official documents, making up your permanent transcript.
Students also write evaluations of faculty members, which become a part of the
faculty'S official portfolio.
~ 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.
~ Evening Program ~ These part-time programs are designed as a way for working
adults or others who cannot attend regular daytime programs to earn credit
toward a Bachelor of Arts degree.
c
~ Faculty Sponsor ~ A student's
chief instructor
during any given quarter
in a group contract,
individual
contract
or-
internship.
~ Field Trips ~ At Evergreen,
seminars,
field trips are regularly
integrated
into the schedule
of program
activities
- just like lectures,
etc.
11
~ First Peoples ~ At Evergreen,
the term First Peoples refers to people of color - often referred to in the United States as
minorities. The name is in recognition of the unique indigenous heritages of all people of color. See First Peoples'
Advising Services in the Student Support Services section on page 17. See also the First Peoples' Recruitment
staff in
the Admission section on page 25.
~ Geoduck ~ The campus mascot - a legacy from Evergreen's
oversized
early humorists.
clam native to this area and noted for digging deep and fast.
Pronounced
"gooey-duck,"
the geoduck
is an
~ Governance ~ An ongoing process at Evergreen,
demonstrating
our commitment to working together to make decisions.
Students participate in governance along with staff and faculty members, usually through a DTF established to study a
problem and seek solutions. Participatory
democracy is hard work and time-consuming,
but you have a voice in what
happens at Evergreen if you choose to exercise this unusual and valuable franchise.
~ Greener ~ Short for Evergreener.
~ Interdisciplinary ~ Study that covers more than one academic discipline.
Many Evergreen programs involve study in three
or more disciplines, and all require some cross-disciplinary
work. Thus, you may find yourself learning about both
science and art in the same program, or about social science and human development, or combining studies of history
with exploration
of literature.
~ Individual Learning Contract ~ An individual
readings,
Requires
advanced
might be
study plan agreed to by a student and a faculty sponsor. May include
writing, painting, photography,
field studies and research - whatever suits your academic needs and interests.
well-defined goals, self-discipline, lots of motivation and the ability to work with minimal supervision. For
students and available only in limited numbers. APEL has information on how to proceed and which faculty
appropriate
sponsors.
~ Internships ~ Supervised
experience in a work situation for which a student receives academic credit. Internships
advance planning through APEL. Seniors are generally given priority, as are students in academic programs
require internships.
~ Part-Time Study ~ Most Evergreen programs
~ Potluck ~ A tradition
seminar
member's
are designed
for full-time
study, but some part-time
options
require
that
often at a
Learning From Experience ~ Also
as PLE. Practical knowledge of a subject that
equivalent of academic learning in that field, and
which Evergreen may award academic credit. Contact
for further information.
known
is the
for
APEL
>- Programs ~ To distinguish Evergreen's offerings from the traditional
courses or classes of other institutions, we use the term "programs"
to
indicate an academic offering that is multidisciplinary
and full time. Students
enroll in one program at a time, often for a full year of study.
~ Retreat ~ Many academic programs go on retreat during the year, often off campus.
Retreats allow for secluded work on a particular project or the finale to an entire year's studies.
Also, the entire curriculum is planned at an annual Faculty Retreat. The programs in this Catalog
were planned at the Faculty Retreat of spring 1995.
against your objectives at the
Student self-evaluations
are part
~ Seminars~ One of the central experiences
of an Evergreen education, seminars usually meet twice weekly to discuss
the readings assigned in a particular program. The discussion group consists of a faculty member and an average
of 20 students. Participants are expected to prepare for the seminar by reading and analyzing the material to be
discussed.
~ SocialContract ~ Evergreen's
planning faculty wanted
wrote their ideas about social ethics and working
the college to function as a community, so they
together into the Social Contract. See page 18.
~ Specialty Area ~ An interdisciplinary
grouping of Evergreen faculty, all of whom are interested in a
specific set of disciplines or issues. Faculty within each Specialty Area meet regularly to plan
curriculum and often teach together. Evergreen's nine Specialty Areas are listed in the Condensed
Curriculum, pages 34 and 35.
~ The Student Advising Handbook ~ Published
J
information
and a tool for planning
by APEL, this publication is an invaluable
your career at Evergreen and beyond.
source of
~
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>- Prior
~ Self-Evaluation >- Your evaluation of your own academic work as measured
beginning of a quarter and the requirements of your program, contract or internship.
of formal academic records.
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~
A
are offered.
at Evergreen where a faculty member and his or her students bring food for lunch or dinner,
home. These occasions are perfect for mixing academic and social life.
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Selecting Your Program of Study
12
> 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's 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.
> Read
the Catalog to find the appropriate programs for you.
~ If you are a freshman,
carefully consider the Core programs described on pages 40-44. Almost any Core program can lead into any
area of specialization. Especially well-prepared students may also want to consider other programs that do not
list specific prerequisites.
~ If you are a transfer student,
look up the subjects that interest you in the section entitled Matching Evergreen's Programs to Your Field of
Interest, beginning on page 14. 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.
~ 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 staff in the Academic Planning and Experiential Learning (APEL) office. APEL
keeps program descriptions that may 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 10. 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.
> 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 program meeting.
Answers To Some Frequently Asked Questions
~ What degrees does Evergreen offer?
13
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. Do I 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 studies 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
section entitled Matching Evergreen's Programs to Your Field of Interest, beginning on page 14, is a great place
to start. The Academic Fair is another great source of information (see page 10).
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~ Are all 1996-97 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 1996-97 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.
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~ What if I 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 Evening programs. They are publicized in a campus
quarterly called the Evergreen Times.
~ What do I do if I 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 - APEL
advisors and faculty members can help you find out what's available.
~ Can I take more than one program at a time or take
coursesin 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 Evergreeh?
Check with the APEL office in the Student Advising Center, first floor, Library Building. More detailed
program descriptions, including weekly schedules, are available there, as well as information
about program and faculty changes.
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14
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Matching Evergreen's Programs
to Your Field of Interest
1
> You may
be accustomed to
thinking about your future
study interests in terms of
majors, rather than in 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.
~ AFRICAN AMERICAN STUDIES
Hidden History: African Americans,
Irish Americans and Latin Americans
Orientalism and Afrocentricity:
En-Countering the Master Narrative
77
68
~ AGRICULTURE
Climate and Climate Change
46
The Practice of Sustainable Agriculture
51
Working in Development: Learning from the
Past; Creating the Future
48
~ AMERICAN STUDIES
Anatomy of an Election
Hemingway
Prose Workshop
Restorying the American West
The Vanishing Father
Writers' Workshop
~ ANTHROPOLOGY
Bones and Stones, The Roots of Society:
The Achievements of Our
Prehistoric Ancestors
The Fool's Journey: Exploring and Designing
Paths to Appropriate Work
and Leadership
Oral History: Theory and Practice
Orientalism and Afrocentricity:
En-Countering the Master Narrative
~ ARCHEOLOGY
Bones and Stones, The Roots of Society:
The Achievements of Our
Prehistoric Ancestors
78
62
62
64
62
64
66
59
63
68
66
~ ART (seeFilm,Media, PerformingArts,VisualArts]
After Audubon
46
The Awakening Mind-Spirit
41
The Electronic Image: Theory and Practice
54
Fiber Arrs
56
Foundations of Visual Arts: Drawing, Painting,
Printmaking, Sculpture
55
Life as Art: Art as Life:
Advanced Studies in Surrealism
67
Multimedia:
History, Aesthetics, Techniques
54
Representing the Land:
Landscape, Drawing and History
47
Sculpture in Time and Place
56
What is Found There
:.. 57
~ ART HISTORY
Bones and Stones, The Roots of Society:
The Achievements of Our
Prehistoric Ancestors
66
Cultural Transformation in Modern japan
69
Foundations of Visual Arrs: Drawing, Painting,
Printmaking, Sculpture
55
Life as Art: Art as Life:
Advanced Studies in Surrealism
67
Representing the Land:
Landscape, Drawing and History
47
Sculpture in Time and Place
56
~ ASIAN STUDIES
Asian Performing Arts and Culture
Cultural Transformation in Modern japan
41
69
~BIOLOGY
Biogeography and Biodiversity
Ecological Systems of Puger Sound
Environmental Change and Health:
Global Context, Regional Conditions
Foundations of Natural Science
Human Health and Behavior
Introduction to Environmental Studies:
Land
Invertebrate Zoology, Entomology,
and Systematics
Lecture Series: Science Stories
of the 20th Century
The Marine Environment
Molecules and Organisms:
Function and Disease
50
42
42
83
86
45
50
84
48
85
Millennium Shifts and Heightened Realities:
Focuses, Directions and Frames of Reference
for the Next Millennium
(Tacoma Campus)
88
Path: Practices Acknowledging the Heart
55
Performing Arts and Culture
55
Poetry
63
Political Bodies: Recent Chilean Literature
72
Religion and Social Change
60
Russia
70
Six Months With Shakespeare: Interdisciplinary
Studies of His Works and World
60
Social Work
84
Victorian Studies: British Culture and
Society 1837-1901
65
51
~DANCE
Asian Performing Arts and Culture
Performing Arrs and Culture
41
55
~ BUSINESS
The Lnttery: Ticket to Trouble?
Management in a Changing World
63
73
~DRAWING
The Awakening Mind-Spirit
What is Found There
41
57
~CALCULUS
Physical Systems
Matter and Motion
86
83
~ EASTERN EUROPEAN STUDIES
The Amberlands:
Poland, Lithuania, Latvia and Estonia
70
~BOTA
Y
The Practice of Sustainable Agriculture
~ CHEMISTRY
Atoms, Molecules and Research
Foundations of Natural Science
Matter and Motion
Molecules and Organisms:
Function and Disease
~ COMMUNICATION
The Electronic Image: Theory and Practice
Great Works and What They're Made Of
Hype and Hucksters:
Media Campaigns as Popular Culture
Mediaworks
85
83
83
85
54
43
66
53
~ COMMUNITY STUDIES
The Fool's Journey: Exploring and Designing
Paths to Appropriate Work
and Leadership
59
Maritime Communities of Puget Sound
49
Millennium Shifts and Heightened Realities:
Focuses, Directions and Frames of Reference
for the Next Millennium
(Tacoma Campus)
88
Resrorying the American West
64
Tribal: Reservation Based!
Community Determined
51
Urban Ecology
47
Working in Development: Learning from the
Past; Creating rhe Future
48
~ COMPARATIVE LITERATURE
Path: Practices Acknowledging the Heart
~ COMPUTER MODELING
Environmental Change and Health:
Global Context, Regional Conditions
55
42
~ COMPUTER SCIENCE
Computability and Cognition:
The Scope and Limits of Formal Systems .. 82
Data to Information: An Introduction
to Computing and Computers
82
Lecture Series:
Science Stories of the 20th Century
84
Physical Sysrems
86
~ CULTURAL STUDIES
Asian Performing Arts and Culture
The Amberlands:
Poland, Lithuania, Latvia and Estonia
Anatomy of an Election
Community: Time, Space, People and Place
Cultural Studies of Science and Technology:
Imagining Affective Knowledges
Cultural Transformation in Modern japan
Feminist Studies/Cultural Studies
Fiber Arts
Masculine and Feminine
41
70
78
75
78
69
59
56
44
~ECOLOGY
Biogeography and Biodiversity
Climate and Climate Change
Ecological Systems of Puget Sound
Introduction to Environmental Studies:
Land
Introduction to Environmental Studies:
Water
Landscape Processes:
Shaping the American West
Resrorying the American West
Urban Ecology
~ECONOMICS
From Public Issues to Public Policies:
An Introduction to Economic
and Policy Analysis
The Lnttery: Ticket to Trouble?
Maritime Communities of Puget Sound
Money: An Examination of
Financial Institutions
The Vanishing Father
Who Built America:
Understanding the u.s. Economy
~ ECONOMIC DEVELOPMENT
From Public Issues to Public Policies:
An Introduction to Economic
and Policy Analysis
~ EDUCATION
Public Education
Tribal: Reservation Based!
Community Determined
~ ENTOMOLOGY
Invertebrate Zoology, Entomology,
and Systematics
The Practice of Sustainable Agriculture
~ ENVIRONMENTAL HISTORY
Representing the Land:
Landscape, Drawing and History
~ ENVIRONMENTAL POLICY
Environmental Change and Health:
Global Context, Regional Conditions
Natural Resource Policy
~ ENVIRONMENTAL SCIENCE
After Audubon
Applied Geology: Hazards and Resources
Biogeography and Biodiversity
Climate and Climate Change
Introduction to Environmental Studies:
Land
Introduction to Environmental Studies:
Water
Introduction to
Geographic Information Systems
50
46
42
45
46
47
64
47
76
63
49
77
62
76
76
59
51
50
51
47
42
48
46
49
50
46
45
46
50
Landscape Processes:
Shaping the American West
Lecture Series: Science Stories of
the 20th Century
The Practice of Sustainable Agriculture
Urban Ecology
Wildlife and the Law:
Administrative, Case and Statutory Legal
Research in Ecological Issues
~EVOLUTION
Invertebrate Zoology, Entomology,
and Systematics
47
84
51
47
~
Sci
Stu
67
j]
j]
Hi
50
46
50
~GEOLOGY
Applied Geology: Hazards and Resources ..... 49
Introduction to Environmental Studies:
Land
4j
Introduction to
Geographic Information Systems
.50
Landscape Processes:
Shaping the American West
47
~ GOVERNMENT
Anatomy of an Election
78
Hype and Hucksters:
Media Campaigns as Popular Culture
66
Turn of the Century: Government and Society,
1900 and 2000
65
Wildlife and the Law:
Administrative, Case and Statutory Legal
Research in Ecological Issues
49
~HEALTH
Environmental Change and Health:
Global Context, Regional Conditions
Human Health and Behavior
Mil
F
f
(
50
~FOLKLORE
The Amberlands: Poland, Lithuania, Latvia
and Estonia
70
Literary journalism
61
~GEOGRAPHY
Biogeography and Biodiversity
Climate and Climate Change
Introduction to
Geographic Information Systems
t
Wo
P
~
49
~ FEMINIST THEORY
Class, Gender and Ethniciry: Mexico and
The Middle East
71
Cultural Studies of Science and Technology:
Imagining Affecrive Knowledges
78
Cultural Transformation in Modern japan 69
Feminist Studies/Cultural Studies
59
Mediaworks
" 5]
Oriental ism and Afrocentricity:
En-Countering the Master Narrative
68
Political Bodies: Recent Chilean Literature .". n
The Spirit of Creativity:
Women, Film and Performance
5]
~FILM
Life as Art: Art as Life:
Advanced Studies in Surrealism
Mediaworks
The Spirit of Creativity:
Women, Film and Performance
Viet
S
Wh
42
86
~ HISTORY
Community: Time, Space, People and Place 75
Great Works and What They're Made Of
43
Hemingway
62
Hidden History: African Americans,
Irish Americans and Latin Americans
77
Latin American History in its Novel
72
Maritime Communities of Puget Sound
49
Meditations on Nature,
Human and Otherwise
61
Millennium Shifts and Heightened Realities:
Focuses, Directions and Frames of Reference
for the Next Millennium
(Tacoma Campus)
88
Money: An Examination of
Financial Institutions
77
The Politics of "Revolution"
79
~
TI
G
H
(
(
Public Education
59
Russia
70
Science, Art and Ideology in Social Context 58
Schopenhauer
64
Six Months With Shakespeare: Interdisciplinary
Studies of His Works and World
60
Turn of the Century: Government and Society,
1900 and 2000
65
Victorian Studies: British Culture and
Society 1837-1901
65
Who Built America: Understanding
the U.S. Economy
76
Working in Development: Learning from the
Past; Creating the Future
48
> HUMAN
DEVELOPMENT
Millennium Shifts and Heightened Realities:
Focuses, Directions and Frames of Reference
for the Nexr Millennium
(Tacoma Campus)
88
77
61
> LANGUAGE STUDIES
Cultural Transformation in Modern japan
69
Latin American Short Story
71
Political Bodies: Recent Chilean Literature
72
Russia
70
Tempting the Muse: The Language of Poetry
"Tenter la muse: Ie langage de la poesie" .. 67
> LATIN AMERICAN
STUDIES
Class, Gender and Erhnicity:
Mexico and The Middle East
Hidden History: African Americans,
Irish Americans and Latin Americans
Latin American History in its Novel
Latin American Short Story
Political Bodies: Recent Chilean Literature
Religion and Social Change
71
77
72
71
72
60
> LIBRARY RESEARCH
Atoms, Molecules and Research
Bonesand Stones, The Roots of Society:
The Achievements of Our
Prehistoric Ancestors
Feminist Studies/Cultural Studies
Working in Development: Learning from
the Past; Creating the Future
85
66
59
48
> LITERATURE
'7
'2
9
;1
:8
77
79
SCIENCE
Invertebrate Zoology, Entomology,
and Systematics
The Marine Environment
50
48
> MARKETING
Hype and Hucksters:
Media Campaigns as Popular Culture
Management in a Changing World
66
73
> MATHEMATICS
The Amberlands:
Poland, Lithuania, Latvia and Estonia
70
Anatomy of an Election
78
Cultural Transformation in Modern japan
69
The English Romantics: Poetry and Fiction,
Wordsworth to Scott
67
Great Works and What They're Made Of
43
Hemingway
62
LatinAmerican History in its Novel
72
Latin American Short Story
71
Lifeas Art: AIt as Life:
Advanced Studies in Surrealism
67
Masculineand Feminine
44
Meditations on Nature,
Human and Otherwise
61
Oral History: Theory and Practice
63
Orientalism and Afrocentricity:
En-Countering the Master Narrative
68
ProseWorkshop
62
Restoryingthe American West
64
Schopenhauer
64
SixMonths With Shakespeare: Interdisciplinary
Studiesof His Works and World
60
StudentOriginated Studies
in Humanities and Social Sciences
61
Temptingthe Muse: The Language of Poetry
"Tenter la muse: Ie langage de la poesie" .. 67
Victorian Studies:
BritishCulture and Society 1837-1901
65
What is Found There
57
Writers' Workshop
64
Writingfrom the Landscape
75
WritingProcesslWriting Product
66
Cultural Studies of Science and Technology:
Imagining Affective Knowledges
The Electronic Image: Theory and Practice
Masculine and Feminine
Mediaworks
Multimedia:
History, Aesthetics, Techniques
Student Originated Studies: FilmNideo
78
54
44
53
54
54
> MIDDLE
EAST STUDIES
Class, Gender and Erhnicity:
Mexico and The Middle East
71
> MOLECULAR
BIOLOGY
Molecules and Organisms:
Function and Disease
85
> MOVEMENT
PERFORMANCE
Asian Performing Arts and Culture
Path: Practices Acknowledging the Heart
41
55
> MUSIC
Asian Performing Arts and Culture
Feminist Studies/Cultural Studies
Multimedia:
History, Aesthetics, Techniques
Performing Arts and Culture
41
59
54
55
> NATIVE
AMERICAN STUDIES
Community: Time, Space, People and Place ... 75
Tempting the Muse: The Language of Poetry
"Tenter la muse: le langage de la poesie" .. 67
Wildlife and the Law:
Administrative, Case and Statutory Legal
Research in Ecological Issues
49
> NATURAL
HISTORY
Ecological Systems of Puget Sound
Landscape Processes:
Shaping the American West
Restorying the American West
Urban Ecology
Writing from the Landscape
42
47
64
47
75
> NATURAL
RESOURCE POLICY
Natural Resource Policy
> OCEANOGRAPHY
The Marine Environment
48
48
46
> PERFORMANCE
THEORY
Life as Art: Art as Life:
Advanced Studies in Surrealism
Path: Practices Acknowledging the Heart
The Spirit of Creativity:
Women, Film and Performance
79
61
79
64
Foundations of Natural Science
Lecture Series: Science Stories
of the 20th Century
Matter and Motion
Physical Systems
83
84
83
86
> PHYSIOLOGY
Molecules and Organisms:
Function and Disease
85
> POETRY
Poetry
63
Tempting the Muse: The Language of Poetry
"Tenter la muse: Ie langage de la poesie" .. 67
What is Found There
57
Writers' Workshop
64
> POLITICAL
ECONOMY
Anatomy of an Election
Class, Gender and Ethniciry:
Mexico and The Middle East
Cultural Studies of Science and Technology:
Imagining Affective Knowledges
Hidden History: African Americans,
Irish Americans and Latin Americans
Introduction to Environmental Studies:
Water
The Lottery: Ticket to Trouble?
Maritime Communities of Puget Sound
Money: An Examination of
Financial Institutions
Russia
Social Work
Who Built America: Understanding
the U.S. Economy
Working in Development: Learning from the
Past; Creating the Future
78
67
55
53
> PERFORMING
ARTS
Foundations of Visual Arts: Drawing, Painting,
Printmaking, Sculpture
55
Multimedia:
History, Aesthetics, Techniques
54
Performing Arts and Culture
55
77
> SOCIOLOGY
46
63
49
77
70
84
76
48
68
The Awakening Mind-Spirit
41
Freud and Philosophy
79
Human Health and Behavior
86
Masculine and Feminine
44
Perspectives on Behavior: History, Systems and
Fields of Psychology
87
Six Months With Shakespeare: Inrerdisciplinary
Studies of His Works and World
60
> PSYCHOLOGY
(COGNITIVE)
Computability and Cognition: The Scope and
Limits of Formal Systems
82
> PUBLIC ADMINISTRATION
73
59
> PHILOSOPHY
Computability and Cognition:
The Scope and Limits of Formal Sysrems .. 82
76
> RELIGION
The Fool's journey: Exploring and Designing
Paths to Appropriate Work
and Leadership
59
Religion and Social Change
60
Search For Meaning
44
> RUSSIA
Russia
70
AFFAIRS
The Awakening Mind-Spirit
Cultural Studies of Science and Technology:
Imagining Affective Knowledges
Lecture Series: Science Stories
of the 20th Century
Matter and Motion
Science, Art and Ideology in Social Context
78
59
66
63
87
59
44
84
61
62
49
79
64
The Lottery: Ticket to Trouble?
63
The Politics of "Revolution"
79
Social Work
84
Turn of the Century: Governmenr and Society,
1900 and 2000
65
The Vanishing Father
62
> STATISTI CS
Introduction to Environmenral Studies:
Water
Perspectives on Behavior: History, Sysrems
and Fields of Psychology
From Public Issues to Public Policies
41
78
84
83
58
Asian Performing Arts and Culture
46
87
76
41
> VIDEO
The Electronic Image: Theory and Practice
Mediaworks
54
53
> VISUAL ARTS
Science, Art and Ideology in Social Conrext
Search For Meaning
Student Originated Studies: Visual Airs
Life as AIt: Art as Life: Advanced Studies
in Surrealism
58
44
56
56
> WOMEN'S
STUDIES
Cultural Transformation in Modern Japan
Feminist Studies/Cultural Studies
Religion and Social Change
Social Work
The Spirit of Creativity:
Women, Film and Performance
69
59
60
84
53
> WRITING
Bones and Stones, The Roots of Society:
The Achievements of Our
Prehistoric Ancestors
66
Life as Art: Art as Life:
Advanced Studies in Surrealism
67
Management in a Changing World
73
Meditations on Nature,
Human and Otherwise
61
Poetry
63
Prose Workshop
62
Senior Seminar
68
Tempting the Muse: The Language of Poetry
"Tenter la muse: Ie langage de la poesie" .. 67
What is Found There
57
Writers' Workshop
64
Writing from the Landscape
75
Writing ProcesslWriting Product
66
> ZOOLOGY
Invertebrate Zoology, Entomology,
and Systematics
The Marine Environment
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67
> WEAVING
Fiber Arts
15
59
> THEATER
> PSYCHOLOGY
> SCIENCE AND HUMAN
Anatomy of an Election
Feminist Studies/Cultural Studies
The Fool's Journey: Exploring and Designing
Paths to Appropriate Work
and Leadership
Hype and Hucksters: Media Campaigns
as Popular Culture
Oral History: Theory and Pracrice
Perspectives on Behavior: History, Systems
and Fields of Psychology
Public Education
Search For Meaning
Social Work
Student Originated Studies
in Humanities and Social Sciences
The Vanishing Father
Wildlife and the Law:
Administrative, Case and Statutory Legal
Research in Ecological Issues
Freud and Philosophy
Schopenhauer
SCIENCE
Community: Time, Space, People and Place 75
The Politics of "Revolution"
79
Turn of the Century: Government and Society,
1900 and 2000
65
From Public Issues to Public Policies:
An Introduction to Economic
and Policy Analysis
> SOCIAL SCIENCE
78
> POLITICAL
Management in a Changing World
Public Education
Foundations of Visual Arts: Drawing, Painting,
Printmaking, Sculpture
55
Sculpture in Time and Place
56
> SOCIAL THEORY
> POLITlCAL
PHILOSOPHY
Oriental ism and Afrocenrricity:
En-Countering the Master Narrative
> SCULPTURE
71
> PUBLIC POLICY
> ORNITHOLOGY
After Audubon
Freud and Philosophy
Meditations on Nature,
Human and Otherwise
The Politics of "Revolution"
Schopenhauer
> PHYSICS
> MEDIA
Literary journalism
3
2
51
> MARINE
> IRISH HISTORY
> JOURNALISM
5
73
Science, Art and Ideology in Social Context ... 58
Student Originated Studies
in Humanities and Social Sciences
61
Hidden History: African Americans,
Irish Americans and Latin Americans
6
Management in a Changing World
Tribal: Reservation Based/
Community Determined
Computability and Cognition:
The Scope and Limits of Formal Systems .. 82
Data to Information: An Introduction to
Computing and Computers
82
Foundations of Natural Science
83
Physical Systems
86
From Public Issues to Public Policies:
An Introduction to Economic
and Policy Analysis
76
> HUMANITlES
2
> MANAGEMENT
50
48
A
Student Support Services and Activities
16
> Evergreen's
learning environment is profoundly engaging and challenging. Ideally, the education you receive here 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 a job.
> 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 97.
> Academic
Planning and Experiential Learning (APEL) » LIB 1401, ext. 6312
» Kitty Parker, Director
» APEL offers information on academic programs, and individual and group advising sessions when you
need advice, as well as information on 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.
> Access Services for
Students with Disabilities» LIB 1407D, ext. 6348; TDD: 866-6834
» Linda Pickering, Coordinator
» Evergreen welcomes students with disabilities and is committed to providing them with a comprehensive and coordinated support system. Please contact the Access Services office as early as possible
so we can help you meet your personal needs.
> Recreation,
Wellness and Athletics» Campus Recreation Center (CRC 210), ext. 6770
» Pete Steilberg, Director
» Evergreen has many facilities and programs to serve your recreational interests and fitness needs,
including one of the finest recreation and fitness centers in the area; covered outdoor sports
pavilion; four tennis courts; five playing fields; movement rooms, weight rooms and aerobic
workout rooms; an l1-lane pool with separate diving tank; a rock climbing practice wall; a threecourt gymnasium; a wide array of leisure and fitness education courses offered every quarter; a
new challenge course; an outdoor program featuring sailing, mountaineering, skiing, rafting and
kayaking; running, rugby, and ultimate frisbee clubs; and the opportunity to participate in varsity
swimming, soccer, tennis and basketball. And the Wellness Program provides a more studied
approach to fitness and nutrition.
> Career
Development Center» Lill 1407, ext. 6193
» Wendy Freeman, Director
» The Career Development Center supports students and alumni in their career and life-work planning
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,OOO-volumelibrary 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.
> Health
and Counseling Center» Health, SEM 2110, ext. 6200; Counseling, SEM 2109, ext. 6800
» David Schoen, Director
» The Health Center is here to meet the primary health needs of currently enrolled, full-time Evergreen
students who have paid a mandatory fee of $32 (subject to change). 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» LIB 1415, ext. 6467
» Ricardo Leyva-Puebla, Director
» 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 gatherings, events and meetings.
17
> Housing» Housing Office (A-Dorm, Room 301), ext. 6132
» Mike Segawa, Director
» Campus Housing offers a variety of accommodations, including single and double studios, two-person
(one-room) apartments, four- and six-bedroom apartments, and two-bedroom, four-person
duplexes. In addition, recreational activities and educational workshops are offered by Housing
throughout the year. Staff members are available 24 hours a day to serve residents. The Housing
Office is available to answer questions and make referrals during regular business hours.
> KEY Student
Services» LIB 1407, ext. 6464
» Eddy Brown, Director
» 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 low-income status.
» The KEY staff will work with you to provide 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.
> Learning
Resource Center, Writing Center» LIB 3407, ext. 6625
» Tom Maddox, Director
» Students who need help with writing other than that given by their faculty can generally find it in one of
two places. First-year programs provide peer writing tutors and additional assistance in the form of
lectures and workshops given by a writing coordinator, and the LRC is available to any student whether enrolled in a program or not - who wants help with writing, reading or mathematics, at a
basic or advanced level.
> Student
Activities » CAB 320, ext. 6220
» Tom Mercado, Director
» At Evergreen, learning doesn't end once you leave the classroom. Students are involved in a wide range
of co-curricular activities and services that bring the campus to life. Through this involvement, they
gain experience, knowledge and invaluable practical skills such as event planning, budget management, computer graphics, coalition building, volunteer management and community organizing.
The extent of your involvement is up to you. You can coordinate the activities of a student organization, such as Asian Students in Alliance, Peace Center, Cooper Point Journal, Community
Gardens or the Bike Shop, and acquire leadership skills while being paid for your efforts. Or you
can attend one of our many sponsored events and just enjoy yourself. Come visit us on the third
floor of the CAB and see how you can get involved. Our staff of four professionals can provide
orientation and training, guide you in developing and implementing services and activities, and help
interpret relevant policies, procedures and laws.
> Student
and Academic Support Services (SASS) » LIB 1414, ext. 6034
» Shannon Ellis, Dean
» 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.
> Student
Affairs Office» LIB 3236, ext. 6296
» Art Costantino, Vice President
» 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, 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.
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Everqreen's Social Contract:
18
» 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 freedom - freedom 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.
~ 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.
~ 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.
A Guide for Civility and Individual Freedom
~ Prohibition against discrimination: There may be no discrimination at Evergreen with respect to race, sex, age, handicap, sexual
orientation, religious or political belief, or national origin in considering individuals' admission, employment or
promotion. To this end the college has adopted an affirmative action policy approved by the state Human Rights
Commission and the Higher Education Personnel Board. Affirmative action complaints shall be handled in accordance with state law, as amended (e.g., Ch. 49.74 WAC; RCW 28B.16.100; Ch. 251-23 WAC).
19
~ Right to privacy: All members of the college community have the right to organize their personal lives and conduct according to
their own values and preferences, with an appropriate respect for the rights of others to organize their lives differently.
» All members of the Evergreen community are entitled to privacy in the college's offices, facilities devoted to educational
programs and housing. The same right of privacy extends to personal papers, confidential records and personal
effects, whether maintained by the individual or by the institution.
» Evergreen does not stand in loco parentis for its 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 of free 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.
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~ 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 andlor 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.
>-
Student Conduct Code/Grievance and Appeals
»
»
»
Complementing Evergreen's Social Contract is the Student Conduct Code Grievance and Appeals Process (WAC 174-120-010 through WAC 174-120090). 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.
~
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II
> My experience in the business world was that problems didn't live in neat little compartments - everything
was connected to everything else in one fashion or another. Having the chance to study liberal
arts in depth underscores that, but more importantly, it exposes a lot of the connections.
> Jim Picard is a fourth-year
Evergreen
business student
administration
business
who transferred
from Clark College in Vancouver.
to pursue a master's
"
to
He plans
degree in business
and to work in private-sector
management.
II
> The thing I like best about Evergreen is the sense of community I've experienced. It's really wonderful to be
with other students of color, helping them out and knowing that a lot of the things I went
through, other students are going through. "
> Desiree Jade Cheung is pursuing Asian American
literature
studies and wants to teach and write about the
Asian American experience.
She is a First People's
peer advisor and is involved with Asian Students
Alliance and Women of Color.
in
~ " Sayyou're interested in journalism. Before you're done, you're going to be involved in library science, basic
writing, ethics and values in writing, and other areas of the humanities. It's not just going to be,
'Go out and report the story.'
"
> John Ford came to Evergreen
from Niagara Falls, New York, to
further his career as a journalist
communications
by studying
and media. He is involved in a
variety of social and education-related
campus, and is news director
activities
on
for KAOS, the campus
radio station.
~ " l'm using puppetry as a medium for communication. It's forceful, but in a way people want to hear - I'm not
screaming at them and saying, 'you should be doing this or that.' In one show, [ focused on
ignorance in a homophobic culture. In another, I tried to show what our culture will be like if
funding for the arts is cut off. "
> Cris Borowski is a transfer student from Michigan State
University
studying French, fine arts and puppetry.
Admission
22
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 location and
socioeconomic background.
The college seeks qualified students
who demonstrate a spirit of inquiry and
a willingness to participate in their
educational process within a collaborative framework.
The college desires students who also
express an interest in campus or community involvement, a respect and tolerance
for individual differences, and a willingness to experiment with innovative
modes of teaching and learning.
> 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:
» High school grade-point average
(GPA);
» Test scores in the Scholastic
Aptitude Test (SAT) or American
College Testing (ACT);
» 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 American/
Pacific Islander, Hispanic, physically
challenged, Vietnam-era 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
4 years
Social studies
3 years
Foreign language
2 years
Mathematics
3 years
Science (at least one lab science)
2 years
Fine, visual and performing arts; 1 year
Or college-prep elective from one of the
above areas
> 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 public speaking, drama as literature,
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 (secondyear) algebra. More advanced mathemat-
ics 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 second-year 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 foreign-language requirement will be
considered satisfied for students from
non-English-speaking 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
electives 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.
Admission can be granted on the basis
of six semesters of high school work,
though seven semesters are preferred.
Before final acceptance by Evergreen,
applicants considered on this basis must
submit a transcript showing the completed high school record and date of
graduation. Failure to submit a final
transcript which shows satisfactory
completion of admission requirements
will result in disenrollment.
~ Nontraditional
high schools must
provide transcripts that indicate course
content and level of achievement.
~ "Home-schooled"
applicants:
Applicants who have completed their
secondary schooling through "homeschooling" are evaluated on an individual basis. It is necessary, however,
that a recognized state agency, such as
the Superintendent of Public Instruction,
verify that the applicant has met the
academic core requirements. This
verification should list subjects and titles
of course work, the amount of credit
earned and the level of achievement
through written evaluations or traditional grades. If verification is not
possible, the applicant will be required to
submit official GED test scores. Homeschooled applicants are also required to
submit official SAT or ACT test results.
~ High school students who have earned
college credit or who are currently
participating in Washington's Running
Start program:
These students are considered under
the first-year criteria for admission
purposes, regardless of the number of
credits earned. However, Running Start
participants who have earned an
Associate of Arts degree prior to the
application deadline, as reflected on their
official transcripts, will be considered for
admission under the transfer students'
criteria.
» Note: All 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 or 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
scrences.
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 American/
Pacific Islander, Hispanic, physically
challenged, Vietnam-era 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 consideration will be given to applicants who
(a) have 90 quarter credits of transferable
college work, (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 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 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.
23
~ Other Criteria
~ General Education Development
(GED) Tests
Applications will be considered from
persons 18 years of age 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 (if WPC
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.
~ First-year Students 25 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
international students must request, in
writing, specific information about
application processes from the Admissions Office by February 1. All application materials for international students
must be received in the Admissions
Office by April 15.
;:::
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~
A
> To Apply for Admission
24
A substantial amount of time is needed
to process and evaluate each application.
We strongly recommend you send your
application and all other required
materials as far in advance of the
deadline as possible. To be considered
for admission as a matriculated student
you must submit all of the following
items by the stated deadline:
» The Washington Uniform Undergraduate Application;
» $35 nonrefundable application fee
(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. To meet our fall quarter deadline,
you must take the SAT on or before the
January 27, 1996 testing session or the
ACT on or before the February 3, 1996
testing session.
» First-year students who have taken the
GED must, in addition, submit an official
set of GED test scores along with official
precollege test scores from the SAT or
ACT.
»Wanda Curtis
Assistant to the
Dean of Admissions
» 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
showing date of graduation, official test
scores from the SAT or ACT and official
transcripts from each college or vocational institute attended prior to high
school graduation and after high school,
regardless of credit earned or nature of
the program. Transcripts must reflect all
course work completed prior to the
application deadline. If transcripts are
not available verification must be sent
directly from the institution, or overseeing state agency if the institution no
longer exists.
» Note: If you are not sure whether
the credits you have earned will be
accepted as transfer credits we encourage
you to submit all the materials listed
above.
» First-year students who are 25 or older
need not submit precollege test scores
from the SAT, or ACT or 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, reflecting all course
work completed prior to the application
deadline, from each college or vocational
institute attended regardless of credit
earned or nature of the program. If you
are uncertain about whether the credits
you have earned will be accepted as
transfer credit, we strongly encourage
you to submit all the required materials
to apply as a first-year student. By taking
this precaution, you can avoid unnecessary delays, and reduce the chance of not
completing your file on time.
Other credit, such as that earned
through the College-Level Examination
Program (CLEP), Proficiency Examination Program (PEP), AP or international
baccalaureate (IE) 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.
»David Wagner
Admissions Counselor
Coordinator of Community
College Relations
» Ileana Dorn
Admissions Counselor
Coordinator of High School
Relations
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 for 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.
~ Application Deadlines
~ Eligibility for Admission
Fall 1996: Applications will be accepted
fromSeptember 1, 1995 through March
1,1996. All application materials must
be receivedin the Admissions Office by
Sp.m. on March 1, 1996.
» Note: First-year students are admitted
only for fall quarter.
Eligible applicants are ranked by
means of formulas that combine academic factors, i.e., grade-point average
andlor 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.
Winter 1997: Applications (transfer
students only) will be accepted from
April 1, 1996 through October 1, 1996.
Allapplication materials must be
receivedin the Admissions Office by
S p.m. on October 1, 1996.
Spring1997: Applications (transfer
students only) will be accepted from June
3,1996 through December 2, 1996. All
application materials must be received in
theAdmissions Office by 5 p.m. on
December2, 1996.
If, in receiving an application, Evergreendetermines that a person's enrollmentcould present a physical danger to
thecampus community, the college
reservesthe right to deny admission.
Late applications will be accepted only
if openings remain.
~ Notification and Deposit
s
Target dates for notification of
admissionare April 1, 1996 for fall
quarter 1996; November 1, 1996 for
winterquarter 1997 and January 6, 1997
forspring quarter 1997. Upon notice of
eligibilityyou will be asked to send a
nonrefundable deposit of $50 by a stated
deadlinein order to assure your space at
thecollegefor the quarter of admission.
However,admission and deposit do not
guaranteeyour enrollment in a particular
program,contract or course. Offers of
admissioncannot be deferred or transferredfrom one quarter to another.
Applicantsshould contact the AdmissionsOffice for more information.
» DianeKahaumia
Coordinator
First Peoples' Recruitment
~ 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 two-year 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.
» Clarisse Leong
Admissions Counselor
First Peoples' Recruitment
~ Other Sources of Transfer Credit
Evergreen accepts credits earned
through CLEP, AP, PEP and IB work on
a case-by-case basis, as long as the credits
do not duplicate credit earned at other
institutions, including Evergreen. Other
national credit-by-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 may also generate credit. CLEP
credit is also accepted as part of an
associate's degree in a direct-transfer
agreement with a Washington state
community college. Students must
request that official test results be sent
directly from 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 of three higher-level subject
marks and three subsidiary-level subject
marks with scores of 4 or better.
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 office for more information.
~ Community College Transfer
If you are a transfer student who has
completed the appropriate academic
associate's transfer degree at a Washington state community college, you may
receive the maximum of 90 transfer
credits. Since community colleges offer
several degree programs, you should
consult your advisor for more specific
information.
25
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A
>- Upside
26
Down Program
If you hold a vocational or technical
associate's degree from an accredited
two-year community college, you may be
eligible for the Upside Down Program.
Working with a faculty committee, you
earn 90 credits at Evergreen in interdisciplinary study designed to assure a level of
general education comparable to other
bachelor's degree recipients. Upon
successful completion of 90 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-by-course evaluation of your
course work, which usually results in less
than 90 transfer credits.
Minimum eligibility criteria include a
cumulative GPA of at least 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 6/1/89).
Students over 25 should contact the
Admissions Office for information
concerning the necessary criteria.
Students applying for winter- or springquarter admission prior to the completion of a 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.
>- Attention Housing and
>- Special Students
Scholarship Applicants
and Auditors
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 firstcome, 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 November 1, 1995. Application
deadline for these scholarships is
February 1, 1996.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission.
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
bachelor's 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 (p. 24).
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.
>- 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.
>- For more
>- 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.
information about admission, call (360) 866-6000, ext. 6170
e-mail: admissions@elwha.evergreen.edu
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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 1996-97 Free
Federal Application for Federal Student
Aid (FAFSA) to the processor by
February 15, 1996, to receive full
consideration for all available campusbased financial aid. For more information, please consult the flyer called
Application for Student Financial Aid,
which outlines the application process,
priority filing dates and other details.
» Note: We encourage financial aid
applicants to obtain a FAFSA from the
high school or community college they
currently attend. If you are not currently
enrolled, please write us to request that a
FAFSAbe sent to you as soon as they
becomeavailable.
» Evergreen's goal is to provide financial
guidance to all students and financial aid
to those who could not otherwise attend
Evergreen. The awarding of Grants,
loans or employment, or a combination
of these, is based on financial need and
can only supplement the contribution of
the student and the student's 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. In general, 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 both on and off campus.
> For more
» GeorgetteChun
Director of Financial Aid
> Emergency Loan
Program
Emergency loan funds are contributed by
businesses, service and professional
organizations, individuals in the community and by state regulation. This
program aids continuing students who
have temporary need by providing shortterm loans of up to $300. Application is
made at the Financial Aid Office.
> 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, 8666000, ext. 6310.
Scholarship information is available
from the dean of Enrollment Services
after November 1, 1995. Application
deadline for these scholarships is
February 1, 1996.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission.
information about financial aid, call (360) 866-6000, ext. 6205
e-mail: admissions@elwha.evergreen.edu
» Laura Grabhorn
Financial Aid Counselor
27
» Chuck Wilson
Financial Aid Counselor
~
~
~
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Tuition and Fees
28
>- 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 complia:nce 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.
>- Estimated
Expenses
These estimates are for a single student who lives on or off campus during the
1995-96 nine-month academic year.
Residents
>- Tuition
and Fees
» (Full-timeundergraduate)
$2,346
$8,295
» Books and supplies
708
708
» Housing and meals
4,470
4,470
» Personal needs
1,440
1,440
948
948
$9,912
$15,861
» In-state travel
>- Total
» Note: Full-time undergraduate tuition figures include quarterly mandatory health fee.
>- Refunds/Appeals
Refunds of tuition and fees are allowed if you withdraw from college or are called
into military service. In addition, if you change your credit load, the schedule below
will determine what refund, if any, you will receive. If you follow proper procedures
at the Office of Registration and Records, you will be refunded as follows:
>- Fee/Charge
Category Applicable Refunds
» Tuition and Fees
100 percent to Friday of the first week of
quarter, 50 percent to 30th calendar day;
after that, no refund.
»
Please contact the Housing Office for a copy
of the housing contract, which contains
complete details on deposits and refund
schedules. Appeals of Housing charges must
be made to the Housing Office.
>- Billing
and Payment Procedures
Student Accounts assembles most
student financial information, both
charges and credits, and prepares a
periodic statement. This allows registered
students to submit a single check for
tuition,fees,
housing and other charges
by mail or night depository.
Tuition and fees are billed quarterly by
mail if you are "preregistered."
Payments
in full must be in the Cashier's Office by
3:45 p.m. on the deadline indicated for
each quarter. Cash, check, money order,
Visa and Mastercard are all acceptable
forms of payment.
You may set up a special billing
address so your bills are sent directly to
the person who pays them. Contact the
Student Accounts Office for more
information.
Failure to pay tuition and fees in full
by the deadline will result in cancellation
of registration. Payments must be
received by the deadline; i.e., postmarks
are not considered.
Students allowed to register during the
second class week must pay a $15 lateregistration fee. Students allowed to
register or re-enroll after the 10th class
day must pay a $50 late-registration
fee.
Nonresidents
Housing Deposit
» Appeals of tuition and fee charges must be made to the Office of Registration and Records.
Appeals of any financial policy or other charges must be made to the Controller's Office.
>- For more
information
about tuition
and fees, call (360) 866-6000, ext. 6447
SI
~ 1996·97 Tuition and Fees
Rates subject to change without notice
~ Enrollment
status
Quarter credit hours
Washington
» Full-time
undergraduate
students
10-16
$813 per quarter
$2,875 per quarter
» Part-time
undergraduate
students
9 credits or less
$81.30 per credit;
2 credits minimum
$287.50 per credit;
2 credits minimum
» Full-time
graduate
students
6 Mil;
$1,298 per quarter
$3,942 per quarter
» Part-time
9 credits
or less
$129.80 per credit;
2 credits minimum
$394.20 per credit
2 credits minimum
resident tuition*
Nonresident
tuition*
29
8 MPA,
MES
graduate
students
For other fees, see the Miscellaneous Fees chart below.
» Tuition and fees may vary summer quarter, which is not part of the regular academic year.
~
~
~l:!
~ Miscellaneous Fees
» Mandatory health fee (quarterly)§"
» WashPIRG (quarterly, waivable)f
$ 32
$3.50
$60
Unit lease
$100
» Transcript
$10
Extra copies ordered at same time
$5
» ID-card replacement
$5
» 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
$25
~ Parking
Automobiles
» Daily
$1
Motorcycles
$1
» Quarterly
$25
$12.50
» AcademicYear
$65
$35
» Full Year
$75
$37
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» Housing deposit/administrative fee
Rental contract
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§ Students may also purchase health insurance for themselves and dependents. Information about the plans is available from
StudentAccounts. 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.If you do not wish to support WashPIRG, you may waive the $3.50 fee.
~ 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.
:-
.~
Registration and Academic Regulations
30
~ Registration
New and Continuing Student
Enrollment Process
If you are a continuing student,
registration information will be mailed to
you each quarter. If you are registering
for fall quarter of next year, you should
select your academic program(s) 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 re-enroll each quarter during
this designated period if you continue in
the same program or contract. Changes
in the dates or amount of credit need to
be made as far in advance as possible to
assure proper assessment of tuition and
fees.
Special registration periods are held for
those desiring to enroll as non degreeseeking special students or auditors.
These special registration periods usually
coincide with the opening dates announced in both on- and off-campus
publications.
~ Address Changes
Throughout the year, important
information will be mailed to you from a
variety of campus offices, 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 28.)
~ To Drop or Change a Program
If you want to reduce credit, or drop or change a program, you must do so by the
30th calendar day of the quarter. Use a Change of Registration form from the Office
of Registration and Records, and also check to see if faculty signatures are required
for the particular programs involved. It is essential to complete these in advance. (See
Refunds/Appeals on page 28.)
~ 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 28.)
~ Enrollment Status
Full-time
Part-time
» Undergraduate Students
12-16 credits
11 credits or less
» Graduate Students
8-12 credits
7 credits or less
» Veteran Students
Important: The Evergreen State College's programs of
study are approved by the Washington State Higher
Education Coordinating Board's State Approving Agency
(HECB/SAA) for enrollment of persons eligible to receive
educational benefits under Title 38 and Title 10 USe.
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).
»Acedernlc Credit
~ General Policies
You accumulate academic credit for
workwell done and levels of performancereached and surpassed. Credit,
expressedin quarter hours, will be
enteredon the permanent academic
recordonly if you fulfill academic
obligations. Evergreen will not accept
credittwice for the same course work.
~ Partial Credit Options
Someprograms will make provisions
forpartial credit, others will not. That
determination rests with the faculty of
eachparticular program or contract.
Facultywill announce their policy at the
outsetof the quarter. Exceptions are
madeonly with their approval.
~ Credit Limit
Students may register for a maximum
of 16 credits during any given quarter.
Studentsconcurrently pursuing course
workat another college may register for
a combinedmaximum of 16 credits.
Creditsearned beyond this limit will not
beaccepted.
~ Evaluation
Evergreen's credit system distinguishes
betweenquantity and quality. The
quantity of your academic work is
recognizedby an award of credit based
on satisfactory completion of program,
contract or course requirements. The
qualityof your work is expressed in a
written evaluation.
To evaluate your work, you meet
individuallywith the faculty member
wholeads your seminar. At the end of
eachquarter, two evaluations are written
aboutyour academic accomplishments,
oneby your faculty member and one by
you.For more about this unique way of
grading,see pages 6 and 10.
~ Academic Honesty
Academic honesty is a necessity in a
learning community. It makes coherent
discourse possible, and is a condition for
all sharing, dialogue and evaluation. All
forms of academic dishonesty, including
cheating, fabrication, facilitating
academic dishonesty and plagiarism are
violations of the Social Contract.
Cheating is defined as intentionally using
or attempting to use unauthorized
materials, information or study aids in
any academic exercise. Plagiarism is
defined as representing the works or
ideas of another as one's own in any
academic exercise. It includes but is not
limited to copying materials directly,
failure to cite sources of arguments and
data, and failure to explicitly acknowledge joint work or authorship of
assignments.
» Judy Huntley
» Arnaldo Rodriguez
Dean of Enrollment
~ Amending Faculty Evaluations
of Students
Any student who feels a faculty
evaluation is incomplete, inaccurate or
otherwise in error may seek to have the
evaluation amended. Within 30 days of
the date the final evaluation is received,
the student must talk with, or write to,
the faculty member who signed the
evaluation. If satisfactory resolution is
not reached, then, in the case of a teamtaught program, the student is expected
to talk with or write to the program's
faculty team. If the evaluation still has
not been amended to the student's
satisfaction, the student has 30 calendar
days to request a hearing from an
academic dean. Copies of the form to
request a hearing from a dean, as well as
copies of the policy for amending student
records, are available at the academic
deans' offices, LIB 221l.
Services
Registrar
~ Record Keeping
Transcript and Portfolio
The transcript and portfolio are the
main records of your academic achievement at Evergreen. Maintained by the
Office of Registration and Records, your
transcript will include all work done for
credit, the official description of the
program or contract, faculty evaluations
and, when required, your own evaluations.
Unless you go on a leave of absence,
withdraw or change programs, credit and
evaluations are reported only at the end
of a program or contract. Once the
evaluation is accepted in the Office of
Registration and Records, a copy is sent
to you. If you need your faculty to
further revise your evaluation, you have
30 calendar days or until you request
your transcript to be sent out, whichever
comes first.
Since your self-evaluation becomes
part of your permanent transcript, pay
close attention to spelling, typographical
errors, appearance and content before
you turn it in. Your self-evaluation
cannot be removed or revised once it has
been received in the Office of Registration and Records.
The entire body of information is
mailed when a transcript is requested,
although graduate students who also
attended Evergreen as undergraduates
may request transcripts of only their'
graduate work. Please allow two weeks
for processing between your request (and
$10 fee) and mailing of the transcript.
Evergreen reserves the right to withhold
transcripts from students who are in debt
to the institution. If you need more
information on this issue, contact the
Office of Registration and Records.
You maintain your own portfolio,
which should include official descriptions
of all your programs and contracts,
copies of faculty evaluations, and your
own self-evaluations, particularly those
not in the transcript. You should also
include examples of your best work and
any other pertinent information.
31
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32
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 III
danger of receiving less than full credit is
so notified in writing at mid-quarter by
his or her sponsor. A student making
unsatisfactory academic progress will
receive an academic warning and may be
required to take a leave of absence.
1. Academic warning. A student who
earns fewer than three-fourths of 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 less than threefourths of the credit for which she or he
is registered will be required to take a
leave of absence, normally for one full
year. A waiver of required leave can be
granted only by the academic dean
responsible for academic standing upon
the student's presentation of evidence of
extenuating circumstances. A student
returning from required leave will reenter on academic warning and be
expected to make satisfactory progress
toward a bachelor's degree. Failure to
earn at least three-fourths credit at the
first evaluation period will result in
dismissal from Evergreen.
> For more
information
> Graduation
Requirements
The minimum requirement for
awarding either the Bachelor of Arts
(B.A.) or the Bachelor of Science (B.S.) is
180 quarter credit hours. Continuation
beyond 200 quarter credit hours without
graduating requires approval by an
academic dean.
If you transfer credit from another
college, you must earn at least 45 of the
last 90 quarter credit hours while
enrolled at Evergreen to be eligible for an
Evergreen degree. Prior Learning credit.
or CLEP tests do not satisfy the 45-credtt
requirement.
If you have a bachelor's degree from a
regionally accredited institution (including Evergreen), and wish to earn a
second bachelor's degree, you must earn
at least 45 additional quarter credit
hours as an enrolled Evergreen student.
The B.S. degree requirement also
includes 72 quarter credit hours in
mathematics and natural science, of
which 48 quarter credit hours must be in
advanced subjects.
Concurrent awards of B.A. and B.S.
degrees require at least 225 quarter
hours, including 90 at Evergreen, and
application at least one year in advance.
To graduate, you must submit an
application form to the Office of
Registration and Records and pay a $25
fee. Contact Registration and Records at
least one quarter in advance of your
anticipated graduation date. For specific
information regarding graduation
requirements for MPA, MES and MIT
programs, please refer to the appropriate
Graduate Catalog.
about academic regulations,
call (360) 866-6000, ext. 6180
> " I'd like to help Native American students who are thinking of going to college. Here, I've been able to do a lot
of independent study. I can go out to different schools and talk to the students and the counselors. I'm getting the information I really need.
~ Amy Broken Leg
"
is a fourth-year
Reservation,
student
from Rosebud
South Dakota, who plans to counsel high
school students
and teach Native American history.
She is also a member of the Native Student Alliance.
Condensed Curriculum 1996-97
T
34
> These two pages feature
the titles of programs planned in the spring of 1995 for the 1996-97 academic year. The
Condensed Curriculum allows you to scan all of the college's academic offerings while determining your
pathway through the curriculum. All of Evergreen's programs are organized within Specialty Areas, which are
topical groupings of academic offerings planned by a group of faculty with similar interests. Within each
Specialty Area, you will find at least one program with a prerequisite of one year of college and no other specific
requirements. In many areas, you will find more advanced programs as well. As you plan your educational
pathway, you may decide to work for a number of quarters within one Specialty Area, or you may move from
area to area to broaden your education. Either pattern is appropriate, depending on your academic goals.
~Key
F-fallquarter;W-winterquarter;S-springquarter;Su-surnrnerquarter
---'-----'-------'-----'---'----"-'------'------'-----~ SpecialFeaturesof the Curriculum(page34)
» InterdivisionalOfferings
» InternationalStudiesand Opportunitiesto StudyAbroad
» Part-TimeStudyEveningPrograms
---------'---=--....:::....--------------
T
» Convener to be announced
~ ExpressiveArts(page52)
» Expressive Arts - Cross Area
TheSpiritof Creativity:
Women,Filmand Performance
» Expressive Arts - Film/Video
Mediaworks
~~-~~~~~~-------------,,--::-"----;cc-;-:__--;-:~---;-------'--=-------------
B
Credits
24
F
W
48
F
W
~~~~~~~~-~~~-----~~-=----~
--;::-----::-----,------;-;:-;---------:::C-re-;d-:--l.t-s
-----StudentOriginatedStudies:FilmNideo
4-16
F
~ CorePrograms(page40)
-,---,-=---,---"-,-------'-'----"'-----~-,--------...,3...,6--4C78--=F,------=W=-----,,-S
TheElectronicImage:Theoryand Practice
16
AsianPerformingArtsand Culture
==----;--,.--;---7-c;:--;-::-~--------4-:-8=----=F-----:W=---=-S
» Expressive Arts - Performing Arts
TheAwakeningMind-Spirit
~--.---;---;-;;-----''------;~-~--;--------:-48;;----=F-----:W=---=-S
Multimedia:History,Aesthetics,Techniques
24
F
W
EcologicalSystemsof PugetSound
-=-----:-'=---'--;--=----"--;--=-~;__------------PerformingArtsand Culture
24
F
W
EnvironmentalChangeand Health:
::-,----;;:---=:----;---;--.----;--c:--.--~-----=---------;;Path:PracticesAcknowledging
the Heart
12
48
F
W
S
GlobalContext,RegionalConditions
=----.:=-.----;-::=---=--:=--:----:--:-cc-:::-;------:-48=----=F-----::W=---=-S» Expressive Arts - Visual Arts
GreatWorksand WhatThey'reMadeOf
;-M;-a-sc-u'"li-n-e
-an-d;-F;:;-e-m--:i-m;-·
n-e--'----------4-:-:8:------;OF----;:W;;O-----;;-S
Foundationsof VisualArts:Drawing,
-;:----;---=----:--:--:------------47: :-----=F----::W=------=-S
Painting,Printmaking,Sculpture
48
F
W
8
SearchFor Meaning
---------''------------------FiberArts
16
F
~.----;~~-~-----------~~--~--~~Sculpturein Timeand Place
32
F
W
StudentOriginatedStudies:VisualArts
4-16
F
W
Whatis FoundThere
16
» Mike Beug
» Matt Smith
Conveners
~ EnvironmentalStudies(page45)
Credits
» Sam Schrager, Secretary
Introductionto EnvironmentalStudies:Land
32
F
W
Introductionto EnvironmentalStudies:Water
32
F
W
Knowledgeand the HumanCondition(page58) Credits
-:-7-~~-------------_:_------~
AfterAudubon
16
S Science,Art and Ideologyin SocialContext
48
~---.~:---~---------~--------=Climateand ClimateChange
16
5 FeministStudies/CulturalStudies
32
=---:----=---~-=--=---;-:---~:----:-------~
Landscape
Processes:
S
hapingthe
American
West
16
5
TheFool'sJourney:Exploring
and
Designing
Paths
::--~-;----;----::-~~....:::....--------------Representingthe Land:
to AppropriateWorkand Leadership
32
Landscape,Drawingand History
16
S PublicEducation
32
F
W
F
W
F
F
F
W
W
W
32
32
32
F
W
W
4-16
16
16
16
16
16
16
16
16
48
F
F
F
F
~-~~~--....:::....---~-----~--=--~-~
;;;U;;-rb,a--;-n_Ec-;0_10-.;::g:.:..y----,4_8
F__ W
__ S Religionand SocialChange
Workingin Development:
SixMonthsWithShakespeare:Interdisciplinary
Learningfromthe Past;Creatingthe Future
48
F
W
5
Studiesof HisWorksand World
~--~~--~~~--~'--------~~~~--~~NaturalResourcePolicy
24-32 F
W
LiteraryJournalism
==---;--=--:--=---;---'----------~----~-~
TheMarineEnvironment
32
W
S Meditationson Nature,Humanand Otherwise
~-:-:--~----;--;-~:--~--.-----~----~---=MaritimeCommunitiesof PugetSound
32
W
S StudentOriginatedStudies
==~-:-----;-:-~--;-~-'--~-=---;----------Wildlifeand the Law:Administrative,Caseand
in Humanitiesand SocialSciences
StatutoryLegalResearchin EcologicalIssues 12-16
S Hemingway
-:--~--;-~~=--~-~----;~----'=-------:---=----AppliedGeology:Hazardsand Resources
16
F
ProseWorkshop
~~----;-----'~~~-~-------~--=-----Biogeographyand Biodiversity
16
F
TheVanishingFather
;--~~~~--~--~-------------------------InvertebrateZoology,Entomology,
TheLottery:Ticketto Trouble?
and Systematics
4-16
F
OralHistory:Theoryand Practice
Introductionto GeographicInformationSystems 8
W
Poetry
==---=--:------::~-=-~~-;--;--;---'----~~-~:--=---ThePracticeof SustainableAgriculture
28/32 5, Su,F
Schopenhauer
Tribal:ReservationBased/Community
Determined 48
F
W
S Writers'Workshop
--------------'---------------Restoryingthe AmericanWest
32
)j
W
w
-
)
F
w
VictorianStudies: British Culture and
Society1837-1901
Turnof the Century: Government and
Society,1900 and 2000
WritingProcess/Writing Product
Hypeand Hucksters:
Media Campaigns as Popular Culture
Bonesand Stones, the Roots of Society:
Achievements of Our Prehistoric Ancestors
TheEnglish Romantics:
Poetryand Fiction, Wordsworth to Scott
Temptingthe Muse: The Language of Poetry
"Tenter la muse: Ie langage de la poesie"
Lifeas Art: Art as Life:
Advanced Studies in Surrealism
Orientalismand Afrocentricity:
En-Countering the Master Narrative
SeniorSeminar
48
F
W
32
32
F
W
W
16
F
16
W
16
16
W
W
Who Built America:
24
Understanding the U.S. Economy
12
Money: An Examination of Financial Institutions
Hidden History: African Americans, Irish Americans
S
and Latin Americans
32
S
_
16
16
12-16
F
W
S
35
F
W
Credits
32
F
W
32
32
16
F
F
»Leo Daugherty, Convener
> Science and Human
Values (page 78)
Anatomy of an Election
Cultural Studies of Science and Technology:
Imagining Affective Knowledges
S
The Politics of "Revolution"
S Freud and Philosophy
W
W
S
S
~
.?!
» John Marvin, Convener
> Languageand Culture
(page 69)
CulturalTransformation in Modern Japan
Russia
TheAmberlands: Poland, Lithuania,
Latviaand Estonia
Class,Gender and Ethnicity:
Mexicoand the Middle East
LatinAmerican Short Story
LatinAmerican History and Its Novel
PoliticalBodies: Recent Chilean Literature
tl
~
°E
> Science, Technology
» Susan Fiksdal, Convener
Credits
48
36-48
F
F
W
W
24-32
F
W
32
16
32
16
F
W
S
S
S
F
W
S
and Health (page 80)
Credits
Computability and Cognition: The Scope and
Limits of Formal Systems
48
Data to Information: An Introduction to Computing
and Computers
48
Foundations of Natural Science
48
48
Matter and Motion
Lecture Series: Science Stories of the 20th Century 2
16
Social Work
Atoms, Molecules and Research
48
Molecules and Organisms: Function and Disease 48
Physical Systems
48
Human Health and Behavior
48
Perspectives on Behavior: History, Systems and
Fields of Psychology
48
(J
F
W
S
Managementin a Changing World
Credits
24-48
F
W
F
F
F
F
W
W
W
W
S
S
S
F
F
F
F
W
W
W
W
S
S
S
S
S
F
W
S
F
W
S
S
tJ~j
» Joye Hardiman,
Director
> Tacoma
Campus (page 88)
Millennium Shifts and Heightened Realities:
Focuses, Directions and Frame of Reference
for the Next Millennium
» Yvonne Peterson, Convener
> NativeAmerican Studies (page 74)
Community:Time, Space, People and Place
Writingfrom the Landscape
Credits
48
16
F
W
S
S __
> Graduate
» Richard Cellarius - MES
» Carolyn Dobbs - MPA
» Michael Vavrus - MIT
Directors
Study at Evergreen (page 89)
Master of Environmental Studies (MES)
Master of Public Administration (MPA)
Master in Teaching (MIT)
» Peter Bohmer, Convener
> PoliticalEconomy and Social Change
(page 76) Credits
FromPublicIssues to Public Policies: An Introduction
48
to Economicand Policy Analysis
tJII
F
W
S
Credits
48
'""~"
{l
» John Filmer, Convener
> ManagementStudies (page 73)
"'<:!
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A
Special Features of the Curriculum
36
~ 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 two
percent. Interns work in businesses,
schools, government agencies, or
nonprofit organizations in Washington
state, around the nation and even in
other countries.
Opportunities to conduct internships
are built into many academic programs.
They also are available for juniorlseniorlevel students through individualized
internship learning contracts.
Transfer students are eligible to
conduct internships after they have been
enrolled at Evergreen for at least one
quarter.
Each quarter of an internship is
planned, conducted and evaluated based
on the student's academic objectives for
that quarter. Internships include a strong
component of academic activities such as
related reading, a daily journal, weekly
conferences with faculty and written
reports.
Academic Planning and Experiential
Learning (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, WA 98505.
~ Prior Learning From
Experience (PLE)
PLE is a structured program for adult
students who want to document 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.
When completed, the document is
submitted to a PLE Credit Evaluation
Committee for assessment of credit.
Interested students are encouraged to
contact the PLE office after they have
been admitted to the college.
PLE Coordinator: Kate Crowe, ext.
6415.
~ Longhouse Education
and Cultural Center
Evergreen's new Longhouse Education
and Cultural Center, opened fall quarter
of 1995, is a center for multicultural
study and a valuable resource to programs throughout the curriculum. The
Longhouse - the only building of its kind
on a public college campus in the United
States - will support Native American
studies, and will attract conferences and
events that will educate, entertain and
enrich the college and surrounding
communities. The building design is
based on historic longhouse structures
and the traditions of Northwest Native
American communities.
~ The Evans Chair
Funded by a state grant and donations
from many generous people, the Daniel ].
Evans Chair in Liberal Arts was established to support Core programs. Each
year a distinguished scholar is selected to
work with Core programs. This year's
recipient is Louis]. Guillette, Jr.,
Professor of Zoology at the University of
Florida. His research in the reproductive
health of many species and how it is
affected by hormone-mimicking pollutants is highly interdisciplinary and of
wide interest. He is also very interested in
working with non-traditional students
who are thinking about science as an
area of study and a possible career. We
believe that he will do much to enhance
the work of Core programs this year.
~ Interdivisional Offerings
for Intermediate and Advanced Students
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. They provide an opportunity for students with widely differing fields of interest, who want to retain a broad
scope throughout their intermediate and advanced study, to pursue those interests
from an integrated, broadening perspective.
» Working in Development:Learningfrom the Past; Creating the Future, (page48)
» FeministStudies/CulturalStudies,(page59)
» Restoryingthe AmericanWest, (page64)
» Lifeas Art: Art as Life:AdvancedStudiesin Surrealism,(page67)
» Cultural Transformation in Modern Japan, (page69)
» Class, Genderand Ethnicity:Mexico and the Middle East, (page71)
» Community:Time, Space,Peopleand Place,(page75)
» Hidden History: AfricanAmericans,Irish Americansand Latin Americans,(page 77)
» Human Health and Behavior,(page 86)
» MillenniumShiftsand HeightenedRealities:Focuses,Directionsand Frames of Reference
for the Next Millennium (Tacoma Campus), (page 88)
f.
n
~ Evening Programs
~ International
Fall 1993 marked the beginning of a
newexperiment for Evergreen: programs
offered evenings and weekends for parttime students. Team-taught, interdisciplinary work featuring seminars and
narrative evaluations have been the
trademark of an Evergreen education.
Our new Evening Program brings these
characteristics to evenings and weekends
in a half-time, 8-credit format. Unlike
our part-time courses, the Evening
Program 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 Program
student services coordinator (ext. 6657),
for additional information.
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 programs, opportunities are available for part-time language study.
Juniors or seniors interested in complementing their broad Evergreen education
with some depth in international studies, particularly global area studies, may be
eligible to spend a year at the University of Washington's Jackson School of International Studies.
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 and faculty travel abroad spring quarter, most typically to Spain,
Latin America, France or Russia. Most years, the Environmental Studies Specialty
Area offers the Tropical Rainforests program, taught entirely in Costa Rica's
Monteverde cloud forest. Other programs with an emphasis on sustainability,
community development, agriculture, natural history and conservation provide
opportunities for projects and internships in the Third World.
Students who wish to spend a year in Japan can apply to become one of four
exchange students chosen each year to study at either Miyazaki University or Kobe
University of Commerce. These opportunities usually come with substantial financial
assistance.
Evergreen and Washington state's other public institutions collaborate in a unique
interdisciplinary program in Ecuador, which provides students with the opportunity
to study and experience firsthand not only the language but the environmental, social,
political and economic impacts of development in Latin America.
Students may also study abroad through individual learning contracts, group
contracts or programs offered by other U.S. universities. For information regarding
these options, read the relevant Catalog sections and contact the Student Advising
Center.
Programs offered in the 1995-96 curriculum with a strong international focus
include:
Studies and Opportunities
to StudyAbroad
» AsianPerformingArts and Culture, (page41)
» Science,Art and Ideologyin SocialContext, (page58)
~ Part-Time Courses
» Religionand SocialChange, (page60)
Part-time courses (for 2 or 8 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.
» Schopenhauer,(page64)
» SixMonths with Shakespeare:InterdisciplinaryStudiesof His Works and World, (page 65)
» Victorian Studies:BritishCulture and Society1837-1901, (page65)
» The EnglishRomantics:Poetry and Fiction,Wordsworth to Scott, (page67)
» Cultural Transformation in Modern Japan, (page69)
» The Amberlands:Poland, Lithuania, Latvia and Estonia, (page70)
» Russia, (page70)
» Class, Genderand Ethnicity:Mexico and the Middle East, (page71)
» Latin AmericanShort Story, (page71)
» Latin AmericanHistory and its Novel, (page72)
» PoliticalBodies:Recent ChileanLiterature, (page72)
37
~
~
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> My first two quarters at Evergreen, [ was in a program that used cartography as a metaphor to map how
people work together, and how they work together with new technology. It let me explore a lot
of the social issues that go on with the technology. Right now, I'm in a contract where I'm doing a
whole bunch of Internet stuff, writing web pages and all that. "
> Andre Helmstetter
transferred
from Seattle Central
Community College to study computer
especially
computer/human
science,
interaction.
start a business helping people overcome
of computers.
He plans to
their fear
II
~ Adam: We're reading a lot of primary material-
Plato, Xenophon, Aristophanes and Nietzsche. It's all about
living in the question, and about finding your own question.
"
1\
~ Huck: Which really relates back to this campus. It expands people. Our class can't stop seminaring - we take
a break and go outside and we seminar.
"
1\
~ Adam: When we play basketball, half our class turns out and we seminar.
1\
~ Huck: You don't stop thinking about it.
"
> Huck Wilken and Adam Ward crossed
Search of Socrates.
paths in the program
In searching,
In
they made a
common discovery - that the path of learning
at Evergreen often extends beyond the walls of
the classroom.
Core Programs
40
> Core programs
are designed to give firstor second-year college students a solid
foundation of knowledge and skills in
preparation for more advanced studies. Core
programs will introduce you to the central
mode of study at Evergreen - coordinated
studies - in which faculty members from
different academic 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, rather than 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 college-level skills necessary for you to do
more advanced college work. For most
students this means learning how to write at
college level in various modes read carefully
analyze arguments, skillfully ;eason quantita~
tively or mathematically, work cooperatively
III small project or discussion groups, and use
the many resources in the Library and
elsewhere on campus. Core programs also
provide an opportunity to connect your
studies with your own intellectual and
personal concerns, You will learn the skills
you will need to design your education, both
at Evergreen and after. Core programs take
the time necessary to develop college-level
academic skills, and Evergreen's small
student-faculty ratio (22-1) in Core programs
ensures close interaction between you, your
faculty and other students.
Each of the Core programs listed in this
section is an integrated study program
combining several activities: seminars,
individual conferences with faculty members,
lectures, field trips, laboratories - depending
on the content and goals of the program. In a
Core program you learn about several
traditional academic disciplines in relation to
the program's central theme or topic, while
learning at the same time about your own
goals, about defining and dealing with
problems, and about the college's people and
facilities.
>t
am
> Other
First-year Options:
Some intermediate-level programs are open to
first-year students:
» Science, Art, and Ideology offers
humanities, arts, science and social science
(see p. 58).
» From Public Issues to Public Policies
offers economics, mathematics, statistics,
public policy and economic development
(see p. 76).
» Data to Information offers computer
programming, discrete mathematics,
computer architecture, and digital logic
(see p. 82).
» Foundations of Natural Science offers
biology, chemistry, mathematics, physics,
and science and society (see p. 83).
» Matter and Motion offers university
physics, university chemistry, introductory calculus, and a seminar on science
and culture (see p. 83).
» Cultural Studies of Science and
Technology offers cultural studies, postmodern theory, and ethnographic studies
(see p. 78).
» Lecture Series: Science Stories of the
20th Century offers an introduction to
science, history and philosophy of science
(see p. 84).
». Russia offers study in Russian language,
history, and culture (see p. 70).
» The Electronic Image offers video
production, introduction to media
criticism, and media literacy (see p. 54).
» Health and Human Behavior offers
human biology, psychology, human
development, anthropology, sociology,
education, and health (see p. 86).
Check catalog listings for complete
program descriptions and program application requirements. First-year students who
wish to enroll in one of these programs
should be excellent writers, have some
experience working in groups, and feel that
they would like to work in a learning
community with first- to fourth-year students.
To enroll in one of these programs, please
submit the following to Judy Huntley,
Registration and Records, by May 1, 1996:
1. A letter explaining why you would like
to enroll.
2. A substantial sample of your writing, such
as a research report you did for one of your
classes, a major essay or a short autobiography.
3. A letter from a teacher at your school
recommending you.
4. A copy of your high school transcript.
5. Copies of the scores of any standardized
tests you have taken.
Some programs may have other requirements
as noted in the catalog.
> The
Evans Chair
Funded by a state grant and donations from
many generous people, the Daniel J. Evans
Chair in Liberal Arts was established to
support Core programs. Each year a
distinguished scholar is selected to work with
Core programs. This year's recipient is Louis
J. Guillette, Jr., Professor of Zoology at the
University of Florida. His research in the
reproductive health of many species and how
it is affected by hormone-mimicking
pollutants is highly interdisciplinary and of
wide interest. He is also very interested in
working with non-traditional students who
are thinking about science as an area of study
and a possible career. Dr. Guillette will do
much to enhance the work of Core program
students this year.
Fall,
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~Asian Performing Arts
and Culture
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s
y
Fall,Winter,Spring/Coordinated Study
Faculty:
Sean Williams, Rose Jang, Ratna Roy
Enrollment:
66
Prerequisites:
None
facultySignature: No
Special
Expenses: $30 for theater tickets,
films,makeup
Part-timeOptions: Yes, with faculty
permission
InternshipPossibilities: No
AdditionalCourse Allowed: Yes, with faculty
permission
Thisyear-long, lower-division program will
explorethe performing arts of four major
Asianculture areas: China, Japan, India and
lndonesia,Our studies will include the
history,philosophy, language, and theory and
practiceof Asian dance, music and theater.
Weeklymeetings will include lectures, handsonworkshops in the performing arts,
presentationsby visiting artists, films, and
seminarsbased on both texts and perfornances.Faculty members will give lectures
andworkshops in each of the major culture
areasbased on first-hand knowledge and
experience,and the program will be supplementedwith guest lectures and demonstranons,Ultimate goals of the program include
anenhanced understanding of Asian cultural
traditions,and the creation of a major
performancepiece at the end of the program_
Three workshops will be offered in the
followingAsian performing traditions: Orissi
dance(a 2000-year-old classical dance
traditionfrom Eastern India), Chinese opera
(anancient traditional Chinese theatrical
performancestyle combining dance and
theater),and Indonesian gamelan (a musical
ensemblecomprised of bronze gongs and
xylophones),In addition to selecting a single
workshop as the primary mode of expression
throughout the year, students will also work
withinthe other traditions, We will work
regularlywith visiting artists (performers
fromthe United States and Asia) including the
Theaterof the Oppressed, Some work in the
languagesof the three areas (Hindi, Mandarin
[forstylized performance], and Sundanese/
Indonesian) will also be part of these
workshops,
Fall quarter will begin with an introduction
to the four major culture areas and will
include both intensive reading and skillbuilding in expository writing, performance
and language. In winter quarter students will
continue laying foundations in performance
skills while exploring some of the most
important cultural concepts that underlie
Asian expressive culture, We will also begin
to develop ideas about our spring quarter
performance. In spring quarter the program
will concentrate mainly on producing a work
which will combine the performance skills in
Indonesian gamelan, Chinese opera and
Orissi dance developed in program workshops throughout the year.
>- Credit will be awarded in Asian studies,
Asian languages and culture, Orissi dance,
Indonesian gamelan, and Chinese opera.
>- Total: 36-48 credits
>- This program is preparatory for careers or
future study in liberal arts, Asian studies,
cultural studies, performing arts, anthropology, and ethnomusicology.
>- The Awakening Mind-Spirit
Fall, Winter, Spring/Coordinated Study
Faculty: Ryo Imamura, Don Middendorf
EnrolIment: 66
Prerequisites: None
Faculty Signature: No
Special Expenses: One overnight field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this year-long program, we will examine
modern views of mind and "spirit" including
psychological, spiritual, scientific, aesthetic and
artistic perspectives. In addition to the subject
matter, we will focus on skill building throughout the year. Skills we will emphasize include
expository writing, study skills (including
reading), time-management skills, critical
analysis of information, group dynamics,
visual expression skills and library use.
During fall quarter, we will examine our
awareness of self by focusing on how we know
ourselves in relation to others. We will include a
study of our ethnicity, gender and dreams, as
well as a study of both our conscious and unconscious selves. Art workshops will focus on
development of the inner eye through visual
images.
In winter quarter, we will expand our view
to include a social and cultural view of our
selves in the world. We'll include an analysis of
old and new belief systems in the areas of
science and spirituality and their reflection in
visual images. Topics include philosophy of
modern physics, transpersonal psychology,
Buddhism and visual arts. Workshops may
include the use of mathematics in decisionmaking in our society and use of the library
(and computer networks) to find information.
During spring quarter, students will do additional work in one of three areas previously
covered: traditional psychology including
personality theory and Jungian psychology,
physiology and psychology of dreaming, or
visual expression.
Although there are no prerequisites for this'
Core program, students should be comfortable
with high school algebra and should be able to
submit spell-checked and proofread papers in
the first week of class. (Some experience with
word processing is highly recommended.)
Successful completion of this program will
require at least 40 hours per week of work
including class time. Students will be expected
to keep a portfolio of their work and a log of
their hours.
>- Credit will be distributed
among psychology, expository writing, Jungian psychology,
philosophy of modern physics, physiology and
psychology of dreaming, Buddhism, ethnic and
gender studies, family dynamics, transpersonal
psychology, personality theory, art appreciation, design, drawing, painting and comparative aesthetics.
>- Total: 48 credits
>- This program is preparatory for careers and
future study in all of the liberal arts and
sciences.
41
~
~
1
~
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> Ecological Systems
of Puget Sound
42
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Rob Cole, TBA
Enrollment: 66
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $300 for overnight
field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Because Ecological Systems of Puget Sound
and Environmental Change and Health:
Global Context, Regional Conditions share a
regional focus on Puget Sound, they have
much to share with and learn from each
other. The faculty of both programs have
been collaborating in planning our year's
work, so that both programs can share some
common readings, presentations, and invited
speakers, as well as the results of their
research projects. For example, students from
both programs may seminar together on some
common texts or ideas, may share lecture hall
space for some faculty and guest presentations, may attend some common workshops,
and may present individual and group
research project findings in a common
"conference" setting. This means that
students in each program can expect to spend
some of their time collaborating in a larger
learning community, enhancing their
participation in truly interdisciplinary,
cooperative work.
This program will apply a whole-systems
view to the maritime Pacific Northwest
particularly the regions surrounding Pu~et
Sound and the adjacent coastal area at
Willapa Bay. We will study forest and marine
ecologic systems paying particular attention
to the health of these systems and the various
species within them. We will closely examine
human interactions with the environment population growth, use of natural resources
both renewable and non-renewable, the
effects and amelioration of pollutants and
toxic materials, and issues of systemic health.
We will construct mathematical models of
these systems, run computer simulations to
study their dynamics, and explore implications of these simulations. This program will
share considerable content with the Environmental Change and Health: Global Context
Regional Conditions program.
'
Students can expect to learn a significant
amount of natural history and biology. We
will observe and collect data in the nearby
Nisqually Delta and on campus in both forest
and tideland settings. We will gather, analyze
and interpret data, incorporating some of this
data into the mathematical models we build.
In addition to natural ecosystems, we will
explore the impact that humans have on the
environment. Areas we will study include
current and historical forest and fishery
usage, agricultural practices, energy production and consumption, pollution and toxic
substance flows. By developing dynamic
models of these systems and exploring
computer simulations, we will investigate a
spectrum of policy options that might point
toward sustainable futures. We will compare
these policy options with those currently
being pursued and develop strategies for
moving society in more sustainable directions.
Program activities will include lectures
seminars, substantial readings, workshop~,
field work (sometimes of several days'
duration) in all kinds of weather, and
laboratory sessions. Students can expect to
hone writing and communication skills, and
develop public speaking abilities in a variety
of presentation settings. The faculty does not
assume that students will have any background in the sciences or computers. Rather,
we want to work with students who are
willing to engage science and systems thinking
as it speaks to their commitment to environmental and human health. Students can
anticipate working collaboratively in small
groups throughout the program, and will be
expected to develop substantive group process
skills.
This program will require a significant time
commitment (40 to 50 or more hours per
week). At the completion of the program
diligent students will have acquired a solid
background in the fundamentals of biology,
Northwest natural history, conceptual
statistics, introductory calculus, mathematical
modeling with differential equations, public
health and epidemiology, policy analysis, and
a systems view of current ecological and
environmental health issues.
> Credit will be awarded
in a variety of areas
in natural history, biology, and mathematics.
> Total: 48 credits
> This program is preparatory
for further
study in environmental studies, biological or
physical sciences, environmental health and
public policy, or mathematics and computer
modeling of environmental systems.
> Environmental Change and
Health: Global Context,
Regional Conditions
Fall, Winter, Spring/Coordinated Study
Faculty: Lin Nelson, Mike Beug, TBA
Enrollment: 66
.
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $300 for overnight
field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this program we will examine past and
present human and natural ecosystems, with
an emphasis on the impact of population,
development and pollution. We will begin
broadly with an examination of global
patterns of demographic change, development, trade, technology and resource use.
Then we will direct our attention to the
history and current conditions in the Pacific
Northwest, focusing on biology, ecology, the
use of natural resources and the effects of
pollution. We will examine the evolution of
public policy and public-interest science. A
significant feature of our work will be to
construct mathematical models of these
systems, run computer simulations to study
their dynamics, and explore simulations for
the future. This program will share considerable content with "Ecological Systems of
Puget Sound."
Students can expect to collect and use data
on current and historical forest and fishery
usage, agricultural practices, pollution and
waste disposal flows, and public health issues.
By developing dynamic models of human
impacts on ecosystems and environmental
impacts on human health, we will investigate
a spectrum of policy options that might point
toward sustainable futures. We will compare
these options with those being pursued by
regional groups working for sustainability,
and develop strategies for moving society in
more ecologically sound directions.
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Program activities will include lectures,
workshops, field work in all kinds of weather,
laboratory sessions, and field trips. Global
andlocal leaders on environmental issues will
bevisiting the program to discuss their work.
Studentscan expect to hone their writing and
communication skills, and develop their
publicspeaking abilities in a variety of
presentation settings. Participants will
developsome proficiency with a range of
computer software (no prior background
assumed):word processors, spreadsheets,
symbolicalgebra systems, and mathematical
modeling. Participants will also develop a
broad background in biological science and
ecology.Students can anticipate working
collaboratively in small groups throughout
the program, and will be expected to develop
substantive group-process skills.
This program will require a significant time
commitment (40 to 50 hours or more each
week).At the completion of the program
students will have acquired a solid background in environmental studies, natural
history, fundamentals of biology, mathematics,public policy and community studies,
publichealth and epidemiology, history and
writing.
~ Credit will be awarded in environmental
studies,natural history, biology, mathematics,
publicpolicy and community studies, public
health and epidemiology, history and writing.
~ Total: 48 credits
~ This program is preparatory for careers in
anyof the sciences, community planning,
publicpolicy and public health.
~ Great Works
and What They're Made Of
Fall, Winter, Spring/Coordinated Study
Faculty: Charlie Teske, Susan Fiksdal (fall),
Thad Curtz (winter, spring)
Enrollment: 44
Prerequisites: None
Faculty Signature: No
Special Expenses: Approximately $20 per
quarter for performances
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
A lot of different kinds of people are getting
on the Internet - government officials and
cyberpunks, Nigerians and Australians,
scientists and school kids. The news is full of
pronouncements about cyberspace and the
information revolution. Some claim that
earlier changes in communications led to
profound transformations of consciousness,
politics, and social life, and that we are in the
midst of another one. Do you think it makes
a big difference in how people feel and think
to move from a world in which everything
has to be spoken and remembered to one in
which people write things down? How about
going from scribes' manuscripts to printed
books? Do you think photography, film,
television, and video are changing how you
think and act? (For better or for worse) ...
will the rapidly unfolding conversion of
words, sounds, and images to digital data
flowing around the planet at electronic speeds
make much difference in people's experiences
and the course of history?
This program explores questions such as
these by carefully interpreting traditions and
texts from the past and present. Our central
focus will be on developing our capacity to
respond to, describe, and share the ways in
which language works to express, convey and
shape experiences. A lot of this will involve
careful reading, writing and discussion, but
we'll also practice interpreting works as
pianists do - through performance exercises
such as reading out loud and storytelling.
We'll read theoretical and historical works
such as Ong's Orality and Literacy and
Lakoff's Metaphors We Live By. We'll do a
lot of comparing -listening to ballads and
reading lyric poems, learning folk tales and
analyzing short stories, studying oral
traditional epics and written and filmed
versions. You should expect to spend time
with famous works - such as Homer and
Don Quixote and Doris Lessing's The Golden
Notebook and Citizen Kane - as well as
with interesting contemporary material. We
will learn to use the Internet and some
current computer tools for manipulating texts
and images. One way and another, though,
we will keep circling around our central
questions. Speech, writing, print, audio-visual
images, cyberspace - how do the means that
we have available for communicating shape
what we experience, if they do?
~ Credit will be awarded in literature,
linguistics, computer studies, history, and
film.
43
~ Total: 48 credits
~ Program is preparatory for further work in
any discipline or career which centers on
interpretation, including literature, communications, linguistics, psychotherapy, journalism, philosophy, history, anthropology, art
history and law.
~
~
1
~
U
A
~ Masculine and Feminine
44
Fall, Winter, Spring/Coordinated Study
Faculty: Harumi Moruzzi, Les Wong
Enrollment: 44
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $50 per quarter for
theater passes
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In recent years a number of controversies
have arisen about gender and the meaning of
masculine and feminine. Some have said these
categories refer to inherent, genetic characteristics; some have said they are the result of
experiences and conditioning. Some have
questioned whether there even are such
categories as masculine and feminine. The
media, health and safety, criminal and civil
proceedings, art and literature, politics,
sports, colleges and universities and the law
continue to be influenced by how one
confronts the central question of gender. In
this program, we want to look for a new way
of thinking about gender - one that opens
and illuminates rather than closes possibilities.
We also hope to examine how gender
intertwines with other equally important
topics such as race and class, identity, politics
and culture. Students will read extensively in
the modern as well as classical traditions. We
will examine gender issues cross-culturally,
from Western and Eastern antiquity to
contemporary times. Our examination will be
interdisciplinary: examining art, literature,
film, psychology, law, and politics. Students
will also develop quantitative skills (statistics)
and increase their visual and computer
literacy. Students will create their own
thematic visions of masculine/feminine
through projects, which will complement the
extensive writing and statistical/computer
skills.
The goal of this program is to improve our
understanding of the influence of gender at
the individual and societal level. We will use
film, art, literature, psychological research
and cultural studies produced by both
genders from a number of critical points of
view. We hope also to articulate as well as
challenge the notion of masculine and
feminine through critical thinking, artistic
expression and challenging readings. We hope
to explore and create new concepts when old
ones cease to work.
~ Credit will be awarded in cultural studies,
film studies, psychology, child psychology,
gender studies, statistics, humanities,
literature or art history.
~ Total: 48 credits
~ This program prepares students for entry
programs in all Specialty Areas and is
preparatory for careers and future study in
humanities, psychology and cultural studies.
We will read biographies or autobiographies of people who followed their callings in
Fall, Winter, Spring/Coordinated Study
each historical period to understand the
Faculty: Lucia Harrison, Priscilla Bowerman,
complexity and difficulty of their choices,
Earle McNeil
what motivated and inspired them, what
Enrollment: 66
compromises they made, and we will study
Prerequisites: None
some of their works. Throughout our studies
Faculty Signature: No
we will examine certain important recurring
Special Expenses: Approximately $125 for
concepts, including compassion, pride,
supplies for students who do art or photogravoluntary poverty, and self-discipline.
phy projects
This program is designed for students who
Part-time Options: No
are considering choosing one of these callings
Internship Possibilities: Yes, spring quarter
for themselves and for students interested in
Additional Course Allowed: No
others who make this choice. It will be a
In our materialist culture money is often the
varied and intense program. Students will
measure of a person's success. Not surprisdevelop critical reading, expository writing
ingly, then, many college students, at least
and critical thinking skills through the
sometimes, view their education primarily as a historical, biographical and conceptual
means to high-paying jobs, and they make
studies sketched above. All students will have
choices about what they will study based on
the opportunity to participate in visual arts
their estimates of how much they can hope to
workshops (drawing, painting and perhaps
earn after graduation.
photography) or in creative writing groups,
Yet this is not a simple choice for many
and to perform voluntary service with social,
students: they feel disquiet at the choice
political or religious organizations in the
between careers that promise future economic
community. The program will invite people
comfort on the one hand, and meaningful
who are following these callings today to talk
work on the other. Some students are upset by about their choices and experiences, and
social problems (e.g., poverty, racism, violence, students will be asked to reflect throughout
AIDS, political corruption or environmental
the program on their own choices in light of
degradation) they know from personal
their learning in the program.
experiences or through reading. They need to
~ Credit will beawarded in writing, history,
weigh the necessity of earning a living against
literature, art and social sciences.
their desire to "make a difference." Some
~ Total: 48 credits
students may wish to pursue an art though
~ This program is preparatory for further
they may not become famous, well-remunerstudy in history, literature, social science and
ated artists - at least in their lifetimes. Some
art.
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;
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 their 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, or mocked?
~ Search For Meaning
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Environmental Studies
Conveners:Michael Beug, Matt Smith
AffiliatedFaculty: Michael Beug, Jovana
Brown,William Brown, Paul Butler, Gerardo
Chin-Leo,Richard Cellarius, Rob Cole, Larry
Eickstaedt,Russ Fox, Steven G. Herman,
TomGrissom, Pat Labine, John Longino,
DavidMilne, Carol Minugh, Ralph Murphy,
NaliniNadkarni, Lin Nelson, Tom Rainey,
JohnPerkins, Oscar Soule, Matt Smith, Jim
Stroh,Pete Taylor, Jude Van Buren, and Al
Wiedemann
TheEnvironmental Studies Specialty Area is
designedto help students gain the knowledge,
skills,and experience necessary to understand
andwork with today's complex environmentalissues. Our goals are that students should
learn
» to understand the principles underlying
lifeon earth;
» to understand the nature, development
and interactions of human societies with the
environment;
» to qualitatively and quantitatively
investigate the chemical, physical and
biological elements that define terrestrial,
freshwater and marine ecosystems;
» to learn the richness and limits of
environmental and social resources
available to sustain both human environments and natural systems; and
» through applied work, to develop the
skills necessary to handle these resources
wisely.
Introductory programs in Environmental
Studiescan be found both in the Specialty
Areaprograms (IES: Land and IES: Water)
and in the Core programs, Ecological Systems
ofPuget Sound and Environmental Change
and Health. Those interested in advanced
work in the earth sciences should consider
AppliedGeology, Geographic Information
Systems,and Landscape Processes. Those
interested in advanced work in marine science
shouldconsider The Marine Environment and
formarine social science, Maritime Communitiesof Puget Sound. For advanced work in
natural history and ecology consider Urban
Ecology;Invertebrate Zoology, Entomology,
and Systematics; and Biogeography and
Biodiversity.Those interested in advanced
workin environmental social issues should
considerWorking in Development, Landscape
Processes,Natural Resource Policy, Wildlife
and the Law, and Restorying the American
West.In addition, the Masters of Environmental Studies offers coursework in specific
topicsto qualified advanced undergraduates
bypermission of the instructor.
Students interested in this area should not
limit themselves to programs offered by
Environmental Studies. Those interested in
the natural science dimension (chemical,
physical and biological interactions) of
environmental studies will also need the
material found in Foundations of Natural
Science or Matter and Motion and that found
in Molecule to Organism. Those interested in
the social science dimension (policy,
economics), will also need material found in
Political Economy and Social Change (this
year: Who Built America and Hidden
History).
~ Curricular Pathways in
Environmental Studies
Major curricular pathways in Environmental
Studies include (1) field biology and natural
history; (2) marine studies; (3) ecological
agriculture; (4) sustainable development,
political economy and environmental policy;
and (5) geology and earth sciences. Additional
strengths of the Environmental Studies faculty
include conservation and restoration ecology,
physiological ecology, entomology, environmental chemistry, environmental history and
philosophy, environmental policy, geology
and hydrology, mammalogy, ornithology,
physical geography and planning. The faculty
are experienced in, and committed to,
providing students with practical experience
through field work and projects that serve the
people and organizations of Southwest
Washington and the Pacific Northwest.
Students interested in Environmental Studies
will also want to look at Restorying the
American West (p. 64), a program which
looks at contemporary writing on the West,
and at Writing from the Landscape (p. 75), a
program of and about natural history writing.
45
~ Introduction to
Environmental Studies: Land
Fall, Winter/Coordinated Study
Faculty: Geology/James M. Stroh (fall), Paul
Ray Butler (winter), TBA
Enrollment: 50
Prerequisites: One year of college
Faculty Signature: No
Special Expenses: Up to $60 per quarter for
overnight field trips
Part-time Options: Yes, with consent of
faculty
Internship Possibilities: No
Additional Course Allowed: Yes, with
consent of faculty
The field of environmental studies involves
many disciplines and includes some of the
most important applied topics of modern
civilization. This program will offer substantive work in geology, biology, ecology and
quantitative methods; plus integrated study of
locally-based environmental issues. While the
imbedded courses will consist primarily of
text readings, discussions, and lab exercises,
the integrated study involves field-based, local
case studies. Potential topics include forest
practices, surface-water hydrology, and
water-quality issues. To be eligible for the
field studies, students must enroll in at least
one of the imbedded courses.
Fall quarter, these courses will include:
physical geology, biology, quantitative skills
for the natural sciences, and field-based case
study.
Winter quarter, the courses are: historical
geology, ecology, statistics, and field-based
case study.
In lieu of one of the courses listed above, 4
credit hours of work can be taken in the IES:
Water program, offering students an
opportunity to perform substantive work in
history and political economy of environmental issues. The faculty teams for IES: Land
and IES: Water will coordinate these
exchanges.
~ Credit will be awarded in geology, biology,
ecology, and quantitative methods.
~ Total: 32 credits
~ This program is preparatory for careers
and future study in biology, ecology, earth
science and environmental studies.
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~ Introduction
Environmental
46
to
Studies: Water
Fall, Winter/Coordinated Study
Faculty: Gerardo Chin-Leo, Matt Smith
Enrollment: 50
Prerequisites: One year of college work
Faculty Signature: No
Special Expenses: Up to $120 for overnight
field trips
Part time Options: With faculty signature
Internship Possibilities: No
Additional Courses: With faculty signature
Students in this program will develop an
understanding of ecology and biogeochemical
cycles as they are exemplified in the processes
of coastal and estuarine systems. We will
examine how these systems and processes
underlie and influence the development of
human communities. Students will develop
extensive case studies which may include
Budd Inlet, the lower Columbia, and Willapa
Bay. Students can expect to do serious field
work and complex library research on their
own and in group projects.
The material will be developed through
lectures, laboratory work, seminars, and
workshops. Lectures will cover principles of
biogeochemistry, ecology, quantitative skills
(fall quarter), descriptive statistics (winter
quarter), history and the political economy of
environmental issues. Seminars will offer an
opportunity to discuss scientific, social and
political literature. We will develop laboratory skills for analyzing physical and chemical
parameters of aquatic systems. In a computer
lab we will organize and analyze data using a
spreadsheet program. Results of case study
work will be presented in formal reports and
oral presentations.
Students in IES: Water may negotiate with
the faculty team to earn geology credit from
IES: Land.
~ Credit will be awarded in ecology,
environmental studies, statistics and political
economy.
~ Total: 32 credits
~ This program is preparatory for careers
and future study in environmental studies,
political economy, planning, economic
development, law and natural sciences.
~ After Audubon
Spring/Coordinated Study
Faculty: Steve Herman, Susan Aurand
Enrollment: 44
Prerequisites: Core program or equivalent
Faculty Signature: No
Special Expenses: Art supplies; amount
depends on the student's project
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 drawing and in
ornithology 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. Our study
will range from the biology of birds to why
birds have been thought to be the messengers
of the gods and symbols of the soul. In the
last five weeks, each student will identify a
topic or theme concerning birds and develop
a body of work on this topic which includes
drawings, research and writing.
This program is appropriate for students
seeking to combine art and science in a
focused multi-disciplinary study. Some prior
experience in either art or biology is strongly
recommended. No prior drawing experience
is required, only a willingness to do intensive
work in both drawing and ornithology.
~ Credit will be awarded in drawing,
ornithology, literature and art history.
~ Total: 16 credits
~ Program is preparatory for careers and
future study in art, ornithology and environmental studies.
~ Climate and
Climate Change
~
Spring/Group Contract
Faculty: William H. Brown, Jr.
Enrollment: 25
Prerequisites: No
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Sp
Fa
For more than a century, scientists have
contended that the rising level of carbon
dioxide is responsible for a steady increasein
global atmospheric temperature. Only in
recent years has this change been taken
seriously as a major environmental threat.
Since 1990, international negotiations on
issues that impact changes in climate have
revealed a major conflict between industrial
nations, which are responsible for most of the
increase, and the developing and low-lying
island nations most immediately threatened
by changes in climate. Through seminars,
lectures, and workshops, students in this
program will study the nature of climate and
climate change, and the potential consequences of human practices that impact this
natural process.
~ Credit will be awarded in meteorology and
climatology, climates of the Pacific Northwest, physical geography, and climate
change/political and social implications.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in environmental planning
and climatology.
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Shaping the American West
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Spring/Coordinated Study
Faculty:James M. Stroh, Paul Ray Butler
Enrollment:50
Prerequisites:Sophomore standing, physical
geology,good quantitative skills (calculus not
required)
FacultySignature: Yes
SpecialExpenses: Depends on which, if any,
fieldtrip options are selected. Grand Canyon
Rivertrip approximately $1500; Death Valley
$250;Washington $75
Part-timeOptions: Yes
InternshipPossibilities: No
AdditionalCourse Allowed: Yes
Processgeomorphology (the study of
processesthat make and modify physical
'landscapes)is often considered a subfield of
geology.In reality, this discipline is based on
applicationsof a host of other overlapping
physicaland biological sciences, including
physics,chemistry, hydrology, soil science,
geography,meteorology, climatology, and
biology.This program will combine text
discussionand exercises with the opportunity
forseparate field studies at selected sites in
Washington, the Grand Canyon, and Death
Valley.Students with appropriate training can
applyGIS methods to the field studies.
Note: Students planning to take this
program should contact the faculty no later
thanDecember 1, 1996, (360/866-6000, Jim
Stroh,x6762; Paul Butler, x6722) to obtain
application criteria and to identify preferences
infield-study locations. Jim and Paul will post
theprogram membership on their office doors
bythe end of March, in time for spring
quarter registration.
> Credit will be awarded in geomorphology
andgeological and related field studies.
> Total: up to 16 credits
> This program is preparatory for careers
andfuture study in the earth sciences.
~ Representing the Land:
Landscape, Drawing
and History
Spring/Group Contract
Faculty: Matt Smith
Enrollment: 25
Prerequisites: Sophomore standing, completion of Introduction to Environmental Studies
preferred
Faculty Signature: No
Special Expenses: $60 for overnight field trip
Part Time Options: No
Additional Courses: With consent of faculty
Internship Possibility: No
We live in a dialogue with nature. The
representations of nature we produce and
values we hold about the natural world are
created by and express personally and
collectively our interaction with it. They
allow, legitimate, reveal, and obscure our use
of the natural world. This program is about
creating our personal understandings and
understanding our collective perceptions of
nature.
This program asks two related questions.
How can we represent the landscape around
us in words and images? And what has been
the significance of landscape representation,
particularly painting and photography, in the
past two hundred years?
We will examine the way national, imperial
and scientific projects of the 19th and 20th
centuries used drawing, painting, and
photography to help naturalize and legitimate
their actions. We will read natural history
from the 19th and 20th centuries, drawing
examples from the American West. And we
will write observations of the land and draw
landscapes of our own. By actively working at
representing the landscape and by thinking
about the meanings and uses of landscape
representations, we will reflect on how the
land around us shapes our lives and how, as
we interact with it, we give it personal and
collective meanings and obtain meanings
from it.
>- Credit will be awarded in environmental
studies, drawing and art history.
>- Total: 16 credits
>- Program preparatory for careers and future
study in environmental studies, design and art
~ Urban Ecology
Fall, Winter, Spring/Group Contract
Faculty: Oscar Soule
Enrollment: 25
Prerequisites: Junior/senior standing; demonstrated ability/interest in advanced work as
shown by portfolio or previous work
Faculty Signature: Yes
Special Expenses: $150 for overnight field trips
and conference registration
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
Urban Ecology is a broad-ranging field composed
of planning, geography, geology, ecology, environmental education, and community studies.
This program will have among its central
themes: plant and animal components of the
urban landscape, the physical environment,
impacts of the built environment, the impacts of
people on the environment and the environment
on people, and ways to educate people effectively about issues of the urban environment.
Students will be required to work individually,
in groups, and with people outside the college.
Students will perform research on a variety of
topics, and the program will culminate in a
major collaborative project.
Urban Ecology will help students achieve
added depth in areas of strength and gain new
understanding in related fields. The threequarter program will culminate with a collective,
book-length report of publishable quality.
Advanced students and those ready for upperdivision work will find the opportunity to
prepare for graduate school and the working
world while exploring the rich mix of disciplines
covered by this topic.
Urban Ecology will offer up to 48 units of
upper-division science credit, based on each
student's work plan and performance, with a
mix of individual and group work. Lectures,
seminars and field trips will complement
individual and group research topics of each
student's choice. Internships and courses will be
considered on an individual basis.
We will begin the planning process in the
winter and spring of 1996; enrollment will be
open to all qualified students. The program will
be a collaborative learning community, not a
clearinghouse for individual contracts.
Students wishing to apply for this program
should prepare a portfolio consisting of their
Evergreen evaluations and two pieces of significant writing; transfer students should prepare a
portfolio consisting of their transcript and two
pieces of significant writing. All material is due to
Oscar Soule before the May 15, 1996 Academic
Fair. Oscar will post the program membership
on his door May 20, in time for registration.
>- Credit will be awarded in environmental
studies, community studies, ecology, natural
history, and environmental management.
>- Total: 48 credits
>- This program is preparatory for careers and
future study in ecology, environmental management, planning, and environmental education.
47
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> Working in Development:
Learning From The Past;
Creating the Future
Fall, Winter, Spring/Coordinated Study
Faculty: Pat Labine, Jeanne Hahn
Enrollment: 50
Prerequisites: Junior/senior standing; Political
Economy and Social Change and/or
Ecological Agriculture or their equivalents
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: Spring only
Additional Course Allowed: No
This is an advanced program in political
economy for students interested in working
for development, either at home or abroad.
We will explore the meanings and history of
"development," examine the forces that
shape relationships between North and
South, between rich and poor, and consider
prospects for sustainability and progressive
change in the 21st century. We will make
extensive use of case studies material, as well
as fiction and nonfiction narratives. Case
studies may include investigations of
multinational institutions such as the World
Bank, transnational corporations, nongovernmental organizations involved in
development work, and grass-roots social
change movements. Many of the case studies
will reflect faculty interest in gender issues,
the globalization debate, the informal labor
sector, and agriculture and rural development. Student work will involve critical
reading, expository writing, and collaborative
research projects. Students will also be given
opportunities to develop skills that will allow
them to function with sensitivity in culturally
diverse settings, and to assist in self-directed
community development.
> Credit
will be awarded in sustainable
development, political economy, colonial and
neo-colonial history, agriculture and rural
development, and research skills.
> Total: 48 credits
> This program is preparatory
for careers
and future study in international relations,
political economy, and community development.
> Natural Resource Policy
> The Marine Environment
Fall, Winter/Group Contract
Faculty: Jovana J. Brown
Enrollment: 25
Prerequisites: Junior/senior standing;
Introduction to Environmental Studies or
equivalent; Political Economy and Social
Change or equivalent.
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, one 4-credit
course with permission
Natural Resource Policy is an upper-division
group contract that examines the history of
natural resource issues in the United States to
provide a context for understanding current
policy and decision-making.
Fall quarter will begin by looking at the
origins of the conservation and preservation
movements, then go on to examine forest
policy, study Western water law, look at
salmon and hydroelectric power concerns,
and review tribal natural resource policy
issues. All of these will be studied in the
framework of federal and state laws and
policies. In addition, students will learn about
the Washington State Legislature and how
policies are formulated and passed into law.
Winter quarter, each student will follow a
natural resource policy issue through the
Washington State Legislature.
The following, or similar, books will be
read: Hays, Conservation and the Gospel of
Efficiency, Merchant, Major Problems in
American Environmental History, Wilkinson,
Crossing the Next Meridian, Clarke and
McCool, Staking Out the Terrain, Seeberger,
Sine Die: A Guide to the Washington State
Legislative Process, Bates, et. al., Searching
Out the Headwaters, Brown, B., Mountain in
the Clouds, Yaffe, The Wisdom of the
Spotted Owl, Solnit, Savage Dreams, White,
The Organic Machine, and writings by
Brown, j., on off-reservation tribal decisionmaking in the Northwest.
Fall quarter, students will carry out an
independent research project on a natural
resource issue of their choice. Winter quarter,
students will write a legislative history of their
legislative/policy issue.
> Credit will be awarded in natural resource
policy, environmental history, environmental
studies, Washington legislative processes, and
water resource policy.
Winter, Spring/Coordinated Study
Faculty: Gerardo Chin-Leo, TBA
Enrollment: 50
Prerequisites: Junior/senior standing; collegelevel biology or Introduction to Environmental Studies: Water (fall 1996}, at least two
quarters of college chemistry with lab, the
ability to quantify information (work easily
with numbers and equations), and experience
using a personal computer for word processing
Faculty Signature: No
Special Expenses: $5 per quarter lab breakage
fee; $50 for two overnight field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
> Total: 24-32 credits
> This program is preparatory
for careers
and future studies in environmental, natural,
and social sciences.
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. We will explore these
topics through the study of biological,
chemical, and physical oceanography;
quantitative methods (statistics); laboratory
and field work; and research projects. We will
apply concepts in oceanography and marine
biology through faculty-designed experiments
and student-designed research projects.
Winter quarter, we will develop field and
lab methods for determining physical
parameters, nutrients, and biological
productivity, and for studying marine
organisms. 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 to help students
develop an understanding of the physiological
adaptations of animals to the marine
environment and the dynamics of phytoplankton and nutrients in a local estuary.
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 for
seminar. Data analysis will be facilitated
through use of computer spreadsheets. You
will be expected to develop your formal
written products using a word processor and
you will learn to integrate various forms of
software outputs (spreadsheets, graphs, text)
for formal presentations.
> Credit will be awarded in marine biology,
oceanography, quantitative methods
(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
> This program is preparatory
for careers
and future study in marine and other
environmental sciences.
>
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Winter, Spring/Group Contract
Faculty: Dean Olson
Enrollment: 12
Prerequisites: Junior or senior standing
Faculty Signature: Yes
Special Expenses: Approximately $250-300
spring quarter for food, fuel, moorage,
skipper costs during overnight voyages, foul
weather gear
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program examines smaller maritime
communities in Puget Sound, beginning with
the natural characteristics which may explain
their location. We will explore the political
economic history of a townsite and community from earliest records to the present day.
This requires that we learn about land
settlement and resource use patterns of the
region's original people and following
Euroamerican settlement in the early 19th
century. It also requires that we study the
impact of resource extraction and developments in transportation
throughout the 20th
century. We will learn how and why maritime
communities changed over this period and we
will become familiar with methodologies for
studying community change.
Spring quarter will be devoted to field
studies in selected maritime communities. We
will use the Evergreen boats Sea Wulff and
The Resolute as our mode of transportation
to communities and as dormitories during our
field studies. Field studies will examine
community social and political structures,
evaluate resource endowment, review
economic profiles, and result in the construction of forecasts about the communities into
the 21st century. The two-quarter program
will close with presentations and the
submittal of community reports from student
groups.
Students interested in enrolling in this program should schedule an interview with
Dean Olson before the December 11, 1996
Academic Fair. He will post the program list
on his door by December 16, in time for
registration.
~ Credit will be awarded in geography,
political and economic history, cultural
studies, community studies, natural sciences,
navigation and piloting, and economics.
~ Total: 32 credits
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~ This program is preparatory for careers
and future studies in maritime history,
administration, and community studies.
~ Wildlife and the Law:
Administrative, Case and
Statutory Legal Research in
Ecological Issues
Spring/Group Contract
Faculty: Terry Hubbard
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: Yes
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, 4 credits
Edward Wilson argues that "we are human in
good part because of the particular way we
affiliate with other organisms." This group
contract investigates Wilson's theory as it
applies to wildlife and the laws created to
formalize that relationship, primarily at the
national level. In so doing, the program will
cover researching the publications of the
courts, legislatures and agencies which create
and adjudicate the law, as well as substantial
readings in laws related to the resource rights
of Native Americans. There will be training
for and use of computerized databases and
the Internet, and some class work will require
use of e-rnail. Court cases and law review
articles will constitute most of the reading.
There will be one major research project
which requires the ability to articulate a
current wildlife problem in its legal vernacular.
Students wishing to apply for this program
should schedule an interview with Terry
Hubbard in person or by telephone (360/8666000 x6258) before the March 12, 1997
Academic Fair. Bring/send a sample of your
college-level writing to the interview, and be
prepared to discuss your interest in this
program. Terry will post the program
membership on his door March 17, in time
for registration.
~ Credit will be awarded in legal research,
environmental law, and in the area of the
student's research topic.
~ Total: 12-16 credits
~ This program is preparatory for careers
and future study in natural resources,
government, environment science, and Native
American studies.
~ Applied Geology:
Hazards and Resources
FalVGroup Contract
Faculty: Paul Ray Butler
Enrollment: 20 undergraduate,
12 graduate
Prerequisites: Graduate standing, or junior/
senior standing and one course in physical
geology or physical geography
Faculty Signature: No
Special Expenses: $75 for five-day field trip
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Applied Geology focuses on a broad spectrum
of possible interactions between people and
the physical environment. The Pacific
Northwest is situated in a geologically active
area, as evidenced by the 1980 eruption of
Mount St. Helens and the wide-spread
flooding of the late 1980's and 90's, as well
as the growing understanding of the region's
potential for a large-magnitude earthquake.
In addition to these obvious hazards, several
more subtle interactions between people and
the environment are important here and
around the world. The technological advances
of the 20th century have made human
populations significant agents of landscape
modification, and we are rapidly depleting the
resource bases.
This group contract affords both graduate
students and advanced undergraduates
an
opportunity to investigate the relationship
between humans and the natural world,
focusing primarily on geologic hazards and
mineral resources. In addition to regular
lectures, discussions and problem sets, field
trips will be an important component of the
class. Graduate students can enroll for 4 to 8
credits; undergraduates can enroll for 8 to 16
credits.
~ Credit will be awarded in applied geology.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in the earth sciences.
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~ Biogeography
and Biodiversity
~ Invertebrate Zoology,
Entomology and Systematics
~ Introduction to Geographic
Information Systems
Fall/Group Contract
Faculty: Pete Taylor
Enrollment: 25
Prerequisites: Junior/senior standing; 8 credits
of college-level general biology are required;
some work in general ecology is strongly
recommended.
Faculty Signature: No
Special Expenses: $20 for one overnight field
trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
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 related fields toward the
protection of biodiversity, now recognized as
threatened by human causes. The program's
geographic scope will be worldwide and
locally focused on the Pacific Northwest.
These subjects will be covered by lectures,
readings, seminars, field trips, and literatureresearch projects.
Fall/Group Contract
Faculty: John T. Longino, TBA
Enrollment: 50
Faculty Signature: Yes
Prerequisites: Junior/senior standing; at least
two quarters of college study in biology or
equivalent.
Faculty Signature: Yes
Special Expenses: $5 lab fee, $20 for
individually purchased dissecting tools and
lab supplies, and above-average book
expenses.
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This program explores the diversity of
invertebrate life in both marine and terrestrial
realms, encompassing the traditional
disciplines of invertebrate zoology, entomology, evolution, and systematics. There will be
four main components: (1) a lecture series to
treat general concepts in evolution, taxonomy, systematics, and the estimation of
phylogenetic relationships; (2) a marine
laboratory addressing diversity at the phylum
level; (3) an entomology laboratory addressing insect diversity (the dominant terrestrial
invertebrates); and (4) a computer laboratory
introducing quantitative and computerassisted methods of phylogeny reconstruction.
Cladistic philosophy and methodology has
emerged as the dominant paradigm in modern
systematics, and will be emphasized in the
lecture series and computer lab. The
proximity of The Evergreen State College to
various marine, fresh water and terrestrial
habitats provides excellent opportunities to
study many diverse groups of local organisms,
and in the marine and entomology labs,
emphasis will be placed on learning the
regional fauna.
To benefit from this program you need to
be familiar with basic language and concepts
in biology and math. Students wishing to
apply for this program should schedule a
short interview in person or by telephone
before or at the May 15, 1996, Academic
Fair. Signatures will be given to all students
who demonstrate basic knowledge in
introductory biology, and simple concepts in
algebra and geometry.
Note: a signature does not guarantee entry
into the program, but verifies that the student
is qualified for the program. The first 50
qualified students may enroll; students must
be sure to register at their registration
appointment.
Winter/Group Contract
Faculty: James M. Stroh
Enrollment: 50
Prerequisites: Students with junior/senior
standing have first priority; college algebra,
statistics, and geology or geography very
helpful but not required.
Faculty Signature: No
Special Expenses: $5 lab fee; maps and extra
plotting supplies as needed.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Geographic Information Systems (GIS) have
become extraordinarily useful in all subjects
that combine spatial data with other
information (ecology, geology, agriculture,
business, census, physical and cultural
geography among others). This 8-credit
group contract will introduce students to
GIS, georeferencing, and geographic analysis
using both raster and vector systems. We will
explore both the strengths and weaknesses of
GIS. The class will use standard introductory
texts and tutorials for both the IDRISIr and
ARC VIEW I1r software systems. Students
will also learn digitizing and tabular data
entry. A project combining GIS with realworld data will complete the program.
Additional work on GIS projects is possible
in the Landscape Processes program spring
quarter.
~ Credit will be awarded in biogeography
and conservation biology (both upperdivision level).
~ Total: 16 credits
~ This program is preparatory for further
studies and careers in natural sciences and
related environmental fields.
~ Credit will be awarded in zoology,
invertebrate zoology laboratory, entomology
laboratory and biological systematics. All
credit is upper-division science.
~ Total: 4, 8, 12, or 16 credits
~ This program is preparatory for future
study and careers in biology, zoology and
environmental science.
~ Credit will be awarded in environmental
sciences.
~ Total: 8 credits.
~ This program is preparatory for careers
and future study in the earth sciences,
physical geography, and environmental
studies.
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~ The Practice of
Sustainable Agriculture
~ Tribal: Reservation Based/
Community Determined
Spring,Summer, Fall/Course
Faculty: Pat Moore
Enrollment: 18
Prerequisites: Junior/senior standing
Faculty Signature: Yes
SpecialExpenses: Up to $30/quarter for
overnight field trips and clippers
Part-time Options: This is an 8-credit
program in spring and fall and a 12-16 credit
program in summer
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
weeklylectures and occasional field trips, but
the major emphasis of this program will be
practical skill development in intensive food
production at the Organic Farm. Students can
expect instruction in soils, plant propagation,
greenhouse management, compo sting, green
manuring, the use of manures, equipment
combinations, the economics of small farms,
livestockmanagement, 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.
Continuing students wishing to apply for
this program must schedule interviews to
assessmotivation, maturity, communication
skills,and background in environmental
studiesbetween February 12 and 23, 1996.
Priorto February 2, transfer students must
maila description of college courses taken
and related work experience, plus letters of
recommendation. Pat Moore, faculty, will
thenconduct a phone interview; be sure to
sendhim a phone number at which you can
bereached.
~ Credit will be awarded in soil management,weed and pest control, low-input
sustainable agriculture methods and plant
propagation.
~ Total: 28/32 credits
~ This program is preparatory for careers
and future studies in agriculture.
Fall, Winter, Spring/Coordinated Study
Faculty: Carol J. Minugh
Enrollment: 48
Prerequisites: Faculty signature required;
consult coordinator
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This community-determined program seeks
students who work/live 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 an 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, to help them become effective in or
outside the native community. After the
students decide on curriculum, the faculty and
students identify texts, methods and resources
to assist the learning process.
Within the framework of the identified
curriculum is the overall premise than an
"educated person" needs to have skills in
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,
98505,360/866-6000, ext. 6025 or 6741.
> 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.
51
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Expressive Arts
52
Convener:
TBA
Affiliated Faculty and Area of Graduate
Advising:
Susan Aurand-Visual
Arts
Andrew Buchman-Music
Sally Cloninger-Film/Video
Doranne Crable-Performance
Studies,
Literature
Joe Feddersen-Visual
Arts
Anne Fischel-FilmNideo
Marilyn Frasca-Visual
Arts
Bob Haft-Visual
Arts, Photography
Phil Harding-Sculpture
Meg Hunt-Dance
Rose J ang- Theater
Bud Johansen-Dance
Jean Mandeberg-Visual
Arts/Sculpture
Laurie Meeker-Film/Video
Sandie Nisbet-Theater
Ratna Roy-Dance,
African American
Studies, South Asian Studies
Terry Setter-Music
Paul Sparks-Visual
Arts, Photography
Gail Tremblay-Fiber
Arts, Creative Writing
Ainara Wilder-Theater
Sean Williams-World
Music
The Expressive Arts Specialty Area is
primarily concerned with helping students
gain skills and experience in the arts. In many
programs students have the opportunity to
work in more than one art form simultaneously, and collaboration and crossdisciplinary approaches to learning are
stressed throughout this Specialty Area.
Program themes are drawn from issues of
current and historic interest and vary widely
from year to year, ensuring that the faculty
and curriculum remain vital and relevant.
Students should be aware that all intermediate
and advanced work is taught in the context of
interdisciplinary programs; separate courses
in arts, music, dance, and media are available
only at the introductory level.
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,
and students should not expect to do all their
undergraduate work within the Expressive
Arts.
Students are encouraged to move into and
out of the area, taking advantage of study
opportunities in other parts of the curriculum.
While in the Expressive Arts, they 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 entry-level programs in media arts
(Mediaworks), performing arts (Performing
Arts and Culture), and visual arts (Foundations of Visual Arts), which provide an
introduction and theoretical foundation for
work in one or more arts disciplines. Crossdivisional programs that examine several
media and are theme-based are also typical.
In addition, the area also offers 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 these options, eligibility requirements
include a minimum of three quarters' prior
experience in the Expressive Arts. 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 skilldevelopment modules designed to supplement
work in programs and group contracts.
Finally, there are internship possibilities for
preprofessional work experience.
» The Senior Thesis project in the arts is a
competitive program involving the production
of senior-level work in one or more media;
participating students are advised by a thesis
committee composed of three faculty or staff.
Twice a year, students may submit proposals;
these are reviewed by the Expressive Arts
faculty, and successful projects are supported
by a small stipend.
» Advanced Work in Film/Video:
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. 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 coursework in media production
and theory from their former institution.
Students may not use independent contracts
to learn basic production skills that are taught
in full-time programs, courses or modules.
» Portfolio for Visual Arts: The following
items should be included in the portfolio
which students submit when seeking entrance
into an advanced program in the visual arts:
(1) 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 threedimensional 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 to submit
portfolios.
» Students interested in the visual arts will
also want to look at Representing the Land:
Landscape, Drawing and History (p. 47),
which explores contemporary and historical
visual representations of landscape; and at
Life As Art: Art as Life: Advanced Studies in
Surrealism (p. 67), which explores the
Surrealist period in literature, visual arts,
photography, and art theory.
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~ The Spirit of Creativity:
Women, Film and
Performance
Fall,Winter/Coordinated Study
Faculty:Doranne Crable, Laurie Meeker
Enrollment: 45
Prerequisites: Sophomore standing; two
quarters in a coordinated study program, or
equivalent for transfer students
FacultySignature: No
SpecialExpenses: Retreats; up to $150 per
quarter, depending on retreat site
Part-time options: No
Internship Possibilities: Yes (winter only)
Additional Course Allowed: Yes (required,
seedescription)
Thisprogram explores the contributions
women have made to the arts as producers,
writers, and performers. The Spirit of
Creativity is about the connection between
the intellectual, physical, and spiritual aspects
ofhuman experience. When these are fully
integrated in a mindful life, creativity is as
natural as breathing and being. Image, word,
andmovement are the vehicles of expression
at the heart of our study. Thus, our emphasis
willbe in film studies and performance
studies,and will include in-depth dialogue
writing (integrating th~ inner voice with other
experience)and movement work (initiating ,
deepawareness through the connection of
breathand physical movement). In addition,
individualand group retreat opportunities
willbe required as part of our work toward
achievingthe mindful awareness necessary for
initiatingor supporting the creative process.
Women's stories and creative works have
historicallybeen undervalued and
marginalized.Women's literature, films, and
performance work will be at the center of our
inquiryand students can expect to engage
witha variety of written, visual, and
performedtexts to develop a critical voice
andcreative responses. We will explore the
basicsof film analysis, feminist film theory,
andperformance theory, in addition to
exploringselected examples of women's
fictionand poetry. Fall quarter will focus on
historicaloverview, theory, and research.
Performanceand film journals, in-depth
dialoguewriting and research reflections will
supportindividual and collaborative work in
workshopsand seminars. Winter quarter will
involvefurther research, creative projects and
collaborativework. Central to the balance in
thisstudy is the necessity to incorporate body
knowledgeand movement. Students are
requiredto take 4 credits of body movement
fromthe part-time studies curriculum.
Possibilitiesinclude Butoh (contemporary
Japanesemovement theatre), Poekoelan
(Indonesianmartial arts), and other relevant
modules.
In addition, student and faculty co-learners
will participate in three- to four-day retreats
outside the program, arranged individually or
in small groups. This will be required at least
twice in fall quarter to facilitate the development of the inner voice and the creative spirit.
In winter quarter, faculty will help provide
the opportunity for a ten-day Vipassana
retreat. This experience must be voluntary,
and we will provide information in fall
quarter to facilitate student choices. Whether
or not a student volunteers for Vipassana
retreat, all students will be required to
experience ten days of deep reflection and
physical retreat from everyday work during
winter quarter.
>- Credit will be awarded
in performance
theory, film history and theory, feminist film
theory, comparative literature, and creative
and expository writing.
>- Total: 24 credits
>- This program
is preparatory for careers
and future study in performance, film, and
women's studies.
(Film/Video)
>- Mediaworks
Fall, Winter Spring/Group Contract
Faculty: Anne Fischel, TBA
Enrollment: 50
Prerequisites: Junior/senior standing. Written
application plus copy of previous evaluation!
transcript.
Faculty Signature: Yes
Special Expenses: $300 for film and video
materials, post production fees
Internship possibilities: No
Additional course allowed: No
Mediaworks is the entry-level program in film
and video production, history, and theory. Our
emphasis is on the nonfiction image, a broad
category including documentaries, experimental
film and video art, among others. Students will
be engaged in producing a variety of projects
that explore the potential of different film and
video formats, will experiment with aesthetic
strategies and forms, develop observational
skills, and will make statements about the issues
of their choice.
Mediaworks is designed as a flexible program
that responds to current issues in production and
theory. Themes for 1996-97 may include: postcolonial cinema, autobiography, video art,
mixed-genre film and video, feminist media
theory and practice, the politics and poetics of
documentary, and community-based media.
During fall and winter quarters students will
acquire basic skills in film, video and audio production, and will execute design projects in a
variety of media. Screenings and seminars will
develop critical viewing skills and explore
current and historical issues of media representation. Spring quarter will be devoted to independent project work.
Students should expect to work collaboratively
on projects consistent with the stated themes of
the program. Technical instruction will include:
pre-production design, cinematography, lighting,
film and video editing, basic sound recording,
and post-production strategies. We will pay
attention to the process as well as the product of
media production, with emphasis on experimentation, screening work in progress, group
discussion and critique, and the development of
each student's unique critical and aesthetic
perspective.
Students wishing to apply for this program
should complete a questionnaire (available at the
program secretary's office after April 22) and
submit an evaluation from a previous Evergreen
program; transfer students should submit a
transcript and a competed questionnaire.
Applications are due by Friday, May 10, 1996 to
Anne Fischel (COM 301). The membership list
for the program will be available by the May 15
Academic Fair.
>- Credits will be awarded in media production,
media history, media theory, visual research, and
independent film/video projects.
>- Total: 48 credits
>- This program is preparatory for careers and
future study in film and video production, media
studies, and mass communication.
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(Film/Video)
(Film/Video)
(Performing Arts)
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~ Student Originated Studies:
Film and Video
~ The Electronic Image:
Theory and Practice
~ Multimedia: History,
Aesthetics, Techniques
>
Fall, Spring/Cluster Contracts
Faculty: Sally Cloninger (fall); Laurie Meeker
(spring)
Enrollment: 25
Prerequisites: Junior standing
Faculty Signature: Yes
Special Expenses: Film and video supplies,
post-production fees - amount depends on
the project's scope
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
During fall and spring quarters students will
have the opportunity to work with media
faculty on advanced media projects doing
individual contracts in media production and
media studies.
You should contact faculty directly during
the quarter before your proposed study (Sally
Cloninger, x6059; Laurie Meeker, x6613) if
you are interested. You must be at least a
third-quarter junior to qualify for independent study in media production at Evergreen.
Spring/Group Contract
Faculty: Sally Cloninger
Enrollment: 25
Prerequisites: Two quarters of college-level
work
Faculty Signature: No
Special Expenses: Approximately $50 for
videotape, supplies, and post-production fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The Electronic Image is a group contract
designed primarily for first-and second-year
students interested in exploring visual
literacy, video production and media
criticism. Students will be introduced to both
media deconstruction and media production
skills through a series of lectures, workshops,
seminars and design problems in both
location and studio video. We will be
primarily concerned with the development of
a critical perspective on contemporary media.
In both theoretical discussions and production workshops we will consider the
parameters and influences of television, video
art, video activism, music videos, and video
documentaries. We will read critiques of
contemporary video culture (such as
Television Culture by John Fiske) and
meditations on experimental video (such as
Illuminating Video: An Essential Guide to
Video Art, by Doug Hall and Sally Jo Fifer,
eds).
This group contract will investigate the
politics of representation, i.e., who gets the
camera, who appears on the screen, and who
has the power. Therefore, students who
choose to enroll in The Electronic Image
should be vitally and sincerely interested in
the issues and ideas concerning the representation of gender, race, ethnicity, class, and
sexual orientation in the media. Activities in
the group contract will include training in the
multi-camera television studio facility,
instruction in basic VHS field production and
editing, an introduction to media research
techniques, and a survey of visual design
principles.
~ Credit will be awarded in video production, introduction to media criticism, design
for media, media literacy
~ Total: 16 credits
~ This program is preparatory for careers
and future studies in communications, arts,
media, social sciences and humanities.
Fall, Winter/Group Contract
Faculty: Terry A. Setter
Enrollment: 25
Prerequisites: Sophomore standing; one year
of study in Expressive Arts
Faculty Signature: Yes
Special Expenses: $50 per quarter for art
studio fees and supplies; $50 for possible
overnight field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program is designed to introduce
students to the history, aesthetics, and
practice of multimedia arts. The program will
survey the genre - computer graphics,
electronic music, two-dimensional visual arts
- with some instruction in various media
skills. Lectures will focus on recent trends and
historic developments. Class meetings will be
divided into lectures and seminars on the
various program materials, and a forum on
techniques. We will study and develop
readings on related materials and multimedia
design projects. Members of the program will
present original works at the end of winter
quarter. Students are expected to take a
related module (Audio Recording, Photography, Animation, Electronic Music, etc.) to
complete their 16-credit course of study.
We will attend regional media events
during both quarters. Attendance at these
events will be mandatory and critical response
to them will be an integral part of the
program. All students will do some work with
computers, but you do not need extensive
computer experience to take the class.
Students wishing to apply for this program
should prepare a portfolio consisting of their
Evergreen evaluations and two pieces of
significant writing; transfer students should
prepare a portfolio consisting of their
transcript and two pieces of significant
writing. All material is due to Terry Setter
before the May 15, 1996 Academic Fair.
Terry will post the program membership on
his door on May 20, in time for registration.
~ Credit will be awarded in media history
and media aesthetics.
~ Total: 24 credits
~ This program is preparatory for careers
and future study in arts and media.
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~ Credit will be awarded in media production and area of student's project.
~ Total: 4-16 credits
~ This program is preparatory for careers
and future study in communications, arts,
media, social services and humanities.
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(Performing Arts)
(Visual Arts)
~ Performing Arts
and Culture
~ Path: Practices
Acknowledging the Heart
Fall,Winter/Coordinated Study
Faculty:Meg Hunt, Andrew Buchman
Enrollment:50
Prerequisite:Sophomore standing; Core
programor equivalent
SignatureRequired: No
SpecialExpenses: $25 for performance tickets
Part-timeOptions: No
InternshipPossibilities: No
AdditionalCourse Allowed: Yes
Thisprogram will offer a study of history,
theory,and practice of dance and music and
theircultural contexts. To this end, we will
learnthe vocabularies of these art forms
(includingmusic notation and basic movementanalysis terminology) and examine their
relationshipto the cultures that give rise to
them,through writings by artists, cultural
commentators, anthropologists, novelists, and
others.In addition to allowing for skills work
inthe art form(s) of one's choice, this
programwill demand a commitment to
seriousintellectual work. Topics under
considerationinclude the arts of India in
modernreconstruction, the Ashkenazic
JewishDiaspora of 1880-1920, and New
YorkCity arts from the '40s to the '60s.
Spring/Group Contract
Faculty: Doranne Crable
Enrollment: 20
Prerequisites: Sophomore standing; completion of at least one coordinated studies
program.
Faculty Signature: No
Special Expenses: Tickets to performances;
$30 for retreats
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Many cultures have expressed the heart of
spiritual seeking and awareness through
poetry, song and movement. We will focus
on three of those artistic expressions: Sufism,
gypsy experience culminating in Flamenco,
and Butoh. Our study and practice will not
attempt an exhaustive historical analysis. We
will focus on the poetry and visionary
writings of Rumi, Garcia Lorca, Kazuo Ohno
and others. We will listen to Flamenco cante
and explore the music and dance in
workshops with master teachers and
performers. We will study Butoh form and
site-specific performance, and we will work
with Sufi traditions of meditation and
spinning.
Reading the poetry and doing in-depth
dialogue writing, we will explore visual and
movement images, creating performances
which express the essence and the heart of all
three forms. Our common motivation will be
to find the links among forms and practices.
Both group and individual work are required
and all elements of our performing will come
from within the program.
> Credit will be awarded in Butoh dance,
performance studies, comparative literature,
and cultural history.
~ Foundations of the Visual
Arts: Drawing, Painting,
Printmaking, Sculpture
~ Credit will be awarded in music theory and
history,art theory and history, and literature.
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~ Total: 24-32 credits
~ This program is preparatory for careers
andfuture study in the arts and humanities.
> Total: 12 credits
> This program is preparatory
for careers
and future study in performance studies, and
comparative literature.
Fall, Winter, Spring/Group Contract
Faculty: Marilyn Frasca (fall), Joe Feddersen
(winter, spring)
Enrollment: 25
Prerequisites: Sophomore standing; Core
program for fall quarter entry, portfolio review
for winter quarter entry.
Faculty Signature: Yes
Special Expenses: Approximately $200 for art
supplies
Part-time Options: No
Internship Possibilities: No
Additional Courses: No
In the fall, this program will introduce students
to a wide range of drawing methods and
materials. It is an opportunity for beginning
art students to acquire new skills and form a
grounding for future work in the arts. They
will develop a visual art vocabulary, refine
visual analytic capacity, acquire basic
mechanical skills and gain a historical
overview.
Everyone will complete weekly studio
projects designed to help students learn how to
make creative and personal images in response
to difficult visual problems. Each week,
students will work in the studio a minimum of
four hours per day, and participate in weekly
life drawing classes, critiquing sessions and
seeing seminars. Elements of aesthetics, basic
design, topics in art history and working from
personal themes will form directions for fall
quarter.
Winter quarter will be an introduction to
painting and monoprinting, while spring will
emphasize sculpture. The first five weeks of
each term will be designated for skill-building
exercises. This will consist of assignments that
deal with content, design, or familiarization
with equipment. The second half of each
quarter will be more student-directed. Students
will explore their ideas by creating an
extensive body of work and participating in
critiquing sessions, skill-building workshops,
and lectures/seminars.
This is a full-time group contract; students
should expect to work a minimum of forty
hours per week in the studio.
All students will enroll in an art history
module each quarter.
Students wishing to enter FOVA winter
quarter should bring a portfolio of their work
to Joe Feddersen at the Academic Fair,
December 11, 1996. He will post a list of new
program members on his door by Monday,
December 16, in time for registration.
> Credit will be awarded in drawing, painting,
printmaking, sculpture, design, art history.
and an individual project.
> Total: 48 credits
> This program is preparatory
for careers and
future studies in arts, art education and
humanities.
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(Visual Arts)
(Visual Arts)
(Visual Arts)
> Fiber Arts
> Sculpture in Time and Place
> Student Originated Studies:
Fall/Group Contract
Faculty: Gail Tremblay
Enrollment: 25
Prerequisites: None
Faculty Signature: No
Special Expenses: $20 for materials, depending on students' projects
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with
permission of faculty
In this program students will develop skills in
weaving and felting. Students will start work
at their own levels, and beginning, intermediate and advanced weavers will be accepted
into the program. We will examine techniques
for off-loom, tapestry and four-harness
weaving, drafting and design for the loom
and color theory. Students will be expected to
weave samples, four small projects and two
large ones in the ten weeks of the quarter.
The emphasis will be on work that is fine art
rather than functional. Students will also
learn to draft using the computer.
> Credit will be awarded in weaving, felting,
textile design and drafting, and color design.
Fall, Winter/Group Contract
Faculty: Jean Mandeberg
Enrollment: 20
Prerequisites: Junior/senior standing; studio
projects, Foundations of Visual Arts, or visual
art portfolio
Faculty Signature: Yes
Special Expenses: Approximately $50 per
quarter for materials, personal tools and
supplies; studio fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This intermediate/advanced level visual art
program is an intensive study of threedimensional art that addresses issues of site,
function and community. Whether the site is
the human body for jewelry, a domestic
setting for functional objects, or a public
architectural space for temporary sculpture,
we will be studying three-dimensional work
that reflects a broad approach to art: design
process, craft and craftsmanship, sculptural
form and concepts, and architectural space.
This will be a physically and intellectually
demanding program for students interested in
designing, making, installing, and living with
sculptural forms, while at the same time
exploring responsible use of material, shared
spaces, and audience interaction. The class
structure will include a full schedule of
individual and collaborative studio work,
critique, technical presentations, reading,
seminar, writing, slide lectures and field trips.
Readings might include L. Weschier, Seeing
Is Forgetting the Name of the Thing One
Sees; T.Hiss, The Experience of Place; H.
Petroski, The Evolution of Useful Things;
Senie and Webster, Critical Issues in Public
Art; and S. Gablik, The Reenchantment of
Art.
Students wishing to apply for this program
should prepare a visual arts or studio project
portfolio (see page 52). All material is due to
Jean Mandeberg before the May 15, 1996
Academic Fair. Jean will post the program
membership on her door May 20, in time for
registration.
Visual Arts
> Total 16 credits
> This program is preparatory
for careers
and future study in textile or fiber design and
the visual arts generally.
> Credit will be awarded
in sculpture, design,
history of 20th century sculpture, and
seminar in public art.
> Total: 32 credits
> This program is preparatory
for careers
and future study in arts and humanities.
Fall, Winter/Group Contracts
Faculty: Phil Harding (fall); Susan Aurand
(winter)
Enrollment: 25
Prerequisites: Junior/senior standing
Signature Requirement: Yes
Special Expenses: $50 for materials; amount
varies with scope of the project
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, one 4-credit
course only
Student Originated Studies is a place in the
curriculum where groups of students may
make their own program of study. It differsin
this important way from the Individual
Learning Contracts: it is not an aggregation
of individual contracts. The process of
forming a group of advanced students and
"organically" developing an academic
program is challenging and time-consuming.
It is excellent preparation for the kind of
support groups artists form after leaving the
structure of academic life.
Phil will sponsor students in the fall; Susan
will act as sponsor in the winter. Groups of
students will develop, design, and submit
separate plans for fall and winter quarters,
respectively. Phil and Susan will base their
selection on the following criteria:
The group must involve no more than six
students and no fewer than four.
The submitted proposal must include the
following: (1) a program description and a
goals statement; (2) ten weekly schedules with
activities [i.e., reading lists, seminar!
discussions, critique, visitors, studio time,
field trips, etc.], including meeting times and
places; (3) a rough draft of a covenant,
describing the agreed-upon responsibilities
and obligations, and signed by all students;
(4) a description of, and schedule for, the
mid-quarter and end-of-quarter peer
evaluation process; and (5) adherence to the
deadlines of the three-step planning process.
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The program begins on the first day of
classes each quarter. Therefore, groups must
be arranged, the design and content of the
programs developed, submitted, refined, and
approved before the first day of class. Pick up
the application procedure and materials from
Phil and Susan at the beginning of the
preceding quarter. The first planning meeting
will be week four of the quarter before the
S.O.S. You will need to negotiate, as a group,
with Phil or Susan for faculty support of and
participation in your project. They will
suggest subcontractors as appropriate. You
must form the groups and complete the
planning spring quarter, 1996, for the fall
term with Phil, and fall quarter, 1996, for the
winter term with Susan. Phil and Susan will
have a detailed schedule of the submission
and approval process winter quarter, 1996.
Call Susan (360/866-6000,
x6711) or stop by
their offices to pick up the schedule.
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~ Credit will be awarded in the area of
student work.
~ Total: 4-16 credits each quarter
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~ This program is preparatory for careers
and future study in visual arts.
(VisuaIArts)
~ What is Found There
Spring/Coordinated
Study
Faculty: Marilyn Frasca, Phil Harding
Enrollment: 50
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: Supplies for individual
projects and artworks; amount depends on
student's project
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
The title of this group contract is taken from
a recent book by Adrienne Rich which
examines "desire and daily life." We will read
poetry and prose by Rich, Joy Harjo, Andre
Lorde, Wallace Stevens and others. We will
respond to their images and ideas with images
and ideas of our own. This program is
designed for students with advanced skills in
writing, drawing, painting, printmaking, or
sculpture. All students will participate in
seeing seminars, and work-in-progress
critiques. Everyone will be expected to choose
a poet for their own research and to produce
a minimum of five images each week of their
own work.
~ Credit will be awarded in art, literature
and an individual project.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in arts and humanities.
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Knowledge and the Human Condition
58
Secretary: Sam Schrager
Affiliated Faculty: Bill Arney, Gordon Beck,
Caryn Cline, Thad Curtz, Argentina Daley,
Virginia Darney, Don Finkel, Tom Foote,
Virginia Hill, Dave Hitchens, Hiro Kawasaki,
Ernestine Kimbro, Eric Larson, Mark
Levensky, David Marr, Rudy Martin, Charles
McCann, Frank Motley, Chuck Pailthorp,
Mark Papworth, Sarah Pedersen, David
Powell, Tom Rainey, Gil Salcedo, Sam
Schrager, Pete Sinclair, Nancy Taylor, Kirk
Thompson
The end of the 20th century finds Americans
more and more dubious about the certainties
of what we know. The Knowledge and the
Human Condition curricular group focuses
on current questions about knowledge, and
examines them from the perspectives of
culture, gender, history, language and power.
We want to look at the ways knowledge
develops, is codified, and is described and
used in particular human settings. We explore
these questions with content and strategies
from the humanities, integrating perspectives
from the social sciences, practices in 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
conceiving and planning the curriculum.
Students interested in humanities and social
science will also want to look at the programs
listed in Language and Culture (p. 69), in
Political Economy and Social Change (p. 76),
and in Science and Human Values (p. 78).
~ Science, Art and Ideology
in Social Context
Fall, Winter, Spring/Coordinated Study
Faculty: Charles Pailthorp, Stephanie Coontz,
Janet Ott, Paul Sparks
Enrollment: 100
Prerequisites: Freshmen through seniors with
strong reading and writing skills are welcome
Faculty Signature: No
Special Expenses: Approximately $200 for
overnight mandatory field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will explore the relationship between how
people lived in particular places and epochs
and how they represented the world scientifically, artistically, ideologically. Fall
quarter, we will begin with 12th century
France, and extend our studies to Chaucerian
England. Winter quarter, 17th century
England will be our prime focus, and we will
reach back to France and the Continent.
Spring quarter, mid-19th century England
becomes center stage, and we will follow our
investigations to the United States during the
same period.
The social relations in which people live give
them specific vantage points on the world,
both in relation to a particular historical time
period and in relation to other groups within
an existing material and ideological hierarchy.
From these vantage points, people come to
develop different ways of ascertaining
"beauty," "truth," or "goodness." We will
consider, for example, how Gothic architecture "fits" 12th century France, how
empiricism" belongs" to 17th century
England, and how Darwinian evolution "had
to" find a social interpretation in 19th
century America. These typify our overall
concerns.
In the course of our intellectual travels, we
will follow science from its early connection
with religion to its role as an antagonist of
religion. We will discover how artistic
representations of the world can both reflect
social change and give focus and impetus to
currents of social change. And we will discern
how the practical concerns of daily life both
shape and are shaped by the claims and
contradictions of ideology.
Overall, our primary aim is to better
understand social change and the myriad
ways in which change becomes evident in
science and mathematics, in the various arts,
and in religious, philosophical and ideological
manifestoes. All of these creative. works can
be viewed as ways in which people rationalize
their experience of change, or seek to
promote change or stanch it. We have chosen
these three historical case studies because
each involved rapid, bewildering change, and
each gave rise to creative work that astonishes
us even today.
Our analysis will lead us into study of the
practical arts of family living, work and
technology, into the aesthetic arts of
literature, architecture, and music, and into
the cognitive arts of science, mathematics and
philosophy. Along the way students will read
extensively, write often, learn to use their eyes
and ears well, and acquire tools of analysis
and research. We will carry our studies, on at
least a few occasions, into the field, and we
will celebrate our accomplishments with the
food, music and costume of those whom we
study.
~ Credit will be distributed among the arts,
sciences, humanities and social sciences. More
advanced work will be reflected by an
assignment of upper-division equivalencies.
> Total: 48 credits
> This program is preparatory
for further
study in humanities, social history, art
history, music history, history of science, and
cultural studies.
~
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Fall, Winter/Coordinated Study
Faculty: Ernestine Kimbro, Justino
Balderrama
Enrollment: 50
Prerequisites: Sophomore standing; Core
program or equivalent
Faculty Signature: Yes
SpecialExpenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We begin our study by addressing the
questions: "What do we mean by Feminist
Studies?" and "What do we mean by Cultural
Studies?" During fall quarter, we describe
these interdisciplinary spaces by mapping
them through the social sciences, arts and
humanities as intellectual movements which
are diverse, with multiple sites of intersection.
Thus the first quarter is formulated toward
providing the foundation for narrowing our
focusduring winter quarter on the lived/
diverseexperiences of everyday life practices,
asviewed through the analytical frameworks
ofFeminist Studies and Cultural Studies. For
example, we explore the contemporary
human fabric of U.S. culture by considering
thepolitical/aesthetic/social movements and
trends that inform social relationships in
everydaylife experiences, from simple
conversation and specific small group action
to collective social movements.
Our approach is interdisciplinary and
multicultural.
Students wishing to apply for this program
should schedule an interview with Ernestine
orJustino either in person or by telephone
(360/866-6000, ext. 6715 or ext. 6051)
beforethe May 15, 1996 Academic Fair.
Ernestinewill post the program membership
onher door May 20, in time for registration.
~ Credit will be awarded in cultural studies,
feministtheory, literature, music, poetry,
socialsciences, sociology, psychology,
philosophy,film, political economy, women's
studiesand library research .
~ Total: 32 credits
~ This program is preparatory for careers
andfuture studies in cultural studies, feminist
theory,women's studies, social sciences,
psychology,sociology, philosophy and
literature.
~ The Fool's Journey:
Exploring and Designing
Paths to Appropriate Work
and Leadership
Fall, Winter/Group Contract
Faculty: Llyn De Danaan
Enrollment: 25
Prerequisites: None (sophomore level)
Faculty Signature: No
Special Expenses: One weekend retreat;
approximately $50
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
There is work of your own to do
You will never reach the end of your becoming
The madnessof creation
The joy of existence.
-Normandi Ellis
Students who are serious about seeking
ways to work honestly and reflectively in the
world are welcome to join. We will work
together to see what other seekers have to
offer to an understanding of designing a life's
work in a social and cultural context. We will
do this work in a community of tolerance and
support for each other. This program will
focus on cross-cultural work in the world;
during the first quarter of our work we will
read together, talk and write. We will read
Thich Nat Hanh, J.G. Bennett, The Dalai
Lama and Thomas Merton, and from books
such as the Aramaic New Testament in
translation and Cries of the Spirit by Marilyn
Sewell. We will examine perspectives from
texts such as The Most Beautiful House in the
World, The Unknown Craftsman and
Number Our Days. During the second
quarter, students and faculty will spend one
month in independent work of their choosing,
based upon the direction they develop from
reading, writing and meditation in the fall.
The last six weeks of the quarter will focus on
bringing the results of personal journeys back
to community as action and commitment.
~ Credit will be awarded in anthropology,
community studies and world comparative
religion.
~ Total: 32 credits
~ This program is preparatory for careers
and future studies in community studies,
social service and spiritual work.
~ Public Education
Fall, Winter/Group Contract
Faculty: Bill Arney
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The focus of this two-quarter, intermediate
program is public education. During the fall
quarter, students will read histories and
philosophies of education. Topics will include
the common schools and higher education.
Winter quarter will be devoted to studies of
teaching practices and criticisms of public
schools. We will consider both criticisms that
come from the schools and those that arise
from outside the schools. Students should
expect to follow national and state legislative
proposals concerning education, read
contemporary education policy debates, and
study scholarly commentary on contemporary
school practices. We will do this work
through a combination of reading and
writing, seminars, lectures, research, and
workshops. This program is appropriate for
students planning careers in public education
and public policy and for people who like to
work with young people.
~ Credit will be awarded in education,
history, philosophy, psychology, sociology,
and public policy.
~ Total: 32 credits
~ This program is preparatory for careers
and future study in education and public
policy.
59
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60
Fall, Winter/Group Contract
Faculty: Nancy Allen
Enrollment 25
Prerequisites: Sophomore standing; ability
and willingness to read approximately 400
pages per week and develop writing skills
through frequent and varied assignments;
willingness to take an active role in a
collaborative learning community
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Religion has frequently been regarded as
justifying and perpetuating social inequalities.
This group contract begins with the notion
that while religious belief does often act in
this way, religions are symbolic systems
which keep alive visions of a better world and
may be vital to active projects for social
change.
Our texts will be wide-ranging, but
centered on Christianity in Europe and its
interactions with indigenous and African
religions in colonies of European nations.
Thus, fall quarter we will study the variety of
ideas and social organizations explored in
early Christianity, the cult of saints, and the
space that monastic life offered women to
develop alternative roles. Key books will be
Elaine Pagels, The Gnostic Gospels; Peter
Brown, The Body and Society; and Caroline
Walker Bynum, Holy Feast and Holy Fast:
The Religious Significance of Food for
Medieval Women. During winter quarter we
will study rwo areas: (1) the way in which
indigenous peoples in the Americas and slaves
brought from Africa used religion as an aid to
resistance, either maintaining their own
religions or combining them with Christianity; and (2) liberation theology in contemporary Latin America.
We recognize that students rarely have the
chance to discuss religion in an academic
forum and that open dialogue on these
questions is both provocative and energizing.
Activities will be designed to encourage
personal spiritual reflection as well as
development of thinking and writing skills.
Fall quarter, there will be three seminars each
week, one of them based on short readings
about contemporary religious practices in the
United States. Each student will keep a
written journal of reactions to the readings
and discussions. Fall quarter, students will
write four short essays, and winter quarter
each student will write a research paper on a
self-chosen topic, to be presented to the class.
~ Credit will be awarded in history of
religion, cultural anthropology and Latin
American studies.
~ Total: 32 credits
~ This program is preparatory for careers
and further study in humanities.
~ Six Months with
Shakespeare:
Interdisciplinary Studies of
His Works and World
Fall, Winter/Group Contract
Faculty: Kirk Thompson, Rudy Martin
Enrollment: 50
Prerequisites: None
Faculty Signature: Yes
Special Expenses: $50 per quarter for theater
tickets, overnight field trips
Part-time Options: No
Internship Possibilities: Consult faculty
Additional Course Allowed: Consult faculty
Meeting by accident on Red Square during
the time of program planning, faculty
members Rudy Martin and Kirk Thompson
mentioned to one another that they both
want to teach Shakespeare before they
graduate (retire) from Evergreen. They began
jotting a list of questions they might be able
to address:
» What is a "play" and how does a play
work in relation to its audience?
» Why do modern readers, performers,
and audiences still attend Shakespeare's
plays (habits of tradition and ethnocentrism; continued intellectual and emotional
excitement) ?
» How might we compare the racial!
ethnic, class, and gender relations in
Shakespeare with those we experience
today?
» Can any single writer (or filmmaker)
capture the spirit of our times as completely as Shakespeare did for Elizabethan
England?
» What can we learn about "interpretation"and adaptation from Shakespeare
and his plays?
These questions are our planning ideas. To
help us develop them, we invite interested
students to converse with us or write to us
before the program begins. We can't promise
to cover all these questions, or to give them
equal emphasis. We promise only that six
months' study of the world and works of
Shakespeare will be time well spent. An
extended period of study surrounding one
important author can have a life-long effect
on a committed student's heart, mind and
endeavor.
We faculty members have backgrounds in
the humanities and social sciences - more
specifically in American studies, literature,
writing and drama (Martin); and in
psychology, social and political thought and
comparative literature (Thompson). We
caution potentially interested students that
this is primarily a program of academic
study, not a performing arts venture. But
students who master the material will have
good background for subsequent performing
arts projects (for example, internships in
Shakespeare productions and festivals).
Students who have completed the fallwinter contract will have an opportunity to
enroll in spring with one of the faculty
members for a small-group contract, to
develop an individual project or a studentoriginated study.
Students wishing to apply for this program
should submit a portfolio consisting of their
Evergreen evaluations and rwo pieces of
significant writing; transfer students should
arrange a telephone interview with either Kirk
or Rudy (360/866-6000, x6027 or x6009) or
prepare a portfolio consisting of their
transcript and rwo pieces of significant
writing. All material is due to Kirk Thompson
before the May 15, 1996 Academic Fair. Kirk
and Rudy will post the program membership
on their doors May 20, in time for registration.
~ Credit will be awarded in Shakespeare,
English Literature, Psychology, English!
American History and Cultural Studies.
~ Total: 32 credits
~ This program is preparatory for careers
and future study in teaching.
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Faculty:Tom Foote
Enrollment:25
Prerequisites:Sophomore standing
FacultySignature: Yes
SpecialExpenses: No
Part-timeOptions: No
Internship Possibilities: No
Additional Course Allowed: No
Literaryjournalism is a form of writing that
combinesjournalism, field research, and
literature. Literary journalism allows writers
thefreedom to tryout literary conventions and
removesthe burden of having to invent
everything, because the story they choose to
writeabout actually happened. Students will
learnliterary journalism through intensive
fieldwork, research and writing.
This program combines journalism, field
researchand literary techniques. We will study
folkloreand field research to learn to pay attentionto detail, and journalism to learn how to
construct a fact hierarchy as well as to distinguishbetween the various types of leads. Winter
quarter we will focus on feature writing, using
thefocus structure format, which organizes
writingfrom the particular to the general. This
isan excellent feature writing tool and we will
spendsome part of the quarter writing feature
stories.During winter quarter, students will find
sitesfor field observations in preparation for the
literaryjournalism writing in the spring quarter.
In the spring, we will continue the study of
literaryjournalism and literature techniques,
andstudents will begin work on the first draft
oftheir literary journalism piece. The literary
journalism form allows the use of first person
narration and literary conventions ordinarily
forbidden in the writing of new copy. It
requiresthe writer to be immersed in a subject
areaover an extended period of time and
demandscareful attention to detail to assure
accuracy.We will continue to study the form
anddiscuss representative pieces by authors
suchas John McPhee, Joan Didion and Tom
Wolfe.Following a period of redrafting and
corrections, students will polish the finished
pieceand make a presentation to the group in
thelast week of spring quarter.
Studentswho do not attend the winter quarter
ofthis program, but wish to enroll spring
quartermust demonstrate advanced writing
skillsto obtain a signature.
Students wishing to enroll in this group contractshould schedule an interview with Tom
eitherin person or by telephone (360/8666000,x6118) before the December 11, 1996
AcademicFair. Tom will post program membershipon his door by December 16, in time
forregistration.
~ Credit will be awarded in journalism,
folklore,field research, feature writing, literary
journalismand literature.
~ Total: 32 credits
~ This program is preparatory for careers and
futurestudy in journalism, the social sciences,
writing,and the humanities.
~ Meditations on Nature,
Human and Otherwise
Winter, Spring/Coordinated Study
Faculty: David Marr, Mark Levensky
Enrollment: 50
Prerequisites: Sophomore standing; collegelevel ability to read, write about, and discuss
difficult writing in humanities and social
sciences
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, but not in
place of some part of program
Meditations on Nature, Human and
Otherwise is an advanced, undergraduate
program designed for students and faculty
who want to make correct representations of
some parts of human and non-human nature.
Members of the program will do this work by
studying the representations of four extraordinary people who lived in Concord,
Massachusetts around 1860 (Ralph Waldo
Emerson, Margaret Fuller, Nathaniel
Hawthorne, and Henry David Thoreau) and
by making representations on their own on
the basis of their own experience. Each
student will participate in weekly all-program
meetings, large and small book seminars, and
occasional field trips, and will work with a
small group of fellow students on a presentation for the program. These presentations will
focus on human and natural life in and
around Concord, 1830-1870. In addition,
each student will write in response to his or
her reading, research, reflection and field trip
expenences.
~ Credit will be awarded in American
literature, American philosophy, expository
writing, independent studies in humanities
and social sciences.
~ Total: 32 credits
~ This program is preparatory for careers
and future study in humanities and social
sciences.
~ Student Originated
in Humanities and
Social Sciences
Studies
Pall/Croup Contract
Faculty: David Marr, Mark Levensky
Enrollment: 50
Prerequisites: Junior/senior standing;
approved proposal
Faculty Signature: Yes
Special Expenses: No
Part-time Options: Students can enroll for
4 to 16 credits
Internship Possibilities: Yes, if essential part of
project
Additional Course Allowed: Yes, if essential
part of project
Travel Component: Yes, dependent on each
student's independent project.
Student Originated Studies is a program for
advanced, undergraduate students who want
to do independent projects in the humanities
and/or social sciences. Students may work
individually or with a small group of other
students in the program. All students in the
program will participate in a weekly allprogram meeting Monday mornings in which
one or more guests present recent work in the
humanities and/or social sciences. All students
in the program also will participate in a
weekly Monday afternoon meeting in which
one or more members of the program present
work-in-progress to the program. On
Tuesdays, program faculty will be available
for individual conferences with program
students.
Students - individuals or groups - who
wish to apply for admission to the program
must submit a written proposal to one of the
program faculty by the first day of fall
quarter. Each proposal must contain: (1) the
name, address, and phone number of each
student; (2) a general description of the
project; (3) a detailed description of each
student's knowledge, skill, experience and
interest in undertaking the project; (4) a
detailed week-to-week project work schedule
for each student, including meeting times and
places, some of the anticipated resources to be
used (including any essential internship or
course work), weekly assignments, and some
of the anticipated week to week results; (5)
the anticipated form of finished project work
by the end of the tenth week; (6) the
anticipated amount of credit to be earned by
each participant - 4 to 16 credits; and (7) a
signature from each student. Applications
may be submitted to the program faculty by
mail or in person.
~ Credit awarded will depend on each
student's independent project.
~ Total: 4-16 credits
~ This program is preparatory for careers
and future studies in humanities and the social
sciences.
61
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~Hemingway
~ Prose Workshop
~ The Vanishing Father
~1
Fall/Coordinated Study
Faculty: Gilbert G. Salcedo, Tom Foote
Enrollment: 50
Prerequisites: Sophomore standing; will accept
freshmen with good writing skills
Signature Required: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall/Group Contract
Faculty: Argentina Daley
Enrollment: 22
Prerequisites: Sophomore level (Core program
or equivalent)
Faculty Signature: No
Special Expenses: $50 in duplication costs;
students must provide multiple copies of their
writing for workshop discussion
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Students! Have you been wanting to improve
your expository writing skills, but not had
much opportunity in the past to concentrate
exclusively on your writing? Here's your
chance to explore the full range of nonfiction
prose, which covers an exciting variety of
modes of expression. The primary emphasis
in this course will be on writing numerous
essays, exploring the traditional modes of
prose writing, such as narrative, descriptive,
chronological, analytical and persuasive. We
will also explore the more creative modes of
expression, allow for personal reflection,
expressions of opinion, satire and so forth.
Students will share their work in roundrobin fashion during scheduled workshops,
rewriting and revising essays per criticism
received in the workshop and from the
instructor. We will also do some work with
sentence combining, a proven method of
enhancing syntactical maturity. Additionally,
we will delve into both classic and contemporary works of prose during book seminars,
surveying the full range of prose writing. Each
student will also be responsible for one
tutorial presentation on a nonfiction author
of his or her choice. We will hear from and
talk with guest authors.
~ Credit will be awarded in expository
writingiEnglish composition, and British and
American literature.
Fall/Group Contract
Faculty: Chuck Nisbet
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This group contract is designed to study a
leading American phenomenon: the increasing
number of children growing up without
fathers. According to one resource, 40 percent
of the children in this country go to bed in
homes where their fathers do not live. In
1994, 19 million children in the United States
lived in families with only their mothers
present. In historical perspective, the number
of American children living in "mother-only"
families jumped from six percent in 1950 to
24 percent in 1994.
Through lectures, films, videos, texts, and
independent research, our central task will be
to identify and examine causes and consequences of this change in the make-up of
America's families. We will investigate social,
political and economic forces which have
altered the function and meaning of fatherhood over the past 45 years. We will pay
attention to the shifting roles of gender, the
rise of the Christian political right and the
new Republican majority, the increase in
economic inequality, the family values
movement, and the widespread disaffection
with national welfare policies. Finally, we will
look at what might be done to address
possible adverse effects of such change in the
American family.
Seminar readings cover a range of
perspectives on this controversial issue. They
include The Way We Never Were, by
Stephanie Coontz; Fatherless America, by
David Blankenhorn; Growing Up With a
Single Parent, by Sara McLanahan and Gary
Sandefur; There Are No Children Here, by
Alex Kotlowitz; and Tragedies of Our Own
Making, by Richard Neely.
~ Credit will be awarded in sociology,
political economy, social science research and
American studies.
Tic
In this one-quarter humanities coordinated
studies program we will read the novels and
short stories of Ernest Hemingway (18991961), against the background of his daring,
controversial, and much-photographed life in
Europe, America, East Africa, and the
Caribbean. Hemingway's writings from the
1920s through the 1950s mirrored his tragic
sense of life. The popularity of his writing
reflected both America's yearning for
adventure as well as the post-World War I
disillusionment of Hemingway's generation.
We will look at Hemingway's life and its
relationship to his writing: from boyhood
years in Michigan, to his service as a volunteer
ambulance driver in Italy in 1918 (the basis for
his wartime romance A Farewell To Arms); to
his journalist years in Paris, described thirty
years later in A Movable Feast; to his lifelong
soul-connection with Spain, where he wrote
the corrida de toros classic Death In The
Afternoon and participated in the Spanish
Civil War of 1936-1939, later memorialized in
For Whom The Bell Tolls; to the savannas of
what are now Kenya and Tanzania, where
Hemingway composed The Snows of
Kilimanjaro; to Havana and Key West, the
setting for To Have And Have Not. We will
read short story collections, such as Winner
Take Nothing and the Nick Adams stories, to
gain a view of early-20th century America.
In addition to the writer's own works,
students will read Carlos Baker's biography of
Hemingway as well as correspondence and
critical essays aimed at interpreting literature.
Through seminar, lecture, independent
reading, and personal reflection, students will
gain an understanding of one of the most
important American writers of popular fiction
in the 20th century and an in-depth appreciation for the great expatriate movement in
American intellectual life during the 1920s and
1930s. Weekly writing will culminate in a
major essay expressing each student's own
grasp of literature, history, and biography, as
well as each student's personal confrontation
with the meaning of Ernest Hemingway's
novels and stories as illustrative of the lifeexperience of the first generation of Americans
in the 20th century.
~ Credit will be awarded in literature, social
and intellectual history, biography, and
expository writing.
~ Total: 16 credits
~ This program is preparatory for careers and
future study in history and literature.
~ Total: 16 credits
~ This program is preparatory for careers
and future studies in literature, editing,
journalism and expressive writing.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in law, public policy,
economics, and sociology.
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~ The Lottery:
Ticket to Trouble?
~ Oral History:
Theory and Practice
Winter/Group Contract
Faculty: Chuck Nisbet
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The American lottery dates back to the
Colonial period. George Washington both
played and sponsored a lottery, and lotteries
helped finance the American Revolution. In
the decades since then, government policy
toward lotteries has varied from an attitude
of laissez-faire to regulations to complete
prohibition of the practice in the 1880s. With
renewed enthusiasm, the 1960s ushered in a
boom period of state-regulated lotteries, and
today a record number of Americans
scramble for the "winning" tickets. Our state
treasuries, plagued by deficit, welcome the
additional revenue. What impact, if any, does
this legal form of gambling have on the
economy and on our culture? Is winning a
blessing or a curse?
By means of lectures, films, videos, texts,
independent research, and interviews with
lottery winners, we will identify and examine
the individual and community costs and
benefits of state lotteries today. We will
reviewthe history of lotteries in America. We
willinvestigate social, political and economic
forceswhich brought back lotteries after
yearsof prohibition, including the fiscal crises
that hastened their legalization. Key to our
understanding will be to look at the profile of
theAmerican consumer and the relationship
betweenconsumer demand and increased
economicinequality since 1980. Finally, we
willspeculate on the impact of technology on
futurelotteries.
Seminar readings include Fortune's Merry
Wheel:The Lottery in America, by John
Ezell;Lottery Winners: How They Won and
How Winning Changed Their Lives, by H.
RoyKaplan; State Lotteries and Legalized
Gambling, by Richard McGowan; Lotteries:
Who Wins, Who Loses?, by Ann Weiss;
Lotteries, by Alan Karcher; and Shirley
Jackson'sshort story "The Lottery."
~ Credit will be awarded in sociology,
politicaleconomy, social science research and
Americanstudies.
Spring/Group Contract
Faculty: Peta Henderson
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: Approximately $20 for
audio recording materials
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this class we will look at oral history as an
approach to understanding the contexts,
conditions and consciousness of people who
inhabit the margins and peripheries of society
- as a way of researching "history from
below." We will analyze the contributions
and limitations of oral history as a research
methodology based on readings of personal
narratives and testimony from a variety of
cross-cultural, class- and gender-based
contexts. In workshops, students will be
introduced to basic non-quantitative research
techniques of interviewing and editing, which
they will put into practice in the production
and presentation of an oral history.
~ Credit will be awarded in literature,
anthropology, and non-quantitative research
methods.
~ Total: 16 credits
~ This program is preparatory for careers
andfuture study in business, public policy,
law,economics, and sociology.
~ Total 16 credits
~ This program is preparatory for careers
and future study in teaching, international
relations, and social services.
~ Poetry
Spring/Group Contract
Faculty: Gail Tremblay
Enrollment: 15
Prerequisites: Experience writing poetry
Faculty Signature: Yes
Special Expenses: $50 in duplication costs;
students must provide multiple copies of
work and tutorials for workshop discussion
Part-time Options: Yes, with permission of
faculty
Internship Possibilities: No
Additional Course Allowed: Yes, with
permission
This program is designed for intermediate and
advanced poetry students. Students will be
expected to write a minimum of five hours
each day, and to read works by contemporary
American poets. While faculty will give some
lectures on poetry and also discuss publishing,
the class will focus on workshop critique of
the work students in this group contract. We
will also attend readings of work by
contemporary poets.
Students wishing to apply for this group
contract should submit a portfolio of their
poetry to Gail before the March 12, 1997,
Academic Fair. Transfer students should
arrange a telephone interview (360/866-6000,
ext. 6334). Gail will post program membership on her door in time for registration.
~ Credit will be awarded in writing poetry
and contemporary poetry.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in language arts.
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~ Writers' Workshop
Spring/Group Contract
Faculty: Gilbert G. Salcedo
Enrollment: 25
Prerequisites: Sophomore standing; one year
humanities/social science
Faculty Signature: No
Special Expenses: No
Part-time Options: This is a 16-credit
program with a 12-credit option
Internship Possibilities: No
Additional Course Allowed: Yes, with 12credit option
This group contract will focus on the life and
thought of Arthur Schopenhauer (17881860), a major 19th century European
thinker and precursor of 20th century
antirationalist thought, whose writings
attained popularity in the years following his
death. His humane pessimism and postChristian moral compassion for the inescapable suffering of the human condition became
for following generations a significant ethical
alternative to exhausted optimism and the
fraud of spiritual progress. Philosophers and
writers affected by Schopenhauer's ideas
include Friederich Nietszche, Leo Tolstoy,
Joris-Karl Huysmans, Kate Chopin, and
Sigmund Freud. The seminar will emphasize
Schopenhauer's chief work, The World As
Will and Representation (1818), as well as his
Essays and Aphorisms, within the broader
context of the cultural and intellectual legacy
in both Buddhist and Western thought which
influenced Schopenhauer. These include
sources in ancient, medieval, and early
modern philosophy, as well as Romantic and
Counter-Enlightenment values of the late
18th and early 19th centuries concerning fate,
freedom, and human destiny.
This is a heavily seminar-centered course
with emphasis on both informal discussion
and presentation of ideas in writing. Weekly
responsibilities for full-time students will
include several book seminars and weekly
short writing toward a major essay, a journal
of critical reflections, a fully-annotated
bibliography, and individual tutorial
conferences with faculty. Students enrolled in
the 12-credit option will participate in
seminars and tutorial conference with faculty;
keep a journal of critical reflections; and
complete weekly short essays.
This program will be offered in the evening
to accommodate working adults.
~ Credit will be awarded in social and
intellectual history; philosophy; modern
literature; and expository writing.
Spring/Group Contract
Faculty: Argentina Daley
Enrollment: 25
Prerequisites: Core program or equivalent;
preference given to juniors/seniors; portfolio
Faculty Signature: Yes
Special Expenses: $50 in duplication costs;
students must provide multiple copies of
work and tutorials for workshop discussion.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
~ Total: 16 credits
~ Program is preparatory for careers and
future study in history, literature, and
philosophy.
Writers! Here's your chance to hone your
creative writing skills within a workshop
setting for credit. The primary emphasis of
this course will be on the practical side:
writing, critiquing and more writing. Students
will share their work in round-robin fashion
during scheduled workshops, rewriting and
revising manuscripts per criticism received in
the workshop and from the instructor. We
will also explore hallmark works of contemporary fiction and poetry, as well as essays by
writers on writing during book seminars. We
will study the formal properties of fiction and
poetry in workshop, seminar and lecture
activities. Each student will also be responsible for the tutorial presentation of an author
of his or her choice.
Students wishing to apply for this program
should submit a portfolio consisting of their
Evergreen self-evaluations and two pieces of
significant writing; transfer students should
prepare a portfolio consisting of their
transcript and two pieces of significant
writing. All material is due to Argentina
Daley before the March 12, 1997 Academic
Fair. She will post the program membership
on her door by March 17, in time for
registration.
~ Credit will be awarded in creative writing
(fiction or poetry) and contemporary
American authors.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in literature, editing,
expressive writing and education.
~ Restorying the
American West
Fall, Winter, Spring/Coordinated Study
Faculty: Sam Schrager, Larry Eickstaedt, Pete
Sinclair
Enrollment: 75
Prerequisites: Junior/senior standing;
intermediate-level work in humanities, social
science, or environmental studies
Faculty Signature: No
Special Expenses: Approximately $150 for
field trips and field research.
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
The term "restorying" is one used by
contemporary authors of works on our
relationship with nature and the landscape,
such as Gary Nabhan and Barry Lopez.
Western fiction and nonfiction authors and
poets can be thought of as engaged in a vast
collective project to reconnect us to the land,
and each other, by means of story reconnect, restory, because indigenous
peoples were so connected, and many still
are. This new movement attends closely to
myths that undergird Western history, the
reality of our current predicaments, and shifts
in thought and action which lead toward
inhabitation of place. The purpose of this
program is to participate in this project.
Many kinds of stories have to be attempted for the truest to emerge. The faculty
bring stories from literature, natural history,
and community studies, and all are interested
in and use the work of the other areas in
their own work. This interdisciplinary
approach will be the model for student work.
The program is for those who have done
intermediate study in least one area environmental, cultural, or political studies,
history, literature, or composition - and wish
to do more advanced work taking personal,
natural, and social life as an interconnected
whole.
The program will involve intensive
reading, research, and writing, and training
in methods of observation, documentation,
and interpretation. Readings will include
works by imaginative writers, naturalists,
ethnographers, historians, and social
thinkers. In fall quarter we will develop a
framework for understanding Western
experience. Winter and spring, students will
undertake in-depth individual and group
research projects. Throughout the year we
will learn about current issues and portrayals
of land and communities locally, regionally,
and across the West.
~ Credit will be awarded in literature,
community and cultural studies, environmental studies, and history.
~ Total: 48 credits
~ This program is preparatory for careers
and further study in the humanities,
environmental studies, and social sciences
~
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~ Victorian Studies:
British Culture and Society
1837-1901
Fall,Winter, Spring/Group Contract
Faculty:David Powell
Enrollment: 24
Prerequisites:Junior/senior standing
FacultySignature: Yes
SpecialExpenses: Extensive and expensive
required book list; $50 in duplicating costs;
students must provide multiple copies of their
work for workshop discussion.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The years during which Queen Victoria was
the titular head of the British Isles and Empire
wereexciting, challenging, and fertile almost
beyond belief. There were vast changes in
society, mode of life, faith and meaning, art
and music, politics, emancipation, manufacture and commerce, philosophy and value,
livingand work, population and demographics,science and technology, literacy and
learning. Along with change came conflicts
and crises, as prosperity, unrivaled material
success, and vast world power were shadowed by slums and impoverished workers
(including children), challenges to world
markets, political upheaval, and the sounds of
war. Like America a century later, England
was the model of prosperity, growth, and
power for the 19th century; it was a culture
moving from the zenith of greatness to the
beginnings of decline, both internal and
external.
Victorian England was not only a culture
of change and crisis, it was also a culture of
creativity; there was a veritable explosion of
activity in poetry, science, history, architecture, essays, art and fiction. Because of
technological advances in paper making and
printing, the sound of huge presses running
around the clock were common, and the era
of mass readerships with books, journals,
papers, and magazines to serve them ushered
in the world of modern communication.
The documents that we will read, consider,
and study pose central human questions
about the consequences of prosperity and
power, and propose a far more central role
for literature and art than in any previous
culture. Many students of culture see in these
artifacts the foundations of our modern
world; most see one of those rare times when
we have a rich vein of documents of
unusually high artistic merit, so that both our
historical needs and our love of great writing
can be served together.
This unusually extensive reading list will
include: Thomas Carlyle: Sartor Resartus,
essays; Charlotte Bronte: Jane Eyre; Emily
Bronte: Wuthering Heights; John Ruskin:
selected writings on art and society; Charles
Darwin: selected writings on biology and
science; Edward Fitzgerald: The Rubciiycit of
Omar Khayycim; "George Eliot" (Mary Ann
Evans): The Mill on the Floss, Middlemarch;
"Lewis Carroll" (Charles Dodgson): Alice in
Wonderland, Through the Looking Glass;
Anthony Trollope: Barcbester Towers;
Elizabeth Gaskell: Mary Barton; Matthew
Arnold: Essays in Criticism; Rudyard Kipling:
The Jungle Book; Robert Louis Stevenson:
The Well at the World's End, essays; George
Bernard Shaw: Pygmalion, essays; Samuel
Butler: The Way of All Flesh; Joseph Conrad:
The Heart of Darkness; Alfred, Lord
Tennyson: The Idylls of the King; Walter
Pater: Studies in the History of the Renaissance and essays; essays by Mill, Macaulay,
Wallace and others; poems by Browning,
Arnold, Rossetti, Swinborne, Yeats and
others; and the 1851 Crystal Palace Exhibition Illustrated Catalogue.
Activities will include: large amounts of
reading, study, thought; weekly seminars,
lectures, presentations; independent study of
an author, critical or cultural movement;
spring quarter focus on student presentations/
papers; quarterly exams/essays. Pre-reading
during the summer is strongly advised.
Students wishing to apply for this program
should submit their best essay to David by the
May 15 Academic Fair. David will post
program membership on his door by May 20,
in time for registration.
> Credit will be awarded in British literature,
social and cultural history, and the student's
area of independent study.
> Total: 48 credits
> This program is preparatory for careers
and further studies in humanities, teaching
and the professions.
> Turn of the Century:
Government and Society,
1900 and 2000
Fall, Winter/Group Contract
Faculty: Cam Stivers
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The turn of a century has frequently produced
a sense of momentous change, whether
manifested as dread or anticipation. This
program will examine the Progressive Era
around 1900 in the United States with respect
to the nature and pace of political and social
change, focusing especially on the role of
government and efforts to shape it. Paying
particular attention to gender, race, and class,
we will consider historical accounts, selected
relevant fiction, and original documents of
the period in order to understand the
economic and social context within which
reformers and others approached the task of
defining government for 20th century
challenges and what their strategies actually
produced. We will then examine current
political and social issues as the United States
approaches the year 2000, aiming to make
informed judgments about the likely shape of
government responsibilities and politics in the
21st century. Our work will include critical
reading, library research, evidence-based
analysis, argumentation, and writing
occasional and major papers; class sessions
will vary from lectures to instructor- and
student-guided discussions, to traditional
Evergreen seminars, to very small group
tutorials.
> Credit will be awarded
in history, political
science and sociology.
> Total: 32 credits
> This program is preparatory
for careers
and future studies in government, politics,
history and management.
65
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~ Writing Process/
Writing Product
~ Hype and Hucksters: Media
Campaigns as Popular Culture
Winter, Spring/Group Contract
Faculty: Sandra Simon
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: Yes
Special Expenses: $50 in duplication costs;
students must provide multiple copies of their
writing for workshop/discussion.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall/Croup Contract
Faculty: Virginia Hill
Enrollment: 25
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Instead of focusing on the product itself - a
poem, a short story, a novel, or an essay - the
first quarter of this two-quarter group
contract will explore the complex activities of
inspiration, creation, and concentration that
make the finished product possible. We will
discuss influences, value systems, observation,
perceptions of the internal and external
world, sense of structure, motivation, modes
of working, and attitudes about writing and
writers. Students will choose the kind of
writing they want to do throughout the
quarter, concentrating on the whys and haws
of writing, not on what has been done.
Spring quarter we will look at writing as a
finished product totally separated from its
author. We will discuss theme, structure and
character. We will concentrate on the role of
the narrator in each genre, the perspective
and philosophical viewpoint each kind of
narrator brings to the material. Students will
write regularly each week and will learn to
use character and theme as the fundamental
organizational principles. New students will
be admitted spring quarter as space permits.
This program is for advanced students.
You must submit three samples of your work
to Sandra before the December 11, 1996,
Academic Fair; she will post the program
membership on her door in time for registration. This program is not suitable for students
who wish to write science fiction or fantasy.
Readings will include writers discussing
their craft, biographies, critical works, and
theories of creativity as well as contemporary
novels and short stories.
~ Credit will be awarded in literature,
advanced writing, and theories of creativity.
~ Total: 32 credits
~ This program is preparatory
and future study in humanities,
natural sciences, and arts.
for careers
social science,
A stream of campaigns conducted in the mass
media washes over us daily: campaigns aimed
at getting people to contribute money, to
practice safe sex, to buy some product, to
recycle, and to vote for some candidate or
initiative. Campaigns insinuate themselves in
public discourse and private thoughts. They
influence our actions, and they shape our
future. As the presidential election campaign
takes center stage in the fall of 1996, this
program will focus on how media campaigns
are constructed, what they accomplish and
how they are both symptomatic and
formative of the American mind. We will
focus on the presidential campaign, as well as
on public service and advertising campaigns.
Through seminars, lectures, and a major
research project, students will study theory
and practice of persuasion and propaganda
and will conduct in-depth research of past
presidential and other campaigns in their
historical contexts, looking for ways in which
thematic threads are woven into the popular
culture to influence and color life in the years
that follow.
~ Credit will be awarded in propaganda and
persuasion, public communication campaigns,
mass media and popular culture and
marketing
~ Total: 16 credits
~ This program is preparatory for careers
and future study in communications,
government and marketing.
~ Bones and Stones, The
Roots of Society:
The Achievements of Our
Prehistoric Ancestors
Winter/Group Contract
Faculty: Gordon Beck
Enrollment: 25
Prerequisites: Junior/senior standing; ability
to write research papers
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this program we will be reading about the
"prehistoric library" of bones, stones, and
ancient artifacts. Our goal is to develop an
understanding of the world of the earliest
humans and to ponder the achievements ofal!
of our ancestors. Our texts are often to be
found in the surviving artifacts of various
cultures, texts of bone, stone, ash, ivory,
paint, metals and ancient cities.
Our major activity is research. Our
program of exploration and discovery will
utilize the academic tools of history,
archaeology, anthropology, art history, and
mythology. In aid of our search we will read
several secondary texts in order to survey
current opinions; however, our investigations
will involve a great deal of research, careful
interpretation of evidence and speculative
reasoning.
We will explore the dim past of our human
species, the formation of the continents, and
the earliest societies. From the Olduvai Gorge
to Lascaux, from Ur to Ife, from
Nagarjunakonda
to the Nile Valley, our
research will seek to understand the roots of
social order.
Books will include W. Burkert's Ancient
Mystery Cults; Johanson & Edey's Lucy: The
Beginnings of Humankind, R. Lewin's Bones
of Contention, W. I. Thompson's Time that
Falling Bodies Take to Light, M. Hoffman's
Egypt Before the Pharaohs, C. Lumsden and
E. O. Wilson's Promethean Fire: Reflections
on the Origin of Mind, C. Renfrew's
Archaeology and Language, R. Wenke's
Patterns in Prehistory and J. Campbell's
Oriental and Primitive Mythology.
Our activities will include lectures,
seminars, research presentations, field trips,
image workshops, and films. Reading, writing
and discussion are central to all of these.
~ Credit will be awarded in prehistoric
anthropology, art of prehistoric people,
archaeology and research writing.
~ Total: 16 credits
~ This program is preparatory for careers
and future studies in humanities, arts and
social sciences.
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~ The English Romantics:
Poetry and Fiction,
Wordsworth to Scott
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites:Junior/senior standing
Faculty Signature: No
SpecialExpenses: No
Par-time Options: No
Internship possibilities: No
Additional Course Allowed: No
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Common Readings: The poetry of William
Wordsworth, Samuel T. Coleridge, John
Keats, Percy B. Shelley, and Lord Byron;
novelsby Maria Edgeworth, Jane Austen, Sir
Walter Scott and Mary Shelley.
Activities: Seminars on poetry, six to seven
hours per week; seminars on novels, two to
three hours per week. Students will make one
lO-minute oral presentation per week on the
poetry and undertake a quarter-long
independent study of a major figure, group of
minor figures, critical or cultural movement,
etc.Some aspect of the independent study will
bethe subject of a paper submitted at
quarter's end.
If you want to ask anything about the
contract, don't hesitate to call me at 3574209. If I'm not there leave a message so that
Ican get back to you.
~ Credit will be awarded in English novel
(Edgeworth to Scott), English romantic
poetry, and independent study.
~ Total: 16 credits
~ This program is preparatory for careers
andfuture study in teaching and literature.
~ Tempting the Muse:
The Language of Poetry
Tenter la muse:
Ie langage de la poesie
Winter/Group Contract
Faculty: Marianne Bailey, Gail Tremblay
Enrollment: 50
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
What makes a poet a poet? What is unique
about the poet's world? What is there in the
poet's expression that allows it to bring
worlds into being? We invite you to enter the
poet's world. Eat, drink and breathe poetry
for 10 weeks. In this program, we will read
and analyze works from selected poets, write
poetry and immerse ourselves in poetic
creation, interpretation and translation.
Faculty and guest poets will conduct writing
workshops in prosody, metaphor, formal
poetic structures (villanelle, for example) as
well as in free verse.
Issues at the heart of our work will include:
(1) the role of the poet as craftsperson, seer,
artist and culture creator; (2) the role of the
reader, listener, interpreter in the poetic
process; (3) the role of language, of the
imagination, of the poetic symbol, which, as
Paul Ricoeur writes, "gives rise to thought";
(4) the aesthetic theories developed by certain
major poets; and (5) the problems inherent in
the translation of poetry.
Our reading list will include, among others,
Gail Tremblay, Airne Cesaire, Charles
Baudelaire, Anne Hebert, Rainer Maria Rilke,
Eleanore Jiconsaseh Sioui, Makato Ooka,
Wing Tek Lam, Joseph Stanton, Jean
Yamasaki Toyama, and selections from the
anthologies Infinite Divisions, edited by
Rebolledo and Rivero and A Nation Within,
edited by Ralph Salisbury. We will read, as
well, the theorists Gaston Bachelard and John
Frederick Nims.
This is an intensive and demanding
program, requiring deep interest and
dedication. No foreign language experience is
necessary for this program; however, it
provides an excellent opportunity for students
with experience in French to do advanced
projects in translation.
> Credit will be awarded
in creative writing,
literature, literary criticism, comparative
symbolism, mythology, and translation
(French language, if elected).
> Total: 16 credits
> This program is preparatory
for careers
and future studies in writing, teaching and
arts.
~ Life as Art: Art as Life:
Advanced Studies in
Surrealism
Spring/Group Contract
Faculty: Bob Haft, Marianne Bailey
Enrollment: 50
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: Approximately $25 for
drawing and photographic supplies; amount
depends on students' projects
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
For the Surrealists, everything is open to
question, especially the notion of what
constitutes art. Life and art are inextricable,
even identical. In this program, therefore,
students will work on creative as well as
theoretical work. We will consider such
questions as: What was Surrealism in the
1920s and 1930s, and what is it today? and
Why has it informed and had such an impact
on the arts of the 20th century? We will
explore Surrealism as a theory, a state of
mind, a gift, and a world view. We will
attempt to participate in that world view
through studying, interpreting and critiquing
works by Surrealists, and by creating, as
individuals and groups, art objects and
artistic spectacles. We will follow the
Surrealist lead in delving into dreams and
hypnagogic imagery.
Our sources will include those valued by
the Surrealists themselves, such as mystic
texts from Gnosticism, the Kabbala and
alchemy; we will study works from the
Surrealists' favorite predecessors, including
Alfred Jarry, Arthur Rimbaud, Lautreamont
and Hieronymous Bosch. We will center our
in-class focus on the works by the artists Max
Ernst and Aime Cesaire, and on the Manifestos written by Andre Breton. Program
participants will study Surrealist films, be
expected to maintain a journal of their
dreams, prepare a presentation on an historic
or contemporary Surrealist figure of their
own choice, and work collaboratively to
produce some surrealist-inspired journals and
review.
> Credit will be awarded
in literature, art
history, photography, visual and performance
art, and aesthetic theory.
> Total: 16 credits
> This program
is preparatory for careers
and future study in art, art history, literature
and the humanities.
67
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~ Oriental ism and
68
Afrocentricity:
En-Countering
the Master Narrative
Spring/Coordinated
Studies
Faculty: Angela Gilliam, Therese Saliba
Enrollment: 50
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Although Orientalism is part of the global
narrative in place for centuries and
Afrocentricity is a new discourse of resistance
to Eurocentrism that is becoming globalized
through popular culture, they are reproduced
and contested ideologies within the official
history of the United States. A central, but
disputed, tenet of the Master Narrative is
"the West" as the producer of global
knowledge, and this is the nexus where
Orientalism and Afrocentricity meet. Within
the narrative of discovery, Europe is
constructed as the civilized master and savior
of the primitive, darker hordes of Africa and
Asia.
In this program, we will examine the
assumptions of the Master Narrative in its
European colonialist context, and its
translation in the neo-crusadean discourses of
the contemporary United States. The
inheritance of Greek philosophy, removed
from its African and Arab influences, has
become part of the U.S. Master Narrative
presently being revitalized by opponents to
multiculturalism.
Counter-narratives
of
nationalism, Islamism, and Afrocentricity,
however, have often been as limiting as the
dominant discourses they critique. We will
also look at the vestiges of Arab racism and
ponder the possibility of Afrocentricity - the
construction of Africa by African Americans
- as a form of cultural imperialism.
We will further expand the concepts of
Oriental ism and Afrocentricity to include an
analysis of gender and the eroticizing of
inequality, focusing on how female circumcision, veiling, and other cultural practices are
represented in popular United States culture.
Possible readings and films include: Amin,
Eurocentrism; Asante, Afrocentricity;
Coombes, Reinventing Africa: Museums,
Material Culture and Popular Imagination in
Late Victorian and Edwardian England; Said,
Orientalism and Culture and Imperialism;
Conrad, Heart of Darkness; Davies, Black
Women, Writing and Identity: Migration of
the Subject; Dinesen, Out of Africa; Salih,
Season of Migration to the North; Walker
and Parmar, Warrior Marks; Walker,
Possessing the Secret of Joy; Emerson, Jihad
in America; Ahmed, Women and Gender in
Islam; Awkward, Negotiating Difference; Hill
Collins, Black Feminist Thought; Alexander,
The Venus Hottentot; Fernea, Veiled
Revolution; Bernal, The Image of Ancient
Greece as a Tool for Colonialism and
European Hegemony; Huggins, The
Deforming Mirror of Truth: Slavery and the
Master Narrative of American History;
Warrior Marks (directed by Parmar);
Monday's Girls (directed by Onwurah); Not
Without My Daughter; Africa Volumes 1 and
3; The Africans (directed by Mazrui); The
Day the Earth Changed; and Out of Africa.
~ Credit will be awarded in cultural
anthropology, literature, feminist theory,
contemporary political thought, African
American studies, and ArablIslamic studies.
~ Total: 16 credits
~ This program is preparatory for careers
and future studies in humanities and social
sciences.
I
~ Senior Seminar
Spring/Group Contract
Faculty: Llyn De Danaan
Enrollment: 25
Prerequisites: Last quarter, senior status only
Faculty Signature: No
Special Expenses: One weekend retreat;
approximately $50
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, one
"Wove paper: paper that exhibits a pattern of
fine mesh when held up to the light."
-Random
House Dictionary
This seminar is for final-quarter seniors who
would appreciate an opportunity to hold their
Evergreen experience to the light and become
, familiar with the patterns they have created.
We will discuss the intellectual threads of
participants' work here and ask how the
weave of fabric will go forward as participants continue to be learners and seekers. We
will write, discuss and read together as we
explore participants' pathways and ways of
planning for work, family, spiritual life,
emotional health and relationships after
leaving Evergreen. Writing will be a large
component of this program, both personal
reflection and more analytical work. Readings
will include Bennett, Transformation; Orage,
Psychological Exercises; and Shah, Wisdom
of the Idiots. We will make time to complete
a significant culminating piece of work for
participants' portfolios or to symbolize this
major passage.
~ Credit will be awarded in writing,
autobiography, portfolio production and
assessment.
~ Total: 12-16 credits
~ This program
is preparatory
,
for all careers.
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Language and Culture
Convener: Susan Fiksdal
AffiliatedFaculty: Nancy Allen, Marianne
Bailey,Susan Fiksdal, Patrick Hill, Patricia
Krafcik, Harumi Moruzzi, Art Mulka, Alice
Nelson, Tom Rainey, Evelia Romano de
Thuesen, Setsuko Tsutsumi.
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Language and Culture offers sophomores,
juniors and seniors an opportunity for
intensive,challenging, interdisciplinary study.
(Freshmenwho feel qualified for this work
shouldcontact the program's faculty.) The
studyof language at Evergreen is integrated
fullywith the study of culture. Because we
believethat learning languages is the key to
understanding other cultures (and vice versa),
weteach them together. That is, we teach
languagethrough the study of history,
literature, philosophy and art; and culture
through the study of language.
Spanish and/or Latin American cultural
studiesare offered each year. Programs of
Japaneseand Russian studies occur on an
alternating two year cycle, as do programs
centeredon French-speaking cultures of
Europe,Africa and the Caribbean. Latin or
Greekis also offered every two years in the
programThe Classical World. Programs in
Irishstudies, German studies and
sociolinguisticsare offered periodically.
The Language and Culture Specialty Area
encouragespreparation for the 21st century
andresponsible world citizenship through
proficiencyin languages other than English
andthrough intercultural awareness. Further,
weencourage students who have gained
linguisticand intercultural proficiency to
studyabroad. Programs in Spanish and Latin
Americanstudies, French studies, and Russian
studiesinclude the option of a quarter's work
abroad.Faculty affiliated with the Language
andCulture Specialty Area also advise
studentsin other study-abroad options, as
doesAcademic Planning and Experiential
Learning.
Forstudents interested in language studies
only,modules are offered, mostly in the
evening,in French, Japanese, Spanish and
Russianat the first- and/or second-year levels.
Inaddition,summer programs are available
forintensivelanguage study.
Studentsinterested in language and
translationtheory will also want to look at
Temptingthe Muse: The Language of Poetry
(p.67), which examines poetry and translation,and offers work in advanced French.
~ 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. Students may concentrate in
one of 11 regional studies options, or in one
of two thematic programs: comparative
religion and Jewish studies. Or they may
pursue a broader course of study within the
general program of international studies. The
regional studies options are: Canadian
studies, China studies, European studies,
Japan studies, Korea studies, Latin American
studies, South Asian studies, Southeast Asian
studies, Russian studies, East European
studies and Central Asian studies.
Information about this program is
available from the Academic Deans or the
Student Advising Center. Application to
participate should be made to the Academic
Deans before April 1 of the year preceding
planned study at the Jackson School.
~ 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 October.
Students who wish to apply for this
exchange program must have some fluency 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 the Academic Deans no later than
March 1.
~ Washington Cooperative
Development Studies Program
in Ecuador
Evergreen collaborates with Washington's
other public institutions to provide students
with this unique opportunity to study and
experience firsthand the environmental,
social, political cultural and economic
impacts of development in Latin America.
Full-time, quarter-long interdisciplinary
programs include Spanish Language and
Latin American Culture (fall and spring
quarters); Environment, Development and
Health (winter quarter); and Projects and
Internships (spring quarter). Students may
enroll for one, two or three quarters. For
information regarding costs, prerequisites and
application deadlines, contact the Student
Advising Center.
69
~ Cultural Transformation
in Modern Japan
Fall, Winter, Spring/Coordinated Study
Faculty: Setsuko Tsutsumi, Hiro Kawasaki,
Nancy Taylor
Enrollment: 75
Prerequisites: No
Faculty Signature: No
Special Expenses: $75 for program retreat
Part-time Options: Japanese language
Internship Possibilities: No
Additional Course Allowed: No
This program offers the study of cultural
transformation in modern Japan from the
middle of the 19th century to the present
time, as well as intensive study of the
Japanese language.
After 200 years of relative and self-imposed
isolation, Japan was ushered into its modern
era in the mid-19th century by internal and
external pressures to open its door to the
outside world, especially to freer interaction
with Western nations. The Meiji Restoration
in 1868 was followed by a vigorous attempt
to modernize Japan, which meant intense
study and the embracing of Western culture
and technology. To many Japanese people, as
well as to Westerners, modernization meant
Westernization. Throughout the history of
modern Japan, however, this interest in
emulating the culture and technology of the
Western world was checked by the equally
strong desire to retain and redefine the
traditional culture. The dramatic swing of the
pendulum between these polar tendencies
shaped the lives of modern Japanese people
until recent times. However, contemporary
Japanese culture seems to be constructing a
different paradigm to articulate its own new
identity as well as its place in the world
community. This program offers an examination of the cultural artifacts - novels, short
stories, paintings, architecture, music and
works in television and cinema - which reflect
the dynamic transformation of Japan during
the last 150 years.
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Japanese language will be offered at the
beginning and intermediate levels. At a
minimum, students will learn skills in basic
conversation, grammar, writing hiragana and
katakana, as well as some kanji. The program
will stress oral and aural competency.
Diligent students can expect to learn enough
spoken Japanese to manage the necessities of
daily life and travel. Students will learn how
to use a Japanese word processing program to
help acquire reading and writing skills in
Japanese.
The Japanese exchange faculty from Kobe
University of Commerce will participate in
this program during fall and winter quarters.
> Credit will be awarded
in Japanese
language, Japanese history, Japanese film,
Japanese literature, cross-cultural communication, Japanese art history, Japanese society
and expository writing.
> Total: 48 credits
> This program is preparatory
for careers
and future study in Japan studies, international relations and humanities.
> Russia
> The Amberlands:
Fall, Winter, Spring/Coordinated Study
Faculty: Patricia A. Krafcik, Thomas B.
Rainey
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: Study trips to Russia in
summer 1997 (optional)
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, 4 credits
This program explores Russia from the ninth
century to the present. Fall term covers
Russian history, literature and culture from
their beginnings to the end of the 18th
century, winter term focuses on the 19th
century and spring term on the 20th century,
including the Soviet and post-Soviet eras.
Readings may include chronicles, epics,
saints' lives, historical texts, folklore, tales
and the literature of Pushkin, Gogol,
Turgenev, Dostoevsky, Tolstoy, Chekhov,
Herzen, Gorky, Blok, Zamiatin, Mayakovsky,
Esenin, Akhmatova, Solzhenitsyn, Pasternak,
Ginzberg, Yevtushenko and Rasputin.
Intensive elementary Russian language may
be offered during the summer of 1996. A less
intensive elementary and intermediate
Russian will be offered during fall winter
and spring quarters 1996-97. All ;tudents'will
be encouraged to enroll in a language class
appropriate for their level; however, the
program will also be open to students who do
not wish to take language classes. Language
classes will be open to qualified students
outside the program if space is available, but
students who intend to enroll full time in the
program will be given first preference.
Students can enroll each quarter for 12 to
16 credits. To earn 16 credits, a student must
regularly attend weekly lectures, participate in
weekly book seminars, complete required
readings, submit assignments in a timely
manner, and attend a language class or a
program workshop. Workshops may cover
such subjects as Russian cultural history, an
individual author such as Chekhov, and
Russian and Soviet film.
Given sufficient interest, the faculty will
arrange or direct students to study programs
in Russia during the summer of 1997.
Poland, Lithuania,
Latvia and Estonia
In
Fall, Winter/Group Contract
Faculty: Ainara Wilder
Enrollment: 25
Prerequisites: At least one full year of studies
in the humanities or social sciences
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
On the southeastern and western shores of
the Baltic Sea are four amber-rich countries
known as Poland, Lithuania, Latvia and '
Estonia. Having regained their independence,
these countries have been referred to as "The
Singing Nations," "Lands of Freedom
Fighters," "The Baltic Community," or
simply as Central or Eastern European
countries.
Why focus on the Amberlands? The
current debate setting multiculturalism in
opposition to Eurocentrism assumes that
Europe is a single cultural entity. This notion
is encouraged by the development of the
European Economic Community, a vision of
a politically and economically united Europe.
There is also an assumption in the United
States that Anglo-American refers to a
descendant from anyone of the European
language groups.
The study of the Baltic countries offers
many rich opportunities for understanding
how Europeans hold on to ancient tribal
beliefs and ceremonies, and practice religions
that are a mixture of the very old and the
new. For example, the Baltic peoples have a
unique conception of the historical relationship between humans and nature. This
relationship is reflected in literature crafts
music, the visual arts and dance. A dialog~e
with the past allows us to discover ancient
treasures from this corner of old Europe,
altering our perception of other parts of
Europe.
This program will focus on the following
subjects and themes: (1) the importance in
"choosing" one's neighbor; (2) the relationship between language and cultural identity;
(3) the persistence of tribal beliefs within
organized modern religions; (4) the influence
of feminine deities from the past on the
contemporary woman's role in society; (5)
cultural and political resistance to change the
spirituality of a language group; (6) the
relationship between the Baltic nations and
the rest of Europe; and (7) the challenges
faced in re-entering the European community
after fifty years of Soviet occupations.
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> Credit will be awarded
in Russian
language, history, literature, culture and
political economy.
> Total: 36-48 credits
> This program is preparatory
for careers
and future study in diplomatic service or
international business and trading corporations, as well as graduate studies in international affairs and in Russian studies.
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The weekly format of the program will
includelecture, seminar, creative workshop
andthe viewing of films. Students will be
offeredan opportunity to travel to the Baltic
countries, independently and at their own
expense,during spring quarter.
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~ Credit will be awarded in European
history, literature in translation, Baltic
folklore and mythology, Russification of
Central Europe and research methodology.
~ Total: 24-32 credits
~ This program is preparatory for careers
and future study in literature in translation,
European cultures and history, women's
studies,religion and social philosophy, Baltic
studies,political science, folklore and
mythology.
~ Class, Gender and Ethnicity:
Mexico and the Middle East
Fall, Winter/Coordinated Study
Faculty: Alice Nelson, Peta Henderson,
Therese Saliba
Enrollment: 75
Prerequisites: Sophomore standing; Core
program or equivalent
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will explore the intersection of
class, gender, and ethnicity in Mexico and the
Middle East. We will focus on the ways in
which cultural forms (literature, media, film,
art, ritual and even day-to-day routines) may
both express and contest political economic
relationships of power, particularly along
lines of class, gender, and ethnicity. We will
draw on theories of power (historical
materialism, imperialism, racism, feminism,
and critical theories of representation) to
frame our approach to these two specific
historical contexts. Students will be required
to develop a portfolio of their work which
they will present twice during each quarter.
Through comparative analysis of Mexico
and the Middle East carried out over the two
quarters, we will explore common themes,
such as shared cultural roots in Moorish
Spain, the experience of European colonization and U.S. intervention, and their critical
consequences for both regions; the Algerian
and Mexican Revolutions; women's changing
roles and their participation in liberation
struggles; and the tensions between nationalist, ethnic, class and feminist agendas in both
regions. This comparative approach will
provide important context for understanding
contemporary conflicts: Chiapas and the
Palestinian Intifada, class and gender relations
in the era of NAFTA, GAIT, and global
capitalism; border wars and the experience of
Arab and Mexican immigrants to the United
States; the connected discourses of religion
and politics as expressed in political Islam
and Liberation Theology; and emergent
feminist theories in Mexico and the Middle
East.
~ Credit will be awarded in Mexican and
Middle Eastern history and literature,
feminist theory, cultural anthropology, and
political economy.
~ Total: 32 credits
~ This program is preparatory for future
study in humanities and social sciences and
careers in international relations or foreign
service, public policy, Latin American studies,
Middle East studies, and feminist studies.
~ Latin American Short Story
Spring/Group Contract
Faculty: Evelia Romano de Thuesen
Enrollment: 25
Prerequisites: Sophomore standing; previous
work in Latin American studies; one year of
college-level Spanish or equivalent
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This course will consist of a panoramic study
of the development of the short story in Latin
America. We will explore the literary
movement and its principal authors through
readings of the most representative examples.
Our topics will progress in chronological
order up to the last twenty years. All the
readings, lectures and seminars will be
predominantly in Spanish and throughout the
quarter we will be reviewing advanced aspects
of Spanish grammar, syntax and vocabulary
with particular emphasis on writing and
reading skills.
~ Credit will be awarded in Spanish, Latin
American short story, and literary theory.
~ Total: 16 Credits
~ This program is preparatory for careers
and future study in languages, literature and
teaching.
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~ Latin American History
in its Novel
~ Political Bodies:
Recent Chilean Literature
Fall, Winter/Group Contract
Faculty: Evelia Romano de Thuesen
Enrollment: 25
Prerequisites: Junior/senior standing; previous
work in Latin American studies; one year of
college-level Spanish preferred
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Latin American history has been intensively
explored and revised by the novel during the
second half of our century. Social and
political circumstances repeat throughout
history, and authors look to the past to
illuminate present conditions. This group
contract will look at the characteristics of
historical and literary discourse and examine
how each of these fields construct their
representations of reality. Relationships
between literature and history will be
investigated by studying the theory behind the
historical novel, from the classical definition
of Lukacs to the "new historical Latin
American novel" and its techniques.
Concurrently, we will analyze the evolution
of historical method and discourse, concluding with the theories of Hayden White and
Michel de Certeau.
The organization of the course will be
thematic. During fall quarter, we will focus
on colonialism and post-colonialism, utopia
and counter-utopia. In winter quarter, the
themes will be revolution and dictatorships.
In seminars, lectures and workshops, we will
study the novels of these periods and their
historical contexts, emphasizing the echoes of
the past in the present.
All texts and activities will be in English
and/or English translation.
~ Upper-level credit will be awarded in Latin
American history, Latin American literature,
literary theory and methodology of history.
~ Total: 32 credits
Spring/Group Contract
Faculty: Alice Nelson
Enrollment: 25
Prerequisites: Sophomore standing; previous
work in Latin American studies; Hispanic
Forms, or two years college-level Spanish
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Conducted entirely in Spanish, this program
will examine issues of gender, class, language,
history, and resistance in recent Chilean
literature, produced during the Pinochet
dictatorship (1973-1990) and the subsequent
transition to democracy. We will ask: How
did defense of human rights during the
dictatorship lead to many new grassroots
movements - and new cultural forms - during
that time? How and why did women's
movements re-emerge during the Pinochet
period, and how did this impact literature?
How has this changing sociopolitical context
impacted Chilean culture as a whole?
We will work deliberately on reading,
writing, and seminaring in Spanish. We will
discuss various genres of literary expression
(narrative, as well as selected poetry,
testimonio, theatre, essay, and film) produced
since 1973. In order to contextualize our
studies, we will read historical and theoretical
texts which will supplement the literature.
~ This program is preparatory for careers
and future study in history, literature and
education.
~ Credit will be awarded in advanced
Spanish, Chilean literature, literary theory
and gender studies.
~ Total: 16 credits
~ This program is preparatory for careers
and future study in language, literature,
cultural studies and gender studies.
Management Studies
Convener:John Filmer
AffiliatedFaculty: Bill Bruner, John Filmer,
DeanOlson
Upper-divisionwork in this Specialty Area
consistsof one coordinated studies program
anda changing series of advanced group
contracts, individual contracts and internshipsfor the second year. Students may take
oneor two years of study in this area.
This Specialty Area is designed to give
studentsinterested in business, computer
studies,management, and international
studiestools with which to meet the changing
nature of life in the 21st century. After lowerdivisionwork in economics, history,
language,cross-cultural studies and general
liberalarts, students may do upper-division
work in the coordinated studies program, a
changingseries of advanced group contracts,
or individual contracts or internships.
Students interested in economics will also
want to look at Money: An Examination of
FinancialInstitutions (p. 77), which explores
the historical and contemporary role of
moneyin capitalist economies.
~ Management
in a Changing World
Fall, Winter, Spring/Coordinated Study
Faculty: John Filmer, TEA
Enrollment: 50
Prerequisites: Junior/senior standing;
Microeconomics
Faculty Signature: No
Special Expenses: Books are quite expensive
Part-time Options: Yes, with faculty signature
Internship Possibilities: No
Additional Course Allowed: Yes, with faculty
approval
Government, business and non-profit
organizations are facing unprecedented
challenges as they prepare to enter the 21st
century. Equipping an organization to
navigate effectively through a sea of constant
and often sudden change has become the
prime task of managers. They must learn to
contextualize, understand, and anticipate the
issues that will impact their operations.
Although this program will provide an
opportunity for both full-time and part-time
students to learn some basic administrative
skills, the emphasis will be on the development of managerial skills, perhaps appropriately termed the "art" of management. The
program will emphasize the development of
analytical and communication skills.
Issues management, be the issues local or
global, is the key to success. Many of the
most perplexing local management problems
we face today are the result of global and
regional change. Understanding the forces
that produce those changes is essential. These
will be the goals of the program.
Three concurrent disciplinary, modular
tracks will continue throughout the year: an
analytical track, a behavioral or qualitative
track, and an international track. These will
be accompanied by a seminar/colloquium for
all students. It is here that the application
scenarios will be discovered through reading
and discussion, and here that various subthemes illustrating the challenges of constant
change will be examined in all their interdisciplinary aspects. We will re-examine the same
sub-themes within the individual track
modules, subject to the more restrictive
contexts of those disciplines.
This program is designed to accommodate
the schedules of most working adult learners.
73
>- Credit will be awarded
in organizational
management, financial management,
managerial analysis, international business,
marketing, management theory, management
policy, strategic planning, issues management
and other related management topics as
described above.
>- Total: 48 credits
>- This program is preparatory for careers
and future study in business and public and
private sector management, including the
management of non-profit and government
organizations.
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Native American Studies
74
Convener: Yvonne Peterson
Affiliated Faculty: Justino Balderrama, Craig
Carlson, Rainer Hasenstab, Yvonne Peterson,
and David Whitener
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 developing their whole person.
Mary Hillaire, the program's principal
architect, envisioned the area as a way 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." That vision holds for the proposed
programs of the Specialty Area's second 20year cycle:
> 1994-95
HOME:
The Hospitality
of the Land
> 1995-96
CO-EXISTENCE:
A Hospitable Relationship
to Others
> 1996-97
> 1997-98
IMAGES:
Physical Speculations
Conditions
on Unknown
> 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
P
> Career
> 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
> Proposed
COMMUNITY:
Time, Space, People and Place
)
Pathways
in Native American Studies
We tailor the educational experience to each
student's 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 Specialty Area faculty.
In this interview, the student and faculty plan
an individualized course of study to ensure
that the student's personal needs are met.
Students are 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 individual identity, group loyalty
and personal authority. Having developed
these strengths and skills, they return to their
communities to make a positive impact on the
world around them.
> The
Dimensions of Thought
Objectives
Students will develop a critical appreciation
of different ways to gather and apply
information, knowledge, understanding and
wisdom. Students will learn self-respect while
drawing upon inherent resources and
motivation for developing the whole person,
and design important self-reliant, lifefoundation standards for a meaningful
education to share with others.
The major goal of Native American Studies
is to provide an open, alternative education
opportunity through experiencing a Native
American philosophy of education that
promotes 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
other 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, collaboration with other
Specialty Areas and programs offers many
interdisciplinary opportunities. Examples of
such collaboration include studies in history,
science, environmental studies, health and the
expressive arts.
Longhouse
Education and Cultural Center
Evergreen's new Longhouse represents a
living, contemporary, cultural link to the
Indigenous Nations of the Pacific Northwest.
The purpose and philosophy of the
Longhouse Center is based in service and
hospitality to the students, the community
and the college. The primary function of the
facility is to provide classroom space on
campus, house Native American Studies,
serve as a center for multicultural studies, and
host conferences, cultural ceremonies,
performances, exhibits and community
gatherings.
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Fall,Winter, Spring/Coordinated Study
Faculty:Dave Whitener, Rainer Hasenstab,
RaulNakasone, Yvonne Peterson, David
Rutledge
Enrollment:125
Prerequisites:Sophomore standing, interview
andreview of preliminary proposal of project
work
FacultySignature: Yes
SpecialExpenses: $50 per quarter for
overnightfield trips
Part-timeOptions: Yes
InternshipPossibilities: Yes
Additional Course Allowed: Yes
Community: Time, Space, People and Place is
a student-centered program, institutionally
designedto incorporate community interactionin the education process. The student,
community and institution will mutually
shareauthority in developing a valuable
education within a constantly changing
pluralisticsociety.
The program provides an academic
framework for students to clarify and validate
theireducational experience in a genuine
community with a spirit of hospitality and
reciprocal respect.
It is important that students interested in
thisprogram understand that, as part of the
NativeAmerican Studies Specialty Area, this
program includes a Native American
philosophical form in teaching and learning.
It is not designed to be a study of Native
Americansthough it includes issues especially
relevantto Native Americans. That is to say
that the faculty of Community: Time, Space,
Peopleand Place are interested in providing
an environment in which faculty and students
sharein an experience in which they identify
topicsof mutual interest and share as partners
inthe exploration of those topics. We will
encourage students to assume responsibility
fortheir choices. Faculty will facilitate the
internalization of student motivation.
Four major questions frame the education
processfor the program: (1) What do I want
to do? (2) How do I want to do it? (3) What
do I plan to learn, and (4) What difference
willit make? Serious consideration of the
questions provides a reliable structure for
educational pursuit.
This program is an open, alternative
educational opportunity intended to include
student-designed projects into a coordinated
studiestheme that values significant human
relationships to the land, to work, to others
and to the unknown.
Students wishing to apply for this program
should submit a letter of application to David
Whitener (Lab I), describing their research
interest by the May 15, 1996 Academic Fair.
David will post the program list on his door by
May 20, in time for registration.
> 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
> This program is preparatory
for careers and
future study in education, archaeology, the
arts, anthropology, multicultural studies, tribal
government and Native American studies.
> Writing From the
Landscape
Spring/Group Contract
Faculty: Craig Carlson
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Contemporary natural history writers speak
for what Henry Benson calls the other nations
on the planet. They articulate our neglected
connections with the rest of the living world
- to land, to other animals and plants - in
language both passionate and thoughtful.
They combine humility, careful observation,
and images - the limitless slosh of sea or a
lacy canopy of madrona leaves. Landscape
threads through their work and their lives,
and their ideas resonate far beyond their
immediate subjects.
We will read natural history writers who in
Edward Abbey's words, "oppose injustice,
decry the powerful, and speak for the
voiceless" - artists like Henry David Thoreau,
Jimmy Santiago Baca, Louis Cabalguinto,
Leslie Marmon Silko, and the cowboy poets.
While biologists hope for clean answers, these
writers may be able to tell better stories with
no clear answers at all. Barry Lopez puts it
this way: "I think it is one of the strengths of
human wisdom to protect mystery. The
answers don't always serve as well as the
questions, and unresolved mystery serves us
very well."
Since writing natural history is a visual
discipline requiring a great deal of observation, we will study principles of visual literacy
in the best contemporary landscape photographers and painters, from David Bohn and
Inge Morath to traditional Navajo
sandpainters. Combining studies of listening
and seeing with research and adventure, each
student will complete a quarter-long writing
project on a self-selected topic concerning the
landscape. The primary job is to just do that
good job of research and to tell the story, tell
the story well. "Each live thing wags its home
waters, rumples the turf, rearranges the air,"
as Annie Dillaird explains.
This program is designed for either
students of science interested in exploring
their creative voice and vision or for students
of arts needing a spine of accuracy in their
work.
> Credit will be awarded in American
literature, American art history, multicultural
literature, intermediate or advanced creative
or expository writing (level and type to be
individually determined).
> Total: 16 credits
> This program is preparatory
for careers
and future study in reading, writing, visual
arts and environmental studies.
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Political Economy and Social Change
76
Convener: Peter Bohmer
Affiliated Faculty: Peter Bohmer, Priscilla
Bowerman, Ken Dolbeare, Fred Dube, Angela
Gilliam, Jeanne Hahn, Peta Henderson, Larry
Mosqueda and Tom Womeldorff
The Political Economy and Social Change
Specialty Area integrates anthropology,
economics, history, law, political science,
philosophy and sociology by offering ways of
understanding the modern world and
providing tools for analyzing contemporary
public problems. We focus on problems
related to class, race and gender - 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 how these issues impact the
quality of human life. We also analyze
strategies for social change, historically and in
the present, and explore alternatives to the
current global system.
Major social problems are deeply grounded
in theories and history of cultural, philosophical, social, economic and political practice.
Their understanding involves exploring basic
analytic concepts and values (freedom,
equality, justice and democracy) and their
meanings today. We look at societies as
dynamic and ever-changing systems, compare
them in different countries and cultures and
evaluate their impacts on the everyday lives of
all affected people.
Students interested in social science and
political economy will also want to look at
Working in Development: Learning from the
Past; Creating the Future (p.48) which
explores the history of development and its
contemporary manifestations; and at
Orientalism and Afrocentricity: En-Countering the Master Narrative (p, 68), which looks
at the concepts of Orientalism and
Afrocentricity in the context of contemporary
anthropology and politics.
~ From Public Issues to Public
Policies: An Introduction to
Economic and Policy Analysis
~ Who Built America:
Understanding the
u.s. Economy
Fall, Winter, Spring/Coordinated Study
Faculty: Greg Weeks, Russ Lidman
Enrollment: 47 (22 freshmen)
Prerequisite: No
Faculty Signature: No
Special Expenses: No
Part-time Options: Yes; Principles of
Economics, Introduction to Statistics
Internship Possibilities: No
Additional Course Allowed: No
Every community organization, from local
fire districts to national governments, makes
decisions that affect its citizens, constituents
or clients. The role of policy analysis is to
inform decision-makers about the consequences of their decisions. Policy analysis
addresses questions such as: Will the new
piece of fire-fighting equipment make the
community safer? Will the new employment
training program increase the income of
participants? and, What is the appropriate
level for college tuition?
This 16-credit program will provide the
background necessary to address questions
such as these. It will involve an extensive
introduction to economic reasoning, statistics,
and public policy.
In the fall, we will emphasize the tools
needed for policy analysis, including
principles of microeconomics, introductory
statistics, and an introduction to public policy
analysis. During winter and spring quarters,
while we will continue to build skills, we will
include more actual policy analysis and
applications of the tools we have developed.
During winter quarter, we will pay particular
attention to the Washington State Legislative
session and follow specific bills and policies.
During spring quarter, we will explore policy
issues facing Andean Latin America and write
a policy-related research paper.
Fall, Winter/Group Contract
Faculty: Jerry Lassen
Enrollment: 25
Prerequisite: Sophomore standing, Core
program
Faculty Signature: No
Special Expenses: No
Part-time Options: Yes, Principles of
Economics
Internship Possibilities: No
Additional Course Allowed: Yes
~ Credit will be awarded in economics,
statistics, mathematics, public policy and
economic development.
~ Total: 48 credits
~ This program is preparatory for careers
and further study in economics, public policy,
political science, statistics, management,
public administration and social science.
This 12-credit program will provide an
historical and theoretical context for
understanding the U.S. economy. In the fall
quarter, we will trace the social and historical
development of the U.S. economy from the
Founding Period through the end of the 19th
century. A 4-credit module, Principles of
Microeconomics, will be included as part of
the fall offering.
In the winter, the program will trace the
economy from the early 20th century to the
present with emphasis on the Great Depression and significant economic developments
after 1945. The primary focus will be on
macroeconomic conditions and policies that
were and continue to be implemented to
reduce economic instability. A 4-credit
module, Principles of Macroeconomics, will
be part of the winter offering.
~ Credit will be awarded in American
economic history, history of economic
thought, microeconomics and
macroeconomics.
~ Total: 24 credits
> This program
is preparatory for careers
and future study in political economy,
management and social science.
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~ Money: An Examination
of Financial Institutions
Spring/Group Contract
Faculty:Jerry Lassen
Enrollment: 25
Prerequisites:Sophomore standing
FacultySignature: No
SpecialExpenses: No
Part-time Options: Principles of
Macroeconomics
Internship Possibilities: No
Additional Course Allowed: Yes
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Although money plays a major role in
people'seconomic lives, few understand the
creation or the control of money. This 12creditprogram is intended to provide a firm
foundation in understanding the financial
institutions that have such a major influence
inthe stability of a capitalist economy.
In particular, the program will examine the
historyof money in the U.S. and the ways in
whichfinancial instability has been instrumental in business cycle history. In addition,
considerable emphasis will be placed on
understanding the role of the Federal Reserve
Boardin its ongoing influence on economic
events.At the conclusion of the program,
students can be expected to understand the
controversy surrounding the gold standard,
thecauses of the depression, the collapse of
thesavings and loan institutions, the 1987
stockmarket crash, the collapse of the dollar,
andthe ongoing influence of interest rates on
theeconomy.
A 4-credit module, Principles of
Macroeconomics, will be included as part of
theprogram.
~ Credit will be awarded in
macroeconomics, American economic history,
moneyand banking.
~ Total: 12 credits
~ This program is preparatory for careers
andfuture studies in management, social
science,and political economy.
~ Hidden History:
African Americans,
Irish Americans and
Latin Americans
Fall, Winter/Coordinated Study
Faculty: Patrick Hill, Angela Gilliam, Larry
Mosqueda
Enrollment: 75
Prerequisites: Junior/senior standing; two
years of college-level study of the humanities
and social sciences
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Most of us have become aware that the
official story of our nation's past, as told in
the history books of our primary and
secondary schools, is just one version of what
happened - a socially constructed version
designed to serve certain purposes. We may
also have become aware that this official
version is too narrow or exclusive to serve the
democratic aspirations of our increasingly
multicultural democracy.
This program, drawing upon the expertise
and experiences of the three instructors, will
focus in its readings and lectures on the
hidden histories of three peoples in the United
States: the African American, the Irish
American, and the Latin American. In terms
of time periods, the foci will be: (1) the socalled "Founding" or Colonial Era; (2) the
19th century, with attention to such topics as
the Mexican-American war, post-famine
migration from Ireland, and the Civil War
and Reconstruction; and (3) the post-World
War II era, in which the American "community" consolidated in the face of civil-rights
struggles and the emergence of North-South
conflict. We will pay special attention to such
topics as multiculturalism and bilingualism.
Student work in this program will build
upon work of students in Banned in Boston, a
previous offering of the program. Work from
students in Hidden History will also be
shelved in the Library as resources for future
work and as contributions to the creation of
the new multicultural narrative vital to the
future of the nation. Program activities will
include the lectures, films and videos, and
twice-weekly seminars with which Evergreen
students are familiar. And weekly written
work will be required. But in addition and
most importantly, all students will be
required: (1) to do extensive research into
some aspects of hidden histories (e.g., of
Chinese-American settlements in 19th-century
New York City or the participation and
leadership of Native American women in
tribal governance); (2) to enter into collaborative dialogue with differently focused students
in the program; (3) to present one's own
research and respond to the research of others
in end-of-the-program public conferences;
and (4) to assist us all in framing the
inclusion of those histories in an ultimately
comprehensive multicultural narrative which
enables us to live together with respect for
and appreciation of our differences.
~ Credits will be awarded in American
history, political economy, cultural studies,
philosophy of history, African American
studies, Irish American studies, and Latin
American studies.
~ Total: 32 credits
~ This program is preparatory for careers
and future study in American history,
educational and governmental administration, teaching, and ethnic, cultural and gender
studies.
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Science and Human Values
78
Convener:
Leo Daugherty
Affiliated Faculty: Leo Daugherty, Carolyn
Dobbs, Betty Ruth Estes, Jane Jervis, Alan
Nasser, Sara Rideout, Sandra Simon, Sarah
Williams and York Wong
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 remain relevant, and that, when
informed by current knowledge in natural,
physical and social sciences, the humanities
can help ensure our survival as a species and
promote an optimal civilization; and
» that citizenship in such 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 individuals.
> Anatomy of an Election
> Cultural Studies of Science
Fall, Winter/Coordinated
Study
Faculty: York Wong, Leo Daugherty
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With permission
of faculty
and Technology: Imagining
Affective Knowledges
To critical observers the 1996 presidential
election portends a bold direction for our
nation. It could transform the liberal,
corporate state which has long characterized
the U.S. political economy; render obsolete
such defining labels as conservative, moderate
and liberal to portray a rising populism; pose
a direct challenge to the two-party system;
and radically alter distribution of resources.
In short, America is poised for an emerging
ideology and public policy.
This potential permits us to scrutinize
modern democracy in theory and practice. As
the 1996 political campaign unfolds, we will
analyze how (and why) candidates and parties
identify and address major political, social,
economic and spiritual issues such as
proposed actions on education, welfare, and
criminal justice. We will study debates on
school prayer, abortion rights, family values,
the disappearing middle class, cutting the
national debt, policing the globe, and coping
with the environment. We will also look at
financing and managing campaigns in an age
of mass media, and the roles of pundits and
public opinion polls.
After the election: Who won and lost and
why? What lies ahead for class, race, gender,
environment and international neighbors?
Has America changed radically?
Our format will be weekly seminars and
lectures. We will study films, print journalism, television, radio talk shows and
campaign rhetoric. We expect students to
read and write extensively, to track one
specific issue throughout the campaign (e.g.,
"homeless in America") and present their
findings regularly to the class.
> Credit
will be distributed in American
studies, political economy, literature, cultural
and gender studies.
> Total: 16 credits
> This program is preparatory
for careers
and future study in political and social
sciences.
Winter, Spring/Group Contract
Faculty: Sarah Williams
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
As ethnographies of high-energy physics labs
and cultural critiques of reproductive
technologies demonstrate, the study of science
as culture politicizes culture as well as science.
Indeed, scientific facts as well as cultural
meanings have become troubled sites of
political interventions and personal investments. Gay activism surrounding HIVIAIDS,
like the women's health care movement of the
sixties and indigenous peoples' reclamation of
Western ethnobotanical "discoveries,"
suggests the radical potentials of becoming a
lay expert and acting on the realization that
knowledge is power.
What, then, are the implications of
imagining an indigenous science? A feminist
science? A green technological fix? And what
happens to the objectivity and productivity of
scientists when science itself embodies the
cultural logic of global capitalism?
A hard-won finding of cultural studies of
science to date is that science functions as a
cultural knowledge tradition that, by
definition, does not acknowledge its own
culture: the scientist who concedes cultural
bias also concedes the complicity of her/his
claims to scientific authority and legitimacy.
Similarly, when the social scientist uses postcolonial cultural analysis to study science, the
interpretive technology of culture itself loses
its innocence. The so-called postmodern
condition of knowledge is often linked
directly to this crisis in the authoritative
power of science both to contain belief and
produce truth.
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Thisprogram will trace a select history of
themodernist and postmodernist conditions
ofcultural studies of science and technology
whileproviding a general introduction to the
fieldof cultural studies per se. Students,
workingindividually or in small groups, will
designand complete a fieldwork-based
culturalstudy of science or technology.
Ethnographicmethodologies, postcolonial
feministtheory, and computer skills (including the use of Internet resources) will be
emphasized.
Texts might include: The "Racial"
Economy of Science, Sandra Harding, ed.;
Rethinking Technologies, Verena Conley, ed.;
Beamtimes and Lifetimes, Sharon Traweek;
Scienceas Power, Stanley Aronowitz; The
GeneHunters, Calestous Juma; Marxism and
the Interpretation of Culture, Cary Nelson
andLawrence Grossberg, eds; Simians,
Cyborgs and Women, Donna Haraway;
American Technological Sublime, David Nye;
The Chicago Gangster Theory of Life:
Nature's Debt to Society, Andrew Ross;
Scienceas Social Knowledge, Helen Longino;
Feminism and Science, Nancy Tuana, ed.;
Kipper's Game, Barbara Ehrenreich; Speaker
for the Dead, Orson Scott Card; Whose
Science? Whose Knowledge?, Sandra
Harding; Laboratory Life, Steven Woolgar
andBruno Latour; We Have Never Been
Modern, Bruno Latour.
~ Credit will be assigned in cultural studies
andthe area or areas of a student's research
efforts.
~ Total: 32 credits
~ This program is preparatory for careers
andfuture study in the humanities and social
sciencesas well as the natural sciences.
~ The Politics of "Revolution"
~ Freud and Philosophy
Fall, Winter/Group Contract
Faculty: Betty R. Estes
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall/Group Contract
Faculty: Alan Nasser
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will examine the essential features of
Freudian theory and psychoanalytic practice.
In his mature years Freud professed to be a
rigorous scientist, but toward the end of his
life he claimed to have solved philosophical
problems. We will take him at his last word
and treat him as a philosopher of modernity
whose principal effort was to attempt to reinvest the world with the sort of meaning by
which one can live one's life.
Our main focus will be on the unconscious,
sexuality, perversions and neurosis, group
psychology and female psychology. We will
read primary and secondary sources. Students
will attend lectures and seminars and there
will be weekly writing and two short papers.
Please note, this is an analytical, demanding offering, focusing exclusively on the
careful and rigorous analysis of theoretical
texts.
>- Credit will be awarded in philosophy,
psychology and social theory.
>- Total: 16 credits
When, and how, does a set of events
(intellectual, political, economic, social)
become designated a "revolution?" What
kinds of connotations, positive or negative,
does the word carry? Are we talking about
the same kinds of change when we discuss the
French Revolution, the Scientific Revolution,
the Sexual Revolution, and the Reagan
Revolution? Such questions will be central to
the studies in this group contract.
Most of the work of the contract will be
focused on historical studies. We will read
histories of such so-called revolutions as the
French, the Scientific, and the Industrial, and
will compare how different historians have
described the nature of the changes that
resulted from the events of the period. Do
historians who designate something as a
revolution intend to suggest "progress?" Does
a reexamination (as is currently a focus of
some studies of the French and Scientific
Revolutions) indicate that some of the
"revolutionary changes" have been exaggerated?
Students will also be expected to do some
examination of contemporary uses of the
word "revolution." It might be as revealing to
think about what doesn't get called a
revolution, as what does. Why do we talk
about the civil rights and women's "movements," rather than "revolutions?" What
does analysis of the use of such terms tell us
about power?
>- Credit will be distributed among history,
political theory, and philosophy.
>- Total: 32 credits
>- This program
is preparatory for careers
and future study in humanities and social
sciences.
~ This program is preparatory for careers
and future study in philosophy, psychology
and social theory.
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Science, Technology and Health
80
Convener: John Marvin
Affiliated Faculty: Clyde Barlow, Dharshi
Bopegedera, Gerardo Chin-Leo, Rob Cole,
John Aikin Cushing, Judith Bayard Cushing,
George Dimitroff, George Freeman, Jr., Tom
Grissom, Burton Guttman, Ryo Imamura,
Linda Kahan, Jeff Kelly, Rob Knapp, Betty
Kutter, AI Leisenring, Carrie Margolin, John
Marvin, Earle McNeil, Don Middendorf,
Gonzalo Munevar, James Neitzel, Janet Ott,
David Paulsen, Hazel Jo Reed, David
Rutledge, Masao Sugiyama, Fred Tabbutt,
Jude Van Buren, Les Wong, E.J. Zita
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This area is a center for the study of the
physical sciences, mathematics, computing,
human services and health-related subjects,
and laboratory biology. These subjects are
studied in several ways: for their own sake
(theories and experiments), for their
applications (e.g., in engineering, information systems or healing), and for their place
in culture and society. Science, Technology
and Health explores this vast field within its
own programs, and in partnership with
other Specialty Areas.
The area has three main goals: to provide
high-quality introductory and advanced
work for undergraduates interested in
careers or future work in science, technology
or health; to investigate the relationship of
science, technology and health to social and
individual human concerns; and to make
learning about science, technology and
health available to students who have
primary commitments to other areas of
study.
» Academic Pathways: For ease in planning,
we have laid out suggested program
sequences, or academic pathways, in subjects
where student interest is strong and we have
special strength. Not withstanding these
pathways, students may take any of the
programs and courses in this Specialty 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
studies in 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 full-time 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 full-time student typically enrolls in
one of these programs for 12 to 16 credits
each quarter. Almost all of the descriptions
on the following pages refer to programs of
this kind.
In addition, we offer a number of courses
in which a single subject is taught. These
courses typically award 4 or 6 credits or
about one-fourth to one-third of a full-time
load. These courses are useful for gaining
prerequisites, for pursuing part-time studies,
or simply for gaining an acquaintance with a
subject without making a full-time commitment to it.
» Important Note: Students who plan to
gain a given prerequisite by taking one of the
programs or courses should pay close
attention to their timing. We offer most such
courses only once each year, and some
programs only every other year. Courses are
listed quarterly in the Evergreen Times.
Prerequisites courses are also regularly
available during the summer.
~ 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, researchquality 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
TI
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 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 qualified
science students in graduate programs in
science, medical school and challenging
technical jobs.
> Career
Pathways in Science,
Technology and Health
~ Chemistry
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 quantita·
tive environmental studies. Advanced topics
will be offered in chemical thermodynamics
and bonding. 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
recently acquired computer systems. Linear!
digital electronics, microprocessors and their
applications to scientific measurements will
be covered in alternate years.
Senior project topics include studies and
simulations of chaotic chemical systems,
silicon chemistry, instrument design,
biophysics and biochemistry.
» First Year
Any Core program, plus courses if necessary,
to meet prerequisites for Matter and Motion,
e.g., precalculus math and basic chemistry
» Second Year
Matter and Motion
» Third or 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
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~ Computer Studies
~ Health and Human Behavior
~ Mathematics
TheComputer Studies pathway is designed to
servestudents planning careers or graduate
studyin the fields of computer science,
informationsystems, or applications software
inthe arts or sciences. The student who
completesthis pathway will have a solid
foundationin computer science and be
preparedfor career opportunities or graduate
schoolin computing.
Thepathway is strongly interdisciplinary
andincludes partnership programs offered on
aregular basis with other Specialty Areas and
thedisciplines of the arts, communication,
educationand natural sciences. Some of the
ComputerStudies pathway is accessible on a
part-timebasis and to students outside the
pathway.
» The Structure of the Pathway
» First Year
AnyCore program, plus courses if necessary,
tomeet prerequisites for Data to Information
The Health and Human Behavior pathway
has three main, often intersecting branches:
psychological counseling, human services and
health sciences. Professionals 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 its interaction with
the other fields.
Students interested in pursuing these areas
will want to select from a broad range of
programs during their first two years, such as
social and cultural studies, literature, the arts,
and Health and Human Behavior.
Students wishing to develop skills in
human services and psychological counseling
may select programs such as Science of Mind
and Psychological Counseling. In addition,
students find many opportunities for
internships which integrate their learning and
real-world work experiences.
Work in health sciences prepares students
for professional training in medicine,
dentistry, naturopathic medicine, midwifery
and veterinary medicine, for graduate work in
nutrition, biochemistry, genetics, microbiology and pathology, as well as for paraprofessional jobs such as counseling in nutrition and
health. Matter and Motion and Foundations
of Natural Science are entry programs for
students in this branch. Students may do
advanced work in Molecule to Organism and
possible additional work in advanced biology,
nutrition, health policy planning, computers,
statistics or experimental design.
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
programs 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.
» A Recommended Pathway:
» First Year
Any Core program plus courses, if necessary,
to meet prerequisites for Matter and Motion.
(Students who are well-prepared may select
Matter and Motion their first year, with
faculty signature.)
» Second Year
Datato Information, an entry-level program
offeredeach year covering the fundamental
structuresand algorithms of computer
science,and how these are used to build
computerand information systems
» Third or Fourth Years
Advancedofferings alternate, with Computabilityand Cognition offered in even years
(e.g.,1996-97) and Student Originated
Softwareor Science of Mind in odd years
(e.g.,1997-98)
Students intending to follow the computer
studiespathway should plan to enroll in Data
toInformation and one advanced program.
Theyshould plan to select at least two
quartersof work from other Specialty Areas
relatedto their interests.
~ Energy Studies
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TheEnergy Studies pathway leads to careers
inapplied energy analysis and development,
energy-efficientdesign, and energy policy
analysisand implementation. The heart of the
EnergyStudies curriculum is the Energy
Systemsprogram, which is offered in
alternateyears and may be taken in the third
orfourth year. This advanced program is
complemented by advanced work in either
technicalor policy areas.
» The Suggested Pathway
» First Year
AnyCore program
» Second Year
Electives(introductory calculus and physics
areuseful, though not required for entry into
EnergySystems), Matter and Motion or
Foundations of Natural Science
» Third or Fourth Years
EnergySystems or any combination of senior
thesis,internships, portions of Physical
Systems,or programs in other Specialty Areas
~ Laboratory Biology
This pathway focuses on studies of molecular
and organismic biology in the lab, using
concepts and methods from biochemistry,
molecular and cellular biology, genetics, 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
» Second Year
Matter and Motion or Foundations of
Natural Science
» Third Year
Molecule to Organism or outside studies
» Fourth Year
Molecule to Organism, individual study or an
advanced biology group contract
Many students take individualized study
through contracts, sometimes involving
research projects with faculty members. Past
and current students have been involved in
projects such as bacteriophage genetics,
photosynthesis and behavioral physiology.
» Second Year
Data to Information, full time, or
Matter and Motion, full time, or
Matter and Motion, calculus-course portion,
part time
» Third or Fourth Years
Mathematical Systems, a full-time 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
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> Computability and
Cognition: The Scope and
Limits of Formal Systems
Fall, Winter, Spring/Coordinated Study
Faculty: David Paulsen, Al Leisenring
Enrollment: 50
Prerequisites: Sophomore standing; high
school level, intermediate algebra
Faculty Signature: Yes
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, with
permission of faculty
By Reasoning I mean Computation.
- Thomas Hobbes
A variety of beliefs surround the nature of
human cognition. For some, like Hobbes,
thinking consists of nothing but the manipulation of symbols according to certain rules.
For others, thinking is characterized not by a
system of rules, but by a network of
associations. This program will explore the
strength and limits of a variety of computational models of human cognition. We will
study the mathematics of formal systems,
topics in philosophy and linguistics, and
recent work in artificial intelligence.
The mathematics of formal systems
constitutes the foundation of the program.
Topics in mathematics, such as mathematical
logic, theory of computation, and formal
language theory, will be selected because they
have clear implications for computer science
and cognitive science. Problem assignments
will give students the opportunity to improve
their skills in proving theorems and in
devising strategies for solving problems. They
will have the opportunity to learn at least two
programming languages and to do a
computer-based spring quarter project.
In addition to these activities in which the
student is working within a formal system, we
will focus on the limitations of formal systems
and in particular examine one of the great
intellectual achievements of the 20th century
- Godel's incompleteness theorem, which
states that every axiom system for arithmetic
is necessarily incomplete or inconsistent. As
we shall see, this result and others like it
establish inescapable limits to the power of
formal systems in general, and to computer
programs in particular.
The philosophy component of the program
will examine issues in the philosophy of mind
and of language. Our readings for the first
half of the year will include the works of
philosophers who argue for a dualist account
of mind and a rationalist, rule-based
philosophy of knowledge. Later in the year
we will read some 20th-century proponents
and critics of these views, including Noam
Chomsky and Ludwig Wittgenstein. One
primary focus of the seminar will be on the
current debate between those who favor
computational models of the mind that are
based on symbol manipulation and those who
favor systems that model neural networks.
Beyond intermediate algebra there are no
math prerequisites for this program.
However, a more advanced mathematical
background is desirable, not so much for its
content, but for its exposure to the mathematical way of thinking. It will be assumed
that students have sufficient aptitude and
motivation to think logically and to deal with
abstract concepts and symbolic languages.
There are no computer science prerequisites.
Students wishing to apply for this program
should complete a take-home examination,
available from David before the May 15,
1996 Academic Fair. David will post the
program membership on his door May 20, in
time for registration, or respond by mail.
> Credit will be awarded
in mathematical or
symbolic logic, philosophy, computer
programming, discrete mathematics, formal
language theory, theory of computability, and
cognitive science.
> Total: 48 credits
> The program is preparatory
for careers and
future study in teaching, mathematics,
computer science, philosophy, and cognitive
science.
> Data to Information
Fall, Winter, Spring/Coordinated Study
Faculty: George Dimitroff, TBA
Enrollment: 50
Prerequisites: Sophomore standing; proficiency in high school algebra
Faculty Signature: Yes
Special Expenses: $5 lab fee, fall quarter only
Part-time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: With faculty
permission
Interested in what goes on behind the scenes
of your Mac, PC, word processor, the
Internet, your school's information system,or
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 that is 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
semmar.
Students wishing to apply for this program
should schedule an interview with George (in
person or by telephone at 360/866-6000,
x6733) at or before the May 15, 1996
Academic Fair. He will post program
membership on his door by Monday, May
20, in time for registration.
> Credit will be awarded
in programming,
digital logic, computer architecture, operating
systems, data structures and algorithms, and
discrete mathematics.
> Total: 48 credits
> This program is preparatory
for careers
and future study in computer science, science
and mathematics.
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Fall,Winter, Spring/Coordinated Study
Faculty:Burton S. Guttman, E.}. Zita, TBA
Enrollment:75
Prerequisites:Sophomore standing; high
shool algebra
FacultySignature: No
SpecialExpenses: $5 per quarter lab fee;
approximately $30 for retreat or overnight
fieldtrip
Part-timeOptions: Possible for special cases
withpermission of faculty
InternshipPossibilities: No
AdditionalCourse Allowed: Possible, as
substitutefor a topic studied previously
Thisprogram is designed to develop an
integrated understanding of physics,
chemistry,biology, and mathematics in a
culturalcontext. Most of our time will be
devotedto systematic studies of these
sciences.We will emphasize learning through
workshops, problem sessions, seminars, and
laboratories, rather than lectures. Students
willbe expected to work closely with one
another in small groups, solving problems
and discussing concepts to acquire confidence
intheir knowledge and facility with the
principles. Students will be placed in an
appropriate math level, based on an entrance
placement exam, and are expected to make
substantial progress in mathematics throughoutthe year.
We recognize science as one of the most
powerful cultural forces in modern society.
Theworld of the 21st century will be largely
shaped by the scientific and technological
advances of the past, which hold out the
possibility of long, fulfilling lives for the
world's people, alongside the possibility of
worldwide ecological disaster due to
overpopulation, pollution, and habitat
destruction. Which possibility becomes reality
willdepend upon widespread education and
understanding of scientific issues, as well as
complex social and economic issues; yet the
peoplewho must make the critical decisions
are increasingly ignorant of science and
apathetic about the issues. A major theme of
the program will be to address these problems
ofscience in modern society through a weekly
seminar series. We will put a lot of emphasis
on analysis of the issues through reading,
discussion, and writing.
We expect students to end the year with a
working knowledge of scientific and
mathematical concepts, with improved
abilities to reason critically and to solve
problems, and with hands-on experience in
natural science.
~ Credit will be awarded in biology,
chemistry, mathematics, physics, science and
society.
~ Total: 48 credits
» This program is preparatory for careers
and future study in education, health sciences,
laboratory and field biology, and environmental/earth/marine science, and for students
interested in natural science as part of a
liberal education.
~ Matter and Motion
Fall, Winter, Spring/Coordinated Study
Faculty: Rob Knapp, Gonzalo Munevar, Fred
Tabbutt
Enrollment: 60
Prerequisites: Sophomore standing; readiness
to start calculus; high school physics and
chemistry very helpful but not required.
Faculty Signature: Yes
Special Expenses: High textbook costs;
graphing calculator (TI-82 or equivalent)
required; $5 per quarter lab fee possible.
Part-time Options: Yes, for students who
have completed some portion of the program
material. Consult coordinator.
Internship Possibilities: No
Additional Course Allowed: Only as
substitute for material covered in previous
study.
This program is designed for students with a
keen desire for a strong grounding in physics,
chemistry, and mathematics as preparation
for advanced work in physical and biological
sciences. In addition to teaching 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 backgrounds in science
and critical thinking; it calls on verbal and
visual intelligence as well as mathematical
and mechanical ability.
Differential and integral calculus will
provide a foundation for the study of
university physics and chemistry, including
mechanics, stoichiometry and bonding,
chemical equilibrium, oscillations and waves,
thermodynamics, chemical kinetics, and
electricity and magnetism.
In addition to c1asswork in the science
subjects, the program will involve "exploration" laboratories, which teach how to find
the right questions for investigating physical
systems, as well as introducing students to
important techniques for answering them.
There will be extensive use of lab microcomputers for controlling experiments, collecting
data, and processing results.
Regular seminar readings and discussions
will investigate the human dimensions of
discovery and cultural patterns within the
physical sciences, together with their abilities
- and limitations - in contributing to human
affairs.
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Students wishing to apply for this program
should complete the entry test of precalculus
math and critical thinking by Wednesday,
May 15, 1996. The test is available from Rob
Knapp (360/866-6000, x6149). Rob will post
the program membership on his door
Monday, May 20, in time for registration.
Students wishing to enter the program winter
or spring quarters will complete an entry test
based on the material covered in Matter and
Motion's previous quarter(s).
~ Credit will be awarded in introductory
calculus, university physics, and university
chemistry, all with lab; seminar on science
and culture; and project or special-topic
studies.
~ Total: 48 credits (all science credits are
lower-division)
~ This program is important preparation for
future study or work in engineering, medical
and health fields, biological science, chemistry, physics, or mathematics.
~ Lecture Series: Science
Stories of the 20th Century
Fall, Winter/Course
Faculty: John Marvin, Tom Grissom
Enrollment: 100
Prerequisites: No
Faculty Signature: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Humans have perhaps always conveyed their
understanding of the world through stories.
Among the important stories we tell in order
to make sense out of things are those which
have come out of science. The 20th century
has witnessed a remarkable intellectual
revolution in our understanding of the world,
and ourselves, in fields like physics, chemistry, biology, and environmental science, and
through the development of new technologies
like computer science, artificial intelligence
and virtual reality. In this weekly lecture
series we will explore some of these stories in
order to look more closely at the scientific
understanding on which they are based. In
particular, we will examine those stories like
relativity, quantum theory, cosmology,
molecular biology, genetic engineering,
ecology, artificial intelligence and the
exploration of space which shape and reflect
our understanding of ourselves and our place
in the world. Presentations will be made by
guest lecturers from the faculty or from
outside the college. Selected readings will be
used to provide background material on
various topics. Credit will be based on
attendance and successful completion of two
short exams given each quarter. This lecture
series is open to all students.
~ Social Work
~
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing; Core
program or equivalent
Faculty Signature: Yes
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
ar
This group contract is an interdisciplinary
and multicultural examination and study of
social work practice as a social movement.
The focus is on social work as a strategy for
social justice, social change and social reform.
Beginning with Jane Addams and the
settlement house movement, we trace the
professionalization of social work and with it
a shift toward a therapeutically oriented
'
practice. The 1960s drew social work practice
back to its roots of social reform, social
justice through social legislation; and the field
seems to have transformed itself mainly into a
professional form of psychotherapy.
Nonetheless, as we near the 21st century we
hear voices from within the social work
profession calling once again for a return to
its roots in community-based empowerment
and advocacy for social justice. Our focus is
on social work as a social movement, not on
the training in social work.
Students wishing to apply for this program
should schedule an interview with Justino
either in person or by telephone (360/8666000 ext. 6051) before the March 12, 1997
Academic Fair. Justino will post the program
membership on his door (Library 3401A) by
the next Monday.
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~ Credit will be awarded in introduction to
science, history and philosophy of science.
~ Credit will be awarded in social work,
human services, social psychology, political
economy, sociology and cultural studies.
cher
~ Total: 2 credits per quarter
~ This program is preparatory for careers
and future study in computer science, natural
science, environmental studies and social
science.
~ Total: 16 credits
~ This program is preparatory for careers
and future studies in social work and human
services, community organization, social
planning and social psychology.
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and Research
Fall,Winter, Spring/Group Contract
Faculty: Dharshi Bopegedera
Enrollment: 25
Prerequisites: Junior/senior standing; one year
of college general chemistry and differential/
integral calculus
Faculty Signature: Yes
Special Expenses: $5 per quarter lab fee
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
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This program is designed to explore the world
of the chemist; we will combine the theoretical work of the lab and the practical
applications of that work in the world. The
program will provide the advanced preparation that will enable students to pursue
graduate work or careers in chemistry and
chemical engineering. It will also be useful for
students considering careers in medicine,
biochemistry or chemical physics.
During the fall and winter quarters, the
lecture portion of the program will cover the
traditional junior and senior level topics in
physical chemistry and inorganic chemistry.
These include thermodynamics,
quantum
mechanics, inorganic chemistry, chemical
kinetics, statistical mechanics and spectroscopy. The laboratory portion of the program
will train students to use the college's
chemical instrumentation
to carry out
assigned laboratory experiments. All members
of the chemistry faculty, as well as all science
instructional technicians, will be involved in
teaching the laboratory portion, ensuring
breadth and individual guidance.
During spring quarter, the lecture portion
of the program will cover special topics in
chemistry such as coordination chemistry,
lasers, and electrochemistry. Students will be
assigned laboratory research projects, under
the close supervision of chemistry faculty. In
addition, students will be required to present
a chemistry seminar on a technical topic.
Throughout the year, workshops will be
conducted on technical writing and library
research methods, including on-line searching.
Guests will be invited from graduate schools
and chemical industries to provide an
opportunity for students to obtain information about graduate schools and careers.
Students wishing to apply for a faculty
signature for this program should schedule an
interview with Dharshi before the May 15,
1996 Academic Fair. Transfer students may
arrange telephone interviews before or on
May 15, 1996 (360/866-6000, x6620).
Dharshi will post the program list on her
door by May 20, in time for registration.
~ Credit will be awarded in thermodynamics,
quantum mechanics, inorganic chemistry,
spectroscopy, instrumental analysis lab, and
undergraduate research in chemistry (all
upper-division)
~ Total: 48 credits
~ This program is preparatory for graduate
work in chemistry and medicine, and careers
in industrial chemistry and engineering.
~ Molecules and Organisms:
Function and Disease
Fall, Winter Spring/ Coordinated Study
Faculty: Clyde Barlow, Jeff Kelly, Jude Van
Buren, James Neitzel
Enrollment: 75
Prerequisites: Junior/senior standing; one year
of college chemistry and college algebra, and
some college biology recommended; Matter
and Motion or Foundations of Natural
Science recommended
Faculty Signature: No
Special Expenses: $5 per quarter lab fee
Part-time Options: With faculty permission
Internship Possibilities: With faculty
permission
Additional Course Allowed: With faculty
permission
Molecules and Organisms covers laboratory
biology, environmental health and 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 more advanced work in biology or
chemistry, or to careers in health or environmental sciences. It includes organic chemistry
and the topics of genetics, physiology,
developmental biology, molecular and cell
biology, immunology, toxicology, environmental health and biochemistry in a year-long
sequence. A strong laboratory component is
maintained all year.
Fall quarter begins with two separate
threads - one at the organism level and the
other at the molecule level. We start with
small organisms and focus on their structure
and function through microbiology, cell
biology and genetics. In the molecular thread
we examine organic chemistry and the nature
of organic chemical reactions and compounds. Winter quarter brings the threads
closer together by considering organic
spectroscopy, applications of organic
chemistry in biochemistry, molecular biology
at the microscopic level, and physiology and
toxicology at the organism level. By spring
quarter we will examine the health of
organisms through continuing study of
physiology and biochemistry, immunology,
advanced molecular genetics, and environmental health and epidemiology.
85
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~ Credit will be awarded in organic
chemistry and biochemistry; topics in biology
such as microbiology, genetics, molecular,
cellular and developmental biology and
physiology; and toxicology, epidemiology and
environmental health. (Program credit will be
nearly all upper-division except for environmental health and 8 credits of organic
chemistry.)
~ Total: 48 credits
~ This program is preparatory for careers
and future study in biology, chemistry and
health or environmental sciences.
ill
~ Physical Systems
86
Fall, Winter, Spring/Coordinated Study
Faculty: John Marvin, Tom Grissom
Enrollment: 50
Prerequisites: Junior/senior standing; Matter
and Motion or a first course in differential or
integral calculus and one year of college-level
physics (preferably calculus-based)
Faculty Signature: No
Special Expenses: Above-average textbook
expenses; $5 per quarter lab fee
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This year-long program will examine the
principal concepts and theories by which we
describe and understand the external physical
world, from the realm of our immediate
senses (classical physics) to that of the small
and inaccessible (quantum theory) to the vast
and remote (relativity theory). The emphasis
throughout will be on understanding the
nature and formal structure of quantitative
physical theories, and in looking at the
unifying concepts and common mathematical
structures that organize the various physical
theories into a coherent body of knowledge.
The approach will necessarily be mathematical. The mathematical methods will be
developed as needed and in the context of
their use in the physical sciences. The central
role of mathematics in describing nature will
be a constant theme and one of the important
intellectual issues of the program. Quantitative problem solving will be emphasized. The
program will be organized around components in classical mechanics, electricity and
magnetism, thermodynamics, quantum
mechanics, relativity theory, and selected
topics in contemporary physics. The
mathematical material will consist of topics
from multi variable calculus, linear algebra,
and differential equations. Computers and
computer graphics will be used as appropriate
for obtaining numerical solutions to explicit
problems and for gaining qualitative insight
into physical processes.
This program will constitute serious
preparation for more advanced work,
including graduate study in physics, applied
mathematics, or the physical sciences. It will
be a rigorous and demanding course of study
and to complete it students will need to
devote a minimum of 40 hours per week to
their academic work. The method of
presentation will be lectures, seminars, and
problem solving workshops.
~ Upper-division credit will be awarded in
physics, mathematics, and numerical
methods. Lower-division credit will be
awarded in philosophy of science.
~ Total: 48 credits
~ This program is preparatory for careers
and future study in physical sciences,
engineering and applied mathematics.
~ Human Health
and Behavior
Fall, Winter, Spring/Coordinated Study
Faculty: Don Bantz, Stephanie Kozick, Betty
Kutter
Enrollment: 60
Prerequisite: Sophomore standing
Faculty Signature: No
Special Expenses: Approximately $30 for
program retreat
Part Time Options: Yes, 12 credits with
faculty permission
Internship Possibilities: No
Additional Course Allowed: Yes, students
with a strong background in science and/or
psychology are encouraged to substitute a 4credit course which meets needs for future
work or study. Please discuss details with
faculty.
In Human Health and Behavior we will
investigate the biological, psychological,
spiritual, social, economic, and political
forces that affect the ways we think, act, and
come to "know." Through this inquiry,
students will develop a strong foundation for
further work in the areas of health, human
services, education, and counseling.
Our approach is guided by the assumption
that behavior and health are mutually
influenced by psychological, biological, and
spiritual forces; and that culture and politics
influence our definitions of illness and our
understanding and facilitation of health and
wellness. We assume further that this flow of
information takes place on many levels from sub-cellular and biological subsystems
to psychosocial, family, organizational, and
community systems.
Drawing on human biology, sociology,
anthropology, education, and psychology,
the program will examine physiological
development, the roles of gender and culture
in differentiating human behavior, the central
importance of self-esteem, and the guiding
psychological processes. We will emphasize
cognitive development, nutrition, perception,
psycho-neuro-immunology and the impact of
sociological, environmental, and aesthetic
forces that influence mental and physical
health. Students will be expected to develop
analytical skills in reading, writing, discussion, and research and to cultivate multiple
perspectives and approaches that facilitate
their own good health.
As faculty, we share an interest in
promoting wellness in individuals, families,
homes, work spaces and communities. It is
our intent to foster a wellness learning
community environment wherein individuals
are encouraged to explore "well" behaviors
and lifestyles within a mutually supportive
atmosphere, investigating stress reduction,
nutrition, exercise, and alternative healing
arts. We will make extensive use of guest
speakers, hands-on workshops, films, and
slides in addition to the usual lecture,
seminar, and integrative writing activities.
~ Credit will be awarded in psychology,
human biology, nutrition, sociology,
anthropology, education, and health.
~ Total: 48 credits
~ This program is preparatory for careers
and future study in human services, education, health science, and psychology.
~I
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~ Perspectives on Behavior:
History, Systems
and Fields of Psychology
Is
Fall,Winter, Spring/Coordinated Study
Faculty:Carrie Margolin, TBA
Enrollment: 50
Prerequisites:Junior/senior standing
FacultySignature: No
SpecialExpenses: Approximately $30 per
quarter for overnight retreat, travel to
possibleinternship, retreats; $15-20 for
pocket statistical calculator
Part-time Options: With faculty permission
Internship Possibilities: Optional
Additional Course Allowed: With faculty
permission
Thescope of psychology, clinical/counseling
and experimental, is quite broad. Perspectives
on Behavior is designed to provide coverage
of the breadth of psychology, with an
emphasis on the ways in which psychologists
havecharacterized and studied behavior for
more than 100 years. We will acknowledge
the historical and cultural influences that
shaped psychology's view of human behavior.
Students with previous course work in
psychology will find more than just a review
of topics: Our goal is to work with original
source readings of the most important
theoretical and empirical journal articles and
books, from Wundt's (1873) treatise, which
defined scientific psychology, to current
cutting edge research. Although the breadth
of topics will be equivalent to that covered in
a standard introduction to psychology course,
the depth will be far greater. Additionally,
students will receive credit in many of the
areas of psychology prerequisite for graduate
study, among which are history and systems
ofpsychology, research design and methodology,descriptive and inferential statistics,
abnormal psychology, personality theory, and
learning theory.
Because a deep understanding of original
sourcereadings requires knowledge of
research design and methodology, and
descriptive and inferential statistics, these
areaswill be a central part of our study. As
students become familiar with the writing
styleof scientific psychology, they will work
toward proficiency in American Psychological
Association (APA) format for technical
writing in the social sciences. Library research
skillswill be emphasized, so that students
learnto use abstracts and indexes (such as
PsychologicalAbstracts and the Social
SciencesCitation Index), along with their
computerized versions (such as "PsychLit").
During spring quarter students will take on
either an internship in psychology or a
research projectin experimental psychology.
This will provide the opportunity for some
hands-on work within the area of psychology
closest to the student's own interests or goals.
87
> Credit
will be awarded in history and
systems of psychology (upper-division credit),
research design and methodology, descriptive
and inferential statistics, technical writing for
the social sciences, developmental psychology,
cognitive psychology (upper-division credit),
social psychology, abnormal psychology,
personality theory, learning theory, and either
an internship or research project (both upperdivision credit).
> Total: 48 credits
> This internship program is preparatory for
careers and future study in psychology,
education, social work, and the social
sciences.
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Tacoma Campus
88
"Enter to learn, depart to serve."
Director: Dr. W. J. Hardiman
The Tacoma Campus of The Evergreen State
College is committed to providing its students
with a community-based, world-centric
liberal arts education. The campus operates
from a frame of reference that values family,
community, collaboration, inclusivity and
hospitality. Recognizing the importance of
personal and professional growth, research
and scholarship, and commitment to
community and public service, the Tacoma
campus seeks to provide a catalytic climate
for intellectual, cultural and social growth.
~ Features and Benefits
» Located in an urban inner-city
environment
» Small class size
» Faculty and student diversity
» Flexible class schedule
» Day and evening classes
» Interdisciplinary studies with
linked classes
» A curriculum that integrates students'
life experiences and goals
» An emphasis on diverse cultural
perspectives and experiences
» Opportunities to engage in dialogues
across and beyond differences
» Personalized academic support and
evaluation processes
.» Upper-division studies leading to a
Bachelor of Arts degree
» Twenty-year record of student success
» A tradition of employer satisfaction
with graduates
» High graduate school placement rate
~ Who Should Apply
Working adult learners from Western
Washington who have junior status (90 hours
of transferable college-level courses) and who
are interested in personal and professional
advancement and/or preparation for graduate
school. Prerequisites for success include a
willingness to be open-minded, to challenge
and expand one's knowledge base, and to
engage in difficult dialogues across and
beyond differences.
For more information about the Tacoma
campus, call (206) 593-5915 or, through the
Olympia campus, (360) 866-6000, ext. 6604.
(
~ Millennium Shifts
and Heightened Realities:
Focuses, Directions and
Frames of Reference
for the Next Millennium
Fall, Winter, Spring/Coordinated Study
Faculty: Dr. W. J. Hardiman Peter Bohmer,
George Freeman, Jr., Willie Parson, TBA
Enrollment: 120
Prerequisites: Junior standing and prospective
student interview
Faculty Signature: Yes
Special Expenses: Approximately $20 per
quarter for tickets to cultural events
Part-time Options: No
Internship Possibilities: Yes, for students in
their senior year, spring only
Additional Course Allowed: No
There is a saying in many communities that
goes like this: "If you are given lemons, then
you better learn to make lemonade." Being
able to work with the givens has been an
essential skill during periods of paradigm
shifts and heightened realities. As we
approach the year 2000, it is critical that we
maintain focus and direction in the midst of
personal, familial, professional, economic,
intellectual, technological and spiritual
displacement.
Fall quarter, faculty and students will
excavate, examine and critically analyze
selected transitional periods in world history
from ancient to contemporary times, to
discover strategies for the successful navigation of some of our contemporary issues,
concerns and disillusionments.
Winter quarter, we will focus on those
wisdoms and survival skills that allowed our
foreparents to complete victoriously their
Middle Passages.
Spring quarter, we will apply these
learnings to our personal, professional and
community lives through student-originated,
community-based collaborative projects.
Students participating in this history-based
program will develop skills in historical
analysis, popular cultural studies, human
development, literature, biology, law and
public policy, political economy, library
research methods, computer applications,
media literacy and community field studies.
Students wishing to apply for this program
should schedule an interview with Dr.
Hardiman, at the Tacoma campus. New
students are accepted into the program each
quarter.
> Credit will be awarded
in world history,
literature, cultural studies, psychology,
biology, political economy, law and public
policy, library research methodology,
computer applications, media literacy and
community field studies.
> Total: 48 credits
> This program is preparatory
for careers
and future study in organizational management, education, law and public administration, and the human and social sciences.
>
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Graduate Study at Evergreen
n
~ (MES)
Master of
Environmental Studies
The graduate program in Environmental
Studies combines a deep understanding of
ecological and environmental issues with a
study of environmental policy development
and implementation. The program focuses on
the relationship between science and policy,
so students can expect a balanced curriculum
that considers and seeks creative solutions to
contemporary environmental issues. Since its
beginning in 1984, the program has prepared
students for employment in both the public
and private sectors or continuing graduate
study in related fields.
The MES Program is open to part-time and
full-time students. Part-time students enroll
for 8 credits per quarter, while full-time
students enroll for 12 credits per quarter. To
make attendance easier for employed
students, most course work is concentrated in
the evening and late afternoon. The 72quarter hour completion requirement can be
met by part-time students in nine quarters,
while full-time students can complete their
work in as few as six quarters. All students
are expected to have recent course work in
both the social and natural sciences and in
statistics before entering the program.
The MES Program consists of three parts:
(1) required core courses taken by all
students; (2) elective course work; and (3) a
thesis. The core is taught by an interdisciplinary team of faculty, representing the natural
and social sciences. It is 8 credits per quarter.
The core sequence runs consecutively for four
quarters: political, economic and ecological
processes, fall quarter; population, energy and
resources, winter quarter; quantitative
analysis for environmental studies, spring
quarter; and case studies, fall quarter of the
second year.
Electives are in-depth 4-credit courses that
are focused on specific topics of environmental analysis and problem solving. Part-time
students enroll in their elective course work
after completing the required core courses.
Full-time students enroll in both core courses
and electives. Typically, three elective courses
are offered each quarter. 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.
Some variation from year to year will occur
based on student interest and faculty
availability.
All students are required to complete a
thesis. The MES Program offers an 8-credit
and 16-credit thesis option. The 8-credit
thesis is completed during winter and spring
quarter of each academic year. Students
selecting the 8-credit thesis option complete
the MES degree with 32 credits of core
courses, 32 credits of elective course work,
and 8 credits of thesis. The 16-credit thesis
option offers students the opportunity for
extended research, data collection and
analysis. Students selecting the 16-credit
thesis complete the MES degree with 32
credits of core, 24 credits of electives, and 16
credits of thesis.
Questions concerning the MES Program
should be directed to Bonita Evans, Program
Coordinator, MES, LAB I, The Evergreen
State College, Olympia, WA, 98505; (360)
866-6000, ext. 6707.
> (MPA)
89
Master of
Public Administration
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. Most
students enrolled in the program are
employed full time by state or local governments. To accommodate these working
students, classes are concentrated in the
evenings.
A student can complete the 60-quarter
hour degree requirement in six to eight
academic 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 credits 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.
~
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The applications project is completed
during spring quarter of the second year. It is
an individually or group-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.
~ 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 8 credits)
» Electives
(12 credits; typically, three 4-credit
courses)
Inquiries about the MPA program should
be addressed to Bonita Evans, Program
Coordinator, LAB I, The Evergreen State
College, Olympia, WA, 98505;
(360) 866-6000, ext. 6707.
~ MES/MPA
Program Procedures
~ Admissions
The application deadline for early admission
is February 15, 1996. After that date,
applications will be considered as they are
completed. Individuals interested in receiving
a Catalog or in applying for admission to the
program should contact the Admissions
Office, The Evergreen State College, Olympia,
WA,98505.
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; aid to parttime students, however, is more limited. In
some cases, the MPA or MES programs can
assist a student in obtaining part-time publicsector employment. Information on financial
aid is available from the MPA Program, the
MES Program and the Financial Aid office at
Evergreen.
~ Master in Teaching (MIT)
>- Elementary
and Secondary
Endorsements
Director: Michael Vavrus
FieldServices Officer: Appointment pending
Admissions Officer: Susan Hirst
~ Graduate Teacher Education
Evergreenoffers an innovative Master in
Teaching degree program, full time for six
academic quarters. Successful completion will
result in the MIT degree and initial residency
certificate.
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 Residency
Teaching Certificate (effective 8/31/97).
Major areas of interdisciplinary study in
the program include psychology, philosophy
and history of education, multicultural
studies,research and teaching methods. There
willbe a strong emphasis on field experience.
Fiveof the six quarters will include significant
work with students in schools.
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 self-contained
classroom, grades K-8, will qualify for the
elementary certificate. For Evergreen's MIT
Program, candidate 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, must be completed no later than the
summer preceding year two. It is not possible
to undertake any endorsement courses during
the six quarters of the professional program.
>- 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 8 credits of natural
science, 8 credits of social science and 12
credits of writing. As part of the admission
process, students must take the Graduate
Record Exam (GRE).
Students wishing to apply to the program
must submit all application materials to the
college's Admissions Office. Required
materials include 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 catalog, Master in Teaching at Evergreen,
1996-98.
The two-year cycle from 1996 through
1998 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.
91
~
~
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Trustees, Administration and Faculty
92
>- Board of Trustees
>- Faculty
September 1995
This is a listing of Evergreen's faculty as
of 1995-96. 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.
Lila S. Girvin
Spokane
Frederick T. Haley
Vice Chair, Tacoma
Dwight K. Imanaka
Secretary, Seattle
Edward F. Kelly
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
Appointment pending
Vice President for Finance
and Administration
John Aikin Cushing
Academic Dean
Virginia Darney
Academic Dean
Masao Sugiyama
Academic Dean
Leslie E. Wong
Academic Dean
William E. Bruner
Dean of Library Services
Shannon Ellis
Dean of Student and Academic Support
Services
Arnaldo Rodriguez
Dean of Enrollment Services
Richard W. Alexander, Emeritus, English and
Literature, 1970; Assistant Academic Dean, 198082; 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.,
Management/Marketing, 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, Emeritus, 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.
Gerardo Chin-Leo, Marine Biology, 1991; B.A.,
Reed College, 1982; M.S., Marine Studies
(Oceanography), University of Delaware, Lewes,
1985; Ph.D., Oceanography, University of
Delaware, Lewes, 1988.
.
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., CommunicationsFilm, 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.
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.
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.
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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
forStudent Affairs, 1991-1992; Academic Dean,
1992-1994; 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
ofGraduate Program in Public Administration,
1984-85; B.A., English, Haverford College, 1951;
L.L.B.,Brooklyn Law School, 1958; Ph.D.,
PoliticalScience, Columbia University, 1965;
Fulbright Scholar, Denmark, 1989-90.
FredDube, Psychology, 1989; B.S., Psychology and
Sociology,Natal University, South Africa, 1966;
Ph.D.,Psychology, Cornell University, 1976.
LarryL. Eickstaedt, Biology, 1970; Academic
Advisor, 1978-81, 1986-88; B.S., Biology, Buena
VistaCollege, 1961; M.S., Zoology, State
Universityof Iowa, 1964; Ph.D., Biology, Stanford
University, 1969.
BettyR. Estes, History of Science, 1971; Academic
Advisor, 1988-90; B.S., Mathematics, University of
Oklahoma, 1957; M.A., Mathematics, University
ofPennsylvania, 1960.
JoeFeddersen, Printmaking, 1989; B.F.A.,
Printmaking, University of Washington, 1983;
M.F.A.,University of Wisconsin, 1989.
SusanR. 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.
JohnRobert Filmer, Management and InternationalBusiness, 1972; B.S., Agriculture, Cornell
University,1956; B.A.E., Agricultural Engineering,
CornellUniversity, 1957; M.S., Hydraulic
Engineering,Colorado State 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, FilmNideo, 1989; B.A., English and
American Literature, 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 of Toronto, 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 1990-1996; 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; Journalism/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 of Tennessee, 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, Public Administration, 1981;
Director, Graduate Program in Public Administration, 1990-93; B.A., Arts Administration, Antioch
College, 1972; M.P.A., Public Policy, University of
Wisconsin at Madison, 1976; Ph.D., Educational
Administration, University of Wisconsin at
Madison, 1979.
Rainer G. Hasenstab, Environmental Design, 1974;
B., Architecture, University of California at
Berkeley, 1965; M., Architecture, University of
California at Berkeley, 1970.
Martha Henderson, Geography, 1995; B.S., Social
Sciences, Western Oregon State College, 1974; M.S.,
Geography, Indiana State University, 1978; Ph.D.,
Geography, Louisiana State University, 1988.
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.,
Journalism/Philosophy, 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.,
History/Business, 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., Counseling/Educational 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-Hui (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 Chemistry, University of California at
Berkeley, 1968.
Janice Kido, Communication, 1991; Director,
Master in Teaching Program, 1991-1995; B.Ed.,
Secondary Speech Education, University of Hawaii
at Manoa, 1965; M.A., Speech/Communication,
University of Hawaii at Manoa, 1970; Ph.D.,
Communication: Cross-Cultural Communication,
The Union Institute, 1995.
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.
93
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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., Curriculum/Instruction, University of
Oregon, 1980; Ph.D., Human Development/
Family Studies, Oregon State University, 1986.
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,I968.
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, 1987-1995; 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, 1990-94; 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.
Lee Lyttle, Library Sciences, 1992; B.F.A.,
Architecture, University of New Mexico, 1974;
M. Urban Planning, University of Washington,
1985; M. Library Sciences, University of Hawaii,
1991.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-jewelry 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, 197376; 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.
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, FilmNideo, 1989; B.A., Film
Production!Still 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; A.A., General
Education, Grays Harbor Community College,
1973; B.A., Liberal Arts, The Evergreen State
College, 1974; M.S., Education Administration,
Washington State University, 1975; D.Ed., Higher
Education Administration, Pennsylvania State
University, 1981.
Harumi Moruzzi, 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 Modern Languages, St. Peter's College, 1961;
Ph.D., Philosophy, Indiana University, 1971.
James Neitzel, Chemistry, 1989; B.A., Chemistry,
Biology, Macalester College, 1977; Ph.D.,
Chemistry, California Institute of Technology,
1987.
Alice A. Nelson, Spanish Language and Culture,
1992; A.B., cum laude Spanish, Davidson
College, 1986; A.M., 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 Drama/English, 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., St. 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, Emeritus, 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, 198086; B.A., Biology, Amherst College, 1964; Ph.D.,
Biology, Harvard University, 1969.
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YvonnePeterson, 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.
RitaPougiales, 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
EnglishLiterature, 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.
HazelJ. 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.
EveliaRomano 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 State College, 1970; Graduate
work in Modern European History, San Jose State
College;Research Fellowship, Center for Research
and Advanced Study, San Jose State College.
Therese Saliba, English, 1993; B.A., English,
University of California, Berkeley, 1983; M.F.A.,
FictionWriting, University of Washington, 1989;
Ph.D., English, University of Washington, 1993.
SamuelA. 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.,
MusicComposition, 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.,
ew 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
LosAngeles, 1963.
LeonR. "Pete" Sinclair, Literature, 1971; B.A.,
University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
NielsA. 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, 1981-86; Associate Academic Dean, 197273; 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.
Gregory Steuwe-Portnoff, Emeritus, 1994;
Psychology, 1971; B.A., Psychology, Brooklyn
College, 1961; M.A., General Experimental
Psychology, Brooklyn College, 1964; Ph.D., Social
Psychology, City University of New York, 1976.
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, 1986-87.
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.
Jude Van Buren, Public Health, 1992; B.S.,
Environmental Health Sciences, University of
Washington, 1984; M.P.H., Environmental
Health, The Johns Hopkins School of Hygiene
and Public Health, 1990; Ph.D., Public Health,
The Johns Hopkins School of Hygiene and Public
Health, 1995.
Michael Vavrus, Instructional Development and
Technology, 1995; B.A., Political Science, Drake
University, 1970; M.A., Comparative and
International Education, Michigan State
University, 1975; Ph.D., Instructional Development and Technology, Michigan State University,
1978.
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 at 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.
E.J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.
Physics, University of Wisconsin-Madison, 1993.
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96
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; M.J., 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.
Jeff Cederholm, Salmon Biology and Ecology;
Salmon Habitat Degradation, Enhancement and
Restoration. B.S., University of Washington,
College of Fisheries, 1968; M.S., University of
Washington, College of Fisheries, 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.
Hirsh Diamant, Theater and Performing Arts,
Masks, Puppets, Props, Classical Theater,
Sculpture, Drawing, Design, Painting and Color
Theory, Pantomime, Education K-8 and Teacher
Training; B.F.A., Bezalel Academy of Fine Arts
and Design, Jerusalem, Israel, 1975; M.F.A., Pratt
Institute, New York, 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, Seattle
University, 1975; B.A., Art and Social Sciences,
The Evergreen State College, 1989.
Marja Eloheimo, Ethnobotany, Botanical
Medicine, Northwest Studies, Education; B.A.,
The Evergreen State College, 1976 and 1990;
M.A., Antioch University, 1978; preparing Ph.D.,
at University of Washington.
Susan Fairo, Customer; 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;
Post-doctoral 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 Art: Art History and
Criticism, Painting; B.F.A., Miami University,
Ohio, 1956; M.F.A, Miami University, Ohio,
1958.
Doug Hitch, Woodshop, Metalshop, Wood/Metal
Fabrication, Neon Lab, Glass Fusing and
Slumping; Metal Casting; A.A., Centralia
Community College, 1970; B.A., Technical
Theater, Western Washington University, 1972;
Pilchuck Glass School (glass blowing, glass
casting, neon, staff technician) 1987-91.
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.
Marianne R. Hoepli, Language Studies (Italian,
French, English); B.S.N., Nursing, Zurich, 1972.
, Jeff Hume, Computer Science; B.S., Computer
Science, The Evergreen State College, 1992.
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, Expressive Arts; Associates Degree,
Textile Design, Fashion Institute of Technology,
1972; The Evergreen State College, 1980;
University of Washington, Laban Movement
Analyst Certification, 1991.
Hugh Lentz, Photography, Digital Imaging;
M.F.A., Art/Photography, University of Arizona,
1987.
Jean MacGregor, Environmental Studies; B.S.,
1967; M.S. Natural Resources, University of
Michigan, 1971.
Roger McIntosh, Technical Theater, Lighting
Design, Multimedia Production; B.A., The
Evergreen State College, 1980.
Brian McMorrow, Political Philosophy,
Legislative Politics, Public Administration; B.A.,
1980; M.A., 1982, Ph.D., 1984, Political Science,
University of California, Santa Barbara.
Helena Meyer-Knapp, Social Change, Political
Psychology, Decision Making, War, Political
Geography; B.A., History, Oxford University-UK,
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.
Susan Preciso, American Literature, British
Literature, Writing; B.A., Literature, Portland
State University, 1986; M.A. Literature, Portland
State University, 1988.
Peter Ramsey, Visual Arts (Printmaking, 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.
Sarah Ryan, Labor Studies; B.A., The Evergreen
State College, 1992; M.A., Labor and Industrial
Relations, Rutgers University, (expected) 1995.
Joli Sandoz, American Studies, Writing, Sociology
and Literature of Sport; B.A., English, Portland
State University, 1974; M.A, Recreation
Education, Brigham Young University, 1975;
M.A., Christian Studies, Episcopal Divinity
School, 1980.
Laurence D. Starr, Chemistry; B.S., Whitworth
College, 1949; M.S., Washington State Univresity,
1951; Ph.D., Washington State University, 1955;
Post-Doctoral, Wayne State University (sponsored
by National Institute of Health) 1955-56.
Betty Tabbutt, Environmental Studies; B.A.,
Zoology, Oberlin College; M.A., Medical
Sciences, Radcliffe College.
James L. This, Theater; Ph.D., Communication,
Drama, University of Southern California, 1978;
B.A., Spanish, Wake Forest University, 1969.
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, Maro 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
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~ Access for Students
With Disabilities
Evergreen welcomes students with disabilities.
The Access Services for Students with
Disabilities office is committed to providing
equal access to the benefits, rights and
privileges the college offers students through
its services, programs and activities. To help
the Access Services office identify services
appropriate to your needs, please contact us
as soon as possible upon admission to the
college. Verification of disability materials is
kept in strictest confidence. Materials must be
received by the Access Services office prior to
provision of services.
In addition to the services we provide, you
will find valuable help from the on-campus
student organization, The 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 1407D
Ext. 6364, TDD: 866-6834
Union for Students With Disabilities,
CAB 320, ext. 6092
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~ 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,
LIB3103. 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 TDD: 866-6834.
~ 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; video, computer and software sales;
film processing; ticket sales; novelty items and
the latest in Geoduck leisure wear. For latenight needs, including books, magazines,
snacks and school supplies, check out the
Branch, a subsidiary of the Bookstore in
Housing's Community Center.
~ Campus Parking
Motor vehicles must display valid parking
permits. Permit prices are as follows:
Automobiles
» Daily
» Quarterly
Motorcycles
$1
$25
$1
$12.50
» Academic Year $65
$35
»FullYear
$37
$75
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. For more information on campus parking, call ext. 6352.
~ Campus Public Safety
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,
the chance for 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 8666832.
97
~ Computer Services
In Academic Computing the emphasis is on
students and technology. Students are
encouraged to use computers throughout the
curriculum - from writing evaluations, to
working with graphic images, to 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 Word, Excel,
graphics packages and SPSS). These facilities
also provide access to worldwide information
resources through the Internet.
Evergreen's computing laboratories include
IBM- compatible 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 Laboratory
Building II.
Evergreen has been able to maintain stateof-the-art computing resources through grant
assistance from the National Science
Foundation, AT&T, Apple, Digital and
others.
~ Facilities and Campus
Regulations
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
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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.
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 alumni-sponsored events. Last priority
goes to events sponsored by individuals and
organizations outside the college.
All private and student vendors must
schedule tables through the Student Activities
Office. Student vendors are provided tables
for a $2 fee. For private vendors and alumni,
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 onto
campus property will be checked in and
retained by Campus Public Safety. A special
written explanation must accompany the
retention request and be 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, 1V 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.
~ Food Services
~ Public Service at Evergreen
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 purchase 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.
'
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 Evergreen Center for Educational
Improvement focuses on providing educational opportunities and outreach to K-12
programs and schools. Through innovative
partnerships, joint planning, information
exchanges, workshops and conferences, the
Evergreen Center collaborates with the K-12
community throughout the state. The
Center's principle foci are curriculum
development through integration and
classroom assessment of learning.
» The Evergreen State College Labor
Education and Research Center, established
in 1987, offers credit and non-credit classesin
labor education, labor economics, political
economy and labor organizing to undergraduate students, union members and
residents of Washington state. The Center
designs and implements union-initiated and
center-sponsored programs throughout the
year. The Center also provides internships for
students interested in working in the labor
movement, and sponsors a part-time labor
studies class on Saturdays. The Labor Center
is located in SEM 4166, ext. 6525.
» The Washington Center for Improving
the Quality of Undergraduate Education was
established in 1985 and includes 45 participating institutions - all of the state's public
four-year institutions and community colleges
and 10 independent colleges. The Washington
Center focuses on higher education reform
and helps institutions share and more
effectively utilize existing resources by
supporting the development of interdisciplinary "learning community" programs and
other curriculum-reform projects; facilitating
faculty exchanges; holding workshops and
conferences; and providing technical
assistance on effective approaches to teaching
and learning.
» 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 publicpolicy 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 longitudinal study of
2,000 low-income and at-risk Washington
families. This information is an invaluable aid
to state policy makers.
~ Library
The Daniel J. Evans Library hires people who
are not only experts in media and information
management and retrieval, but who want to
share what they know with you. The selection
of books, equipment and other materials is
carefully coordinated with the college's
academic programs. Staff members are always
on hand to help you relate the Library's
resources to your academic work and
personal enrichment.
The Library's resources are the "what" of
information usage while the Library's staff
provides the "how" through 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 240,000
books; 30,000 reference volumes; four wellequipped recording studios; a complete video
production system; films; recordings; maps;
documents; editing benches; and 2,000
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.
~ Mail Services
Mail service for campus residents is provided
Monday through Saturday. Students moving
into campus housing may send their
belongings in advance to Receiving and Mail.
Labels should be addressed as follows:
Name
The Evergreen State College
Building letter and room number
Building street address
Olympia, WA 98505
A self-service postal unit is located on the first
floor of the College Activities Building for any
outgoing mail needs. Direct any questions to
Receiving and Mail, LIB 1321, ext. 6326.
~ 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 student groups 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:
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.
» Amnesty International
» Anime
» Asian Students in Alliance
» Bike Shop
» Budd Inlet Sailing Club
» Camarilla
»
»
»
»
III
Community
Gardens
Environmental
Resource
Center
Evergreen
Coalition
Evergreen
Political Information
~ Center for Mediation
Services
Building Center
Center
» Evergreen Queer Alliance
» Evergreen Running Club
» Evergreen Zen Center
» Gaming Guild
or
:r
is
.es
on
s
» Graduate student associations-MES,
» International Student Organization
» Irish American Student Association
MIT, MP A
» Jewish Cultural Center
» Latin American Student Organization
» MEChA, Chicano student movement
» Men's and women's rugby clubs
» Men's Center
»
»
»
»
Middle East Resource
Mindscreen
:es
:es
film group
Native Student Alliance
Pacific Islander Association
(PEPE)
» S & A Productions
» Slightly West literary magazine
» Society for Creative Anachronism
» Soda Pop
» Spring Arts Festival
» Student Produced Art Zone (SPAZ)
» Student Workers Organization
» The Evergreen Music Production Organization
» Ultimate Frisbee Club
(TEMPO)
» Umoja, African American student organization
lid
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o
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"'=~!
~
'~
~
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V)
:li
t
A
Center
» Peace and Conflict Resolution Center
» Promoting Evergreen for Public Education
» Rape Response Coalition
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.
J
» S & A Board
ilg
99
» Union of Students With Disabilities
» Wilderness Resource Center
» Women of Color Coalition
» Women's Center
» Young Democrats
The Student Activities Office, Cooper Point Journal, KAOS-FM (Olympia Public Radio) and
student organizations are located on the third floor of the CAB.
> Aside from offering study tables with a
view, Evergreen's Library
houses on-line databases, a
100
statewide interlibrary loan
program, thousands of books
and periodicals, a large
collection of media works,
and much more.
>
> Students create and display work in Evergreen's Arts Annexa building that's won prestigious awards for its dramatic
use of light. Students work night and day in spaces
designed specifically for painting and drawing, wood
working, metal casting, sculpture fabrication and ceramics.
> The southern tip of Puget Sound borders Evergreen's campus, just a mile through
the woods from the campus core. Students ply the waters in canoes and
kayaks rented from the CRC,and the college's beach is a popular destination for relaxation.
> Students take time out from
studies to shoot some
pool in campus
housing.
a
a
101
h
Ioks
"
~ A drummer pounds a rhythmic cadence
.
,
an impromptu
-
performance
that accompanies
> To select the narrators
'
....
students
whose portraits
and quotes are featured
in this Cat,~og, we asked students
walking to. class.
to step before a
video camera and,J~)1us why they liked Evergreen,
..•.taken
Their faces and thoughts-are
directly
video tape, Many jump at the oPPorl~ity
because
past narrators
the decision
~ Academic inquiry often leads outside
for students
the classroom
studying sustainable
group meeting on the college's
from the
to participate
played an important
part in
to come to Evergreen.
walls, especially
agriculture,
like this
ij-acre Organic Farm.
> An Orissi dancer, learning to master this z.ooo-year-old
dance form of India, performs
Evergreen's
present
Kalpaturu
dance theater
region, featuring
and physically
as part of
dance troupe.
Members
pieces throughout
this highly complex,
demanding
the
lyrical,
form of movement.
~ Snow is rare at Evergreen,
but
with both the
Cascade and Olympic
mountain
~ Music is often live, evening movies are commonplace,
and students,
Recreation
over an hour's drive
as well as SuA and College
Center staff, regularly
variety of other activities
from campus,
offer a wide
for students
both on
and off campus. Moshers take note: Olympia
continues
alternative
to playa
students
can
regularly
enjoy all
kinds of snowy
key role in the evolving
winter activities.
rock scene.
~ Bicycles are close companions
pumping smoothly
for lots of Evergreeners,
in the student-funded
ranges just
who keep their pedals
Bike Shop.
~ Evergreen
plays host each spring to Washington's
one-day
festival - Super Saturday.
held on graduation
new graduates
weekend,
and some
largest
Traditionally
the event attracts
30,000
or so of their
closest friends from around the state and beyond.
~ Art exhibits,
new each month in Galleries
often feature
work by students
)
..:;;.
.•...•
~ An n-lane swimming pool and a gym for pick-up and intercollegiate
are just two of the attractions
features
indoor and outdoor
of Evergreen's
rock-climbing
Recreation
practice
basketball
games
Center. The center
walls, a Wellness
racquetball
courts, weight rooms, saunas and an equipment
everything
from canoes and tents to skis and volleyball
nets.
lab,
desk that rents
2
and 4,
and faculty.
103
> From the locally televised
Waste Theater"
shorts,
comedy series "Infectious
to experimental
students
produce
using high-quality
available
animation
a wide range of work
equipment
and studios
in Media Services.
> One thousand students choose to live on the Evergreen campus
and its environs
each school year. One- and two-
person studios are available,
as well as duplexes
(called mods), and six-bedroom
Evergreen
housing features
apartments.
all the comforts
and more.
> OK, so it rains now and then in Washington.
But a downpour
like this
is a rarity. Rain or shine, Olympia's still one of the most
Beautiful and livable places on Earth.
> The College Activities Building is the place to
go, whether
you're looking for a
meal, someplace
Bookstore,
to study, the
student
group and StJA
offices, KAOS-FM or the Cooper
Point journal. The decor always
features
promoting
posters
and flyers
a seemingly
endless
stream of events and activities.
of home,
105
> Evergreen's
new Longhouse Education
historic
Northwest
and Cultural Center - with a desigrr-based
Native American structures
took place - is a nucleus for multicultural
classes, and home to a fantasH/'array
only building
on
where learning and hospitality
study, a wonderful
off(vents
location
and activities.
for
It;l-;'Iso the
J,.
J'
of its kind on ...a public.eollege campus in the United States.
"
>- For those experienced.•.. in hanging out on rope, as
IS
well as rovices
in the practice
of
vertical ascent, E~ergreen's indoor and
'"
outdoor rock-climbing
walls are a
"
"
popular campus resource.
> You never know what'll happen on the main campus plaza when the sun shines, but
don't be surprised
rallies or cultural
to find student-produced
perfprrnances.
And students
bricks and green lawls 2'~cademic
frisbees,
and even
<0 sell
theater,
artwork,
live music, political
"
regularly
seminar discu~ons,
crafts or-{the(prized
use the red
to toss
possessions.
i!
".
> No two programs are the same on KAOS-FM Olympia Community' Radio, where
students,
faculty, staff and community
members lin"e up.Ior a chance to
create their own two~hour show once a week. The ?ult:
musical and nonmusic~shows
that students
so engagingly
a smorgasbord
of
diverse in style and content
soon devote at least one preset button on their radios to 89.3.
~.•....
T
Campus Map
106
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).
r
1
~Key
1. Library (LIB)
11. Childcare Center
2. Seminar (SEM)
12. Central Plant
Ac
3. Longhouse
13. Pavilion
Q~
4. Lecture Hall
14. Modular Housing
Q~
5. Arts and Sciences (Lab 1)
15. Student Housing
Ev:
6. Arts and Sciences (Lab 2)
16. Residence Halls
7. Arts Annex (Lab Annex)
17. Community Center
8. Communications
18. IT Bus Stop
Lab
9. Recreation Center
19. Campus Public Safety
10. College Activities Building (CAB)
(
DRIFTWOOD
ROAD
Key
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••
N
PartinglotC
100
200
»E
The
400
diSCI
age,
oriel
pres.
»A
~ Contacting
Evergreen
Inquiries about admission should be
directed to: Office of Admissions, The
Evergreen State College, Olympia,
Washington, 98505, or (360) 866-6000,
ext. 6170. Direct other correspondence
to the appropriate office. Dial (360) 8666000, then dial or ask for the extension
or name listed.
e-mail: admissions@elwha.evergreen.edu
Academic Planning and Experiential Learning
(APEL)
ext. 6312
Academic deans
Admissions
Alumni Relations
College Advancement
College Relations
Controller/Business Office
Financial Aid
Housing
ext.
ext.
ext.
ext.
6870
6170
6551
6300
ext.
ext.
ext.
ext.
6128
6450
6205
6132
President's Office
Recreation Center
Registration and Records
Student Accounts
Student Advising Center
Tacoma campus
Vice Presidents:
Academic Affairs
Finance and Administration
Student Affairs
ext.
ext.
ext.
ext.
6100
6530
6180
6447
ext. 6312
ext. 6004
ext. 6400
ext. 6500
ext. 6296
The
NOr!
»[
Acac
The
chan
degn
stud,
coli"
insuf
pro~
a~e<
regul
Even
as we
1996-97 Academic Calendar
>FaU
> Spring
> Winter
107
> Summer
First Session
Second Session
Academic Fair
May IS/Sept. 23
Dec. 11
March 12
May 14
May 14
Quarter Begins
Sept. 30
Jan. 6
March 31
June 23
July 28
Quarter Ends
Dec. 21
March 22
June 13
July 26
Aug. 30
Evaluations
Dec. 16-21
March 17-22
June 9-13
July 23-26
Aug. 27-30
Vacations
Thanksgiving
Nov. 23-30
Martin Luther
King Day
Jan. 20
Memorial Day
May 26
Independence Day
July 4
Winter Break
Dee. IS-Jan. S
Presidents Day
Feb. 17
Spring Break
March 23-30
Commencement
June 13
Super Saturday
June 14
.,
Campus Profile
~•...
0...
'"
;,;
~ Faculty
Ph.D. or terminal degree
Female
Male
Faculty of color - total
Olympia campus
Tacoma campus
Instructional student/faculty
~ Staff
»
Equal Opportunity
> Enrollment
186
76%
40%
60%
22%
21%
67%
ratio
22/1
420
3,614
Graduate
283 8%
Unoergraduate
3,331 92%
Olympia campus
3,457
Tacoma campus
157
Trillal program
38
Female
2,057 57%
Male
1,557 43%
Full-time
87%
Part-time
13%
18-24 age group
62%
25-29 age group
13%
14%
30-39 age group
11%
40+ age group
Students living on campus (Olympia) 920
Students of color -total
15%
AsianlPacific Islander
4%
Black! African American
3%
MexicanlLatino/Hispanic
4%
4%
Native American Indian
Olympia campus
14%
55%
Tacoma campus
Policy
The Evergreen State College expressly prohibits
discrimination against any person on the basis of race, sex,
> Tacoma
enrollment
Male
Female
> Tribal enrollment
Male
Female
Native American
Non-Native American
> Entering class
Applicants, degree seeking
Admitted
Enrolled
Nondegree-seeking enrollment
Washington residents
Other states
Other countries
> Financial Aid
Students receiving aid
Average award
> Placement
1993 graduates after one year:
Employed
Graduate school
Travel, homemaking, etc.
Seeking Employment
157
18%
82%
38
18%
82%
95%
5%
1,492
3,895
2,882 74%
1,408 49%
84
1,033
444
35
1,914
$5,608
66.2%
19.8%
7.2%
6.8%
age, religion, national origin, marital status, sexual
orientation, Vietnam-era or disabled veteran status, or the
presence of any sensory, physical or mental disability.
»
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
»
Disclaimer
Academic calendars are subject to change without notice.
The Evergreen State College reserves the right to revise or
change rules, charges, fees, schedules, courses, programs,
degree requirements and any other regulations affecting
students whenever considered necessary or desirable. The
college reserves the right to cancel any offering because of
insufficient enrollment or funding, and to phase out any
program. Registration by students signifies their
agreement to comply with all current and future
regulations of the college. Changes become effective when
Evergreen so determines and apply to prospective students
as well as those currently enrolled.
» The Evergreen State College Catalog Production Team
Editing: Mike Coyne, Mike Wark, Virginia Darney
Design: Mary Geraci, Judy Nufiez-Pifiedo
Cover and Interior Photography: Steve Davis, Melissa Schomaker, and TESC Photo Services staff
Contributors: Laura Allen, Bill Allison, Verna Baker, Eddy Brown, Bill Bruner, Arlene Buchanan, Michael Cardew,Jeannie
Chandler, Georgene Chun, Bob Cillo, Mary Craven, Kate Crowe, Wanda Curtis, Wade Davis, Michele Elhardr, Shannon Ellis,
Bonita Evans, Wendy Freeman, Colin Green, Beth Hartmann, Steve Hunter, Judy Huntley, Helen Lee, Ricardo Leyva-Puebla, Jill
Lowe, Jean MacGregor, Tom Maddox, Jackie McClure, Tom Mercado, Walter Niemiec, Kitty Parker, Robert Payne, Linda
Pickering, Nina PowelJ, Arnaldo Rodriguez, Gary Russell, David Schoen, Pete Steilberg, Tom Sykes, Donnagene Ward, Jodi
Woodall
Production Assistance: Jackie Barry, Pat Barre, Donna Johnson, Barbara Keyt, Judy Saxton
Distribution: Laura Allen, Kort Jungel
» This Catalog is published by The Evergreen State College Office of College Advancement © 1995 by The Evergreen State
College
» This Catalog is printed on recycled paper.
» The information contained in this Catalog is available in other media with 24 hours' notice. roD: (360) 866-6834
~
II
~
~~
~
II
.~
~
~
~
~
A
Index
108
~A
Academic credit, 10, 31
Academic fairs, 10, 12
Academic Planning and Experiential Learning
(APEL), 7, 10, 12, 13, 16
Academic regulations, 30
Access Services
for Students with Disabilities, 16, 97
Accreditation, 107
Address changes, 30
Administration, 92
Admission, 22
After Audubon, 46
The Amberlands:
Poland, Lithuania, Latvia and Estonia, 70
Anatomy of an Election, 78
Appeals, 19, 28, 31
Application deadlines, 25
Application fee, 24
Applied Geology: Hazards and Resources, 49
Asian Performing Arts and Culture, 41
Atoms, Molecules and Research, 85
Auditors, 26
The Awakening Mind-Spirit, 41
~B
Bachelor of arts, 13
Bachelor of science, 13
Bicycles, 98, 102
Billing procedures, 28
Biogeography and Biodiversity, 50
Bones and Stones, the Roots of Society:
The Achievements of Our
Prehistoric Ancestors, 66
Bookstore, 97
~C
Calendar, 107
Campus Profile, 107
Campus Public Safety, 97
Campus Recreation Center (CRC), 16, 103
Career Development, 16
Chemistry, 80
Class, Gender and Ethnicity:
Mexico and the Middle East, 71
Climate and Climate Change, 46
Community: Time, Space, People and Place, 75
Computability and Cognition:
The Scope and Limits of Formal Systems, 82
Computer Services, 97
Computer Studies, 81
Condensed Curriculum, 34
Confidentiality of records, 32
Contacting Evergreen, 106
Contracts, 10
Cooper Point [ournal, 10, 99
Coordinated study, 10
Core Programs, 10, 12, 40
Counseling services, 16
Credit, 10, 31
Cultural Studies of Science and Technology:
Imagining Affective Knowledges, 78
Cultural Transformation in Modern japan, 69
~D
Data to Information, 82
Degree requirements, 32
Deposits, 25, 28
Disappearing Task Force (DTF), 10
~E
EARS, 10
Ecological Systems of Puget Sound, 42
Ecuador, Study in, 37, 69
The Electronic Image: Theory and Practice, 54
Emergency loans, 27
Energy Studies, 81
The English Romantics:
Poetry and Fiction, Wordsworth to Scott, 67
Enrollment figures, 107
Enuironmental Change and Health:
Global Context, Regional Conditions, 42
Environmental Studies, graduate program, 89
Environmental Studies Specialty Area, 45
Equal Opportunity, 97, 107
Evaluations, 6, 10, 31
The Evans Chair, 40
Evening Program, 10,37
Evergreen Center
for Educational Improvement, 98
Expenses, estimated yearly, 28
Expressive Arts Specialty Area, 52
~F
Facilities, use regulations, 97
Faculty, 92
Fees and charges, 28
Feminist Studies/Cultural Studies, 59
Fiber Arts, 56
Financial aid, 27
Firearms, 98
First Peoples, 11, 17
First Peoples' Advising Services, 11, 17
First Peoples' Recruitment, 22
Food services, 98
The Fool's [ourney:
Exploring and Designing Paths to Appropriate
Work and Leadership, 59
Foreign language study, 35, 69
Foundations of Natural Science, 83
Foundations of the Visual Arts:
Drawing, Painting, Printmaking, Sculpture, 55
Freud and Philosophy, 79
From Public Issues to Public Policies:
An Introduction to Economic
and Policy Analysis, 76
~G
Geoduck, 11
Governance, 11, 99
Graduate study, 89
Graduation requirements, 32
Great Works and What They're Made Of, 43
~H
Handicapped access, 16,97
Health Center, 16
Health and Human Behavior, 81
Hemingway, 62
Hidden History: African Americans,
Irish Americans and Latin Americans, 77
Housing, 17,26
Human Health and Behavior, 86
Hype and Hucksters:
Media Campaigns as Popular Culture, 66
Latin American History in its Novel, 72
Latin American Short Story, 71
Lecture Series: Science Stories
of the 20th Century, 84
Learning Resource Center (LRC), 17
Leaves of absence, 30
Library, 98
Life as Art: Art as Life:
Advanced Studies in Surrealism, 67
Literary journalism, 61
Loans, 27
The Longhouse
Education and Cultural Center, 36,74,105
The Lottery: Ticket to Trouble?, 63
~M
Mail services, 98
Management in a Changing World, 73
Management Studies Specialty Area, 73
Map of campus, 106
The Marine Environment, 48
Maritime Communities of Puget Sound, 49
Masculine and Feminine, 44
Master in Teaching (MIT), 13,89
Master of Environmental Studies (MEs), 13, 89
Master of Public Administration (MPA), 13,89
Mathematics, 81
Matter and Motion, 83
Mediation Center, 99
Mediaworks, 53
Meditations on Nature,
Human and Otherwise, 61
Millennium Shifts and Heightened Realities:
Fccuses, Directions and Frames of Reference
for the Next Millennium
(Tacoma Campus), 88
MoleCtlles and Organisms:
Function and Disease, 85
Money: An Examination
of Financial Institutions, 77
Multimedia: History, Aesthetics, Techniques, 54
~N
Native American Studies Specialty Area, 74
Natural Resource Policy, 48
Natural Science, 80
~O
Oral History: Theory and Practice, 63
Orientalism and Afrocentricity:
En-Countering the Master Narrative, 68
~p
Parking, 29, 97
Part-time study, 11, 13,37
Path: Practices Acknowledging the Heart, 55
Payment procedures, 28
~I
Performing Arts and Culture, 55
Perspectives on Behavior:
Insurance, 30
History, Systems and Fields of Psychology, 87
International students, 23
Pets on campus, 98
International studies, 37, 69
Physical Sciences, 81
Internships, 6, 11, 36
Introduction to Environmental Studies: Land, 45 Physical Systems, 86
Introduction to Environmental Studies: Water, 46 Physically challenged access, 16, 97
Poetry, 63
Introduction to Geographic Information
Political Bodies: Recent Chilean Literature, 72
Systems, 50
Political Economy and Social Change
Invertebrate Zoology, Entomology
Specialty Area, 76
and Systematics, 50
The Politics of • Revolution, " 79
~J
The Practice of Sustainable Agriculture, 51
Jackson School of International Studies, 35, 69
Prior Learning From Experience (PLE), 11, 36
~K
Prose Workshop, 62
KAOS-FM, 10, 105
Public Education, 59
KEY Student Services, 17
Public Service at Evergreen, 98
Knowledge and the Human Condition
Speciality Area, 58
~L
Labor Education and Research Center, 98
Laboratory Biology, 81
Landscape Processes:
Shaping the American West, 47
Language and Culture Specialty Area, 69
~R
Recreation, 16, 103
Refunds, 28
Registration, 30
Religion and Social Change, 60
Representing the Land:
Landscape, Drawing and History, 47
Residency, 28
Restorying the American West, 64
Russia, 70
~S
Scholarships, 26, 27
Schopenhauer, 64
Science and Human Values Specialty Area, 78
Science, Art and Ideology in Social Context, 58
Science Stories of the 20th Century,
Lecture Series, 84
Science, Technology and Health
Specialty Area, 80
Sculpture in Time and Place, 56
Search For Meaning, 44
Seminars, 11
Senior Seminar, 68
Six Months with Shakespeare: Interdisciplinary
Studies of His Works and World, 60
Smoking, 98
Social Contract, 11, 18
Social Work, 84
Special students, 26
The Spirit of Creativity:
Women, Film and Performance, 53
Student Activities, 17, 99
Student Affairs Office, 17
Student Originated Studies: Film and Video, 54
Student Originated Studies in Humanities
and Social Science, 61
Student Originated Studies: Visual Arts, 56
Student Support Services, 16
Study abroad, 37, 69
Summer quarter, 26
~T
Tacoma campus program, 88
Tempting the Muse: The Language of Poetry
Tenter la muse: Ie langage de la poesie, 67
Transcripts, 31
Transfer students, 25
Tribal: Reservation Based/Community
Determined, 51
Turn of the Century:
Government and Society, 1900 and 2000, 65
~U
University of Washington, 69
Upside Down Degree Program, 26
Urban Ecology, 47
~V
Vacations, 107
The Vanishing Father, 62
Veterans, 30
Victorian Studies: British Culture
and Society 1837-1901, 65
~W
Washington Center for Improving the Quality
of Undergraduate Education, 98
Washington State Institute for Public Policy, 98
What is Found There, 57
Who Built America:
Understanding the U_S_Economy, 76
Wildlife and the Law: Administrative,
Case and Statutorv Legal Research in
Ecological Issues, 49
Working in Development: Learning from the
Past; Creating the Future, 48
Writers' Workshop, 64
Writing Center, 17
Writing From the Landscape, 75
Writing ProcesslWriting Product, 66
90-'V...LV::> L661-9661
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> Admissions Office
The Evergreen State College
Olympia, WA 98505
Nonprofit Org.
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PAID
Olympia, WA
Permit No. 65
Catalog_1996-1997.pdf