-
Identifier
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Eng
Catalog_1998-1999.pdf
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Title
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Eng
Course Catalog, 1998-1999
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Date
-
1998
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Creator
-
Eng
The Evergreen State College
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extracted text
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lThe Evergreen State College
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The Evergreen State Colleg
Olympia. Washington 9850
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YOU
Contents
WHY
you'll get the most out of the
program
descriptions
and your
Evergreen education, if you read
pages 2-17 of the catalog first.
EVERGREEN?
ACADEMIC
OFFERINGS
2
Welcome to Evergreen
35
Selecting Your Program of Study
3
Core Beliefs
36
Special Features of the Curriculum
4
What Sets Evergreen Apart
38
Condensed Curriculum
7
Focus on Teaching
40
Matching Evergreen Programs
to Your Field of Interest
9
Collaborative Learning
43
10
Teaching Across Differences
How to Read a Program
Description
12
Connected Learning
44
Programs for First-Year Students
14
Active Learning
55
Culture, Text and Language
16
Real-World Situations
68
Environmental Studies
18
Answers to
Frequently Asked Questions
76
Expressive Arts
83
Scientific Inquiry
19
A Week in the Life
of an Evergreen Student
91
Social Science
96
Native American Studies
98
Tacoma Campus
99
Graduate Study at Evergreen
101
Trustees, Administration and
Faculty
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19
Seeking Diversity,
Sustaining Community
19
Graduates Making Important
Contributions
20
Student Support Services
and Activities
22
The Social Contract
CAMPUS
ENROLLMENT
SERVICES
24
Admission
29
Financial Aid
30
Tuition and Fees
32
Registration
and Academic Regulations
LIFE
105
Campus Life/Glossary
111
Services and Resources
GENERAL
INFORMATION
114
Campus Profile
115
Contacting Evergreen
117
Index
120
Academic Calendar
Campus Map is inside back cover
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~Welcome
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TO EVERGREEN
Every college claims to be different, but few can match Evergreen "")1
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.
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Evergreen's distinctive system may seem strange if you are familiar with colleges and
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universities that are divided into departments, that offer structured courses of study and
classes that explore discrete bodies of knowledge. But there are three things you should
always keep in mind:
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ways that Evergreen is similar to other colleges. You will read books, write papers, take
tests and strive to complete a variety of assignments in the process of learning about the
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the difference in how we go about teaching and learning can sometimes mask the
world and preparing for a lifetime of meaningful work.
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SECOND,
we have been perfecting this mode of education for more than 25 years; we
know it works and we also know that schools across the country increasingly look to
Evergreen as a model for educational reform and innovation.
THIRD,
although our academic system may seem confusing and complicated at first, it is
based on a set of fundamental ideas, CORE BELIEFS that flow through everything the
college does, both inside and outside of the classroom.
This catalog will help you understand more about Evergreen's approach to education,
while providing details about specific programs offered during the 1998-99 academic year.
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.
TAKE SOME TIME
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.
Connected learning - pulling together different ideas
and concepts - is better than learning separated bits
of information.
Active learning - applying what's learned to projects and
activities - is better than passively receiving knowledge.
The only way to thoroughly understand abstract theories is
to apply them to real-world situations.
IF YOU ARE THINKING ABOUT ATTENDING EVERGREEN
and want to understand how these beliefs manifest themselves throughout
campus, we suggest you read the essay on pages 4 and 5 then turn to pages
6 through 17 to see what students, faculty and staff have to say about the
college. -
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Everything we do is designed to foster COLLABORATIVE LEARNING - among students,
among faculty and between students and faculty. Our faculty is dedicated to teaching, to
helping students learn to think critically, solve real-life problems and make the connections
that lead to greater understanding. Evergreen students are expected to be active participants'
in this process, to help shape their own education and to contribute to the learning that goes
on around them.
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This distinctive approach means that the day-to-day experiences of Evergreen students differ in
significant ways from the experiences of students at most colleges and universities. For example, education at Evergreen is not sectioned into traditional academic disciplines like math,
English and biology. We do not believe in isolating bits of learning and presenting them as if
they had no connection to other types of learning. Evergreen offers a wide variety of educational options from which students may choose, but the foundation of our curriculum is
constructed from the team-taught, multidisciplinary courses we call PROGRAMS.
Instead of asking students to pick from a smorgasbord of classes on isolated topics, Evergreen
faculty members typically work in teams of two, three or four to create these programs, each of
which draws on many disciplines to explore a central idea or question. This focus on INTER·
DISCIPLINARY LEARNING means program participants might look at problems in health care
from the points of view of biology, history, philosophy, sociology, drama, economics and
literature. Or they might study the physical world through the interplay of physics, chemistry,
philosophy and mathematics.
We believe that if teaching and learning are to be effective, they must draw from many perspectives and include a multiplicity of ideas. This is true for teaching across disciplines; it is also
true for TEACHING ACROSS DIFFERENCES. Evergreen believes in preserving and articulating
differences of ethnicity, race, gender and sexual orientation, rather than erasing them or
shoving them to the sidelines, and this belief is reflected in the design and content of our
programs.
A single program might last one, two or three quarters. That means the same group of students
will learn together as a team with the same group of faculty members for many months. And
since students typically dedicate all of their academic time and energy to one program, faculty
members can SCHEDULETIMEASA GROUP. Though program schedules will generally be the
same each week, a program can plan activities without worrying about conflicting with other
classes. Program participants are free to meet all together or in small groups throughout the
week and students can tackle group projects outside class. Some programs take extended field
trips; some even travel abroad.
The faculty members often plan activities of all kinds writing workshops, labs, lectures and field trips depending on what they feel offer the best ways to
learn. Most Evergreen programs, however, emphasize
SEMINARS, small groups (typically 23-25 students and
one faculty member) in which students learn to reflect
on their learning, present their ideas and positions and
consider the ideas and positions of classmates.
Those interactions contribute to another distinctive
process central to Evergreen's educational philosophy the NARRATIVE EVALUATION SYSTEM. At the end of a
program, students discuss their academic progress oneon-one with faculty during an evaluation seminar, and
they receive written evaluations of their progress.
Students also prepare self-evaluations, discussing their
accomplishments, learning environment, new understandings and goals for the future. And they evaluate
Seminars and other aspects of Evergreen programs
their faculty. We have found that removing grades from
promote ACTIVE LEARNING. We believe it is not enough the evaluation process changes the central relationship
for students to receive information passively by sitting in among students and between students and faculty.
front of a television monitor or in a large lecture hall. At Evergreen students don't measure their success by
Evergreen, students discuss ideas in seminars, write about comparing their performance to that of other students.
ideas in collaborative and individual writing assignments, And after 25 years of using evaluations, we know our
explain ideas to others in presentations to their programs noncompetitive system is valued by employers and
and practice applying ideas in laboratories and workshops. graduate and professional schools.
Throughout their time here, they challenge their own and
others' ideas. They not only learn about a broad range of Faculty members teach students, learn with them, and
interconnected subjects and issues, they also develop skills evaluate their achievements, but they won't plan their
in critical thinking, in writing and in analysis.
entire education for them. Working with faculty advisors
and the Academic Planning and Experiential Learning
Students also learn to apply their ideas and theories and
staff, Evergreen STUDENTS DESIGN THEIR OWN
skills in the "real world." We believe that classroom
ACADEMIC PATHWAYS. Whether they are preparing
learning isn't enough, that people need to apply what
for a vocation, pursuing a specific field of study or
they learn to the world outside the college. At Evergreen, learning about a wide array of subjects, students work
students do this sort of learning - we call it BRIDGING
within a flexible framework to structure their own
THEORY AND PRACTICE - in a program by applying
sequence of study and define their own academic areas
of concentration. There are no prefabricated majors and
their study to the program's central theme or question.
They may work with real-world communities as a
few requirements. The only basic requirement for a
program assignment or develop an internship that allows Bachelor of Arts in Liberal Studies degree is that stulearning and the application of that learning to take
dents earn a minimum of 180 credits. For a Bachelor of
place within business, public agency or a nonprofit
Science degree, 72 of those 180 credits must be in
science, computer science and mathematics, and 48 of
organization.
those 72 credits must be in upper-division programs.
No matter where or how learning takes place, students
work closely with faculty members during their entire
time at Evergreen. Faculty are drawn to the college
because they love teaching - they are interested in the
process of teaching and learning, and they want to
work in an environment that emphasizes STUDENTCENTERED LEARNING and allows them to be lifelong
learners. Students meet with them in lectures, in labs, in
seminars, in writing workshops; in all these formats,
faculty members observe and participate in students'
academic development.
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"I'ue enjoyed every class
and all of the teachers
have been excellent. All
of them pushed me to
new levels, pushed me to
do things that I would
not have tried on my own
but that I found out I was
good at. The Evergreen
framework allows faculty
to do so much more -
and
that allows me to do more. "
LLYWELYN
GRAEME, third-year student from
Seattle, Washington
interested
in international
management
The main purpose of a college is to teach, and good teaching
involves close interaction between faculty and students.
«Evergreen allows, no, demands, an intellectual intimacy with
my students. Being a good teacher here requires that attention
be paid fully and honestly to what's going on at every turn. I am
a guide, a mentor; a raconteur; an interdisciplinary mystagogue
but also a co-learner. I learn something from every student and
my relationship with a student doesn't end with the quarter."
LLYN DE DANAAN,
Ph.D., faculty member
«I've had some of the most inspirational faculty
here. I've been impressed with their breadth of
knowledge and expertise and the way they are
willing to question institutions. It really makes
NAOMIISHISAKA,
fourth-year
student from Seattle, Washington
interested
journalism
students feel that they can challenge, question
and critique not only the college but the
in cultural studies and
institutions that surround them. "
"I really appreciate that the
college acknowledges
that it
has a long way to go with
enchancing cultural diversity,
but that it is working at it.
A lot of work is being done
by the faculty and by First
SONNY KRISHNAMURTI,
third-year transfer
student from Georgia studying cultural anthropology
and comparative
religion
Peoples organizations and
. student groups. The college
provides a lot of opportunities
to enhance and respect
our diversity.
»
Teaching across differences is critical to learning.
«Seminar is fabulous. All my life I've wanted to
discuss things I wanted to understand better, things
I wanted a different viewpoint on. I love people
who are different from me. We don't have conflict
per se; it's very respectful. At most places, having
strong opinions isn't welcome, but here it is."
GALE CECIL, third-year transfer student from
Olympia. Washington
CC
interested
Education is not just about
ideas, it's about passion and
the complicated interactions
between people and the
different views they hold.
Seminars widen your sense of
how complicated the world is,
.•
of all the different ways that
who people are and what they
THADCURTZ,
Ph.D., facu,lty member
think fit together. "
in folk art and photography
"Because faculty members work intensively with a
small group of students, they are able to write in-depth
performance evaluations about how well the student has
achieved the goals and objectives of the program. This
system encourages cooperation among students instead
of competition -
and students learn a tremendous
amount from one another. "
ARNALDO RODRIGUEZ,
dean of Enrollment Services
"To go into a seminar and get
everybody's input was amazing.
Everybody read the same thing and
came out with all these different ideas.
I got so engaged with my classmates.
The classmates I had last quarter I'm
still in touch with and we are always
doing things together. We had spent so
many emotional moments together
that it was difficult for us to separate. "
JOHN DUNDON,
third-year transfer student
from New York interested
in literature
Collaborative or shared learning is better than learning in
isolation and in competition with others.
"Real learning happens
when you are responsible for
evaluating yourself. In other
schools, oftentimes the goal
is to turn your learning into
a product, such as a grade
or a major, and you can begin
competing with other students.
Here, the goal is learning how
to learn and discovering what
your knowledge means to you
and your community. "
JANELLE BARTOW. fourth-year student from Oregon
interested in comparative religion and healing
«I was going to another university
and I was dissatisfied with how
separate everything had to be. I
MEGHAN DORAN, second-year transfer
student from Wenatchee, Washington
interested
in cultural anthropology
performance
art
and
could see how what we were reading
in German literature connected with
my psychology class. I wanted to
share the connections I was making.
I wanted a place where learning was
more connected -
because that's the
way life is. "
«Some of the most interesting scientific research is not
bound to a discipline. It requires you to assemble an
interdisciplinary, collaborative team. Dividing lines
can obscure rather than enlighten. You can't look at
the human body at one level and understand it. You
have to know. how the molecules work, how the cells
work, how the body works, how the mind works and
how they all interact. "
JAMES NEITZEL,
Ph.D., faculty member
fourth-year student
from California interested in social theory
and cultural studies
KATHY SHEFFIELD,
Connected learning - pulling together different ideas and concepts is better than teaching separated bits of information.
TAMAlITSA,
second-year
Shelton, Washington
student from
interested
"To be able to design my own
in teaching
program as a second-year
student shocked me at first.
I don't think any other
institution would have even
heard of the Twana language,
let alone allowed me to study
it independently.
With the
individual work, I've really
grown within myself and I've
been able to share that directly
with my community.
n
"Students learn better when it is something they do for themselves
rather than something they receive from others. When they are
engaged in their own learning, they can shape it to their interests,
they can go beyond what happens in the classroom. Learning this
way is more challenging, but students learn much, much more.
n
VIRGINIA DARNEY,
Ph.D., faculty member and academic dean
Active learning - applying what's learned to projects and activities is better than passively receiving knowledge.
«Evergreen is not about trying to brainwash
you. I was starving for this kind of learning
and now I'm finding the relative meaning
of educating myself. I am the one who has to
accomplish this and no one else. Evergreen
offers an excellent program, but you have to
work with it to discover what you want to do.
YOLANDA
CRUZ, third-year
transfer student from Mexico
interested in writing and
communications
ss
«There is a dynamic between
analyzing something and doing
something. The perspective of
the researcher and the thinker is
important, but the perspective of
the person who has experienced
things is also important. The struggle
here is to break down this barrier,
to reach for fundamental
ideas and
concepts through thoughtful handson work. When it's done at its best,
LEE LYTTLE,
faculty member and librarian
the two weave together seamlessly."
me to apply classroom knowledge in a real-world
setting, to see how chemistry affects physiology
which affects microbiology. As a student medical
assistant at the health center, I'm working with
people and being exposed to elements you don't
learn in class. »
JILL ROSE, fourth-year
"Evergreen has given me a chance to
Oregon interested
tailor my studies to my life's work. Every
and social work
student from
in community studies
quarter I've taken programs that have
integrated my community volunteer work
and my job. My studies have enhanced
my work and helped me to view it in
a bigger context. I've been able to reflect
on what I'm doing, why I'm doing it and
what kind of difference it makes. "
The only way to thoroughly understand abstract theories is to apply
them to real-world situations.
Answers To Some Frequently Asked Questions
{{ What
degrees does Evergreen offer?
The Bachelor of Arts, Bachelor of Science, Master in Teaching, Master of Public Administration and Master of
Environmental Studies degrees. The Bachelor of Arts is awarded in Liberal Arts rather than any specific discipline.
Evergreen students don't major in a single subject area, but they can design academic pathways that allow them to
concentrate on areas such as: biology, communications, computer science, energy systems, environmental studies, health
and human services, humanities, language studies, management and business, marine studies, mathematics, Native
American studies, performing arts, physical science, politics and economics, pre-law, pre-medicine and visual arts.
{{ 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.
I
\
{f How
do I know which program to take each quarter? Where do I go for help in planning?
II 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 40, is a great place to start. The Academic Fair is
another great source of information (see pages 35, 105).
{f
Are all 1998-99 programs listed in this Catalog, or are others added later?
II One of the greatest strengths of Evergreen's academic programs is that they are replanned each year - ensuring a
fresh approach 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 1998-99 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.
{f What
if I want to attend part time, or enroll in a program part time and pursue other interests?
II Most daytime academic programs are planned for full-time enrollment, but there are other options for part-time
attendance, including half-time, interdisciplinary, team-taught programs offered evenings and weekends. They are
publicized in a campus quarterly called the Evergreen Times, available from APEL, Admissions and Registration
and Records.
{{ What 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.
{f Can I take more
than one program at a time or take courses in addition to a full-time program?
II 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 you must limit the number of credits you take to 16 per quarter.
{f Where
can I learn more about programs, contracts, internships and other opportunities?
II 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.
APEL also offers workshops to help you plan your educational career at Evergreen.
Seeking Diversity,
Graduates Making Important
Sustaining Community
Contributions
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.
The Evergreen environment attracts self-starters and
encourages them to work hard to achieve their goals. Our
graduates 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 business people, as well as in their interests and
activities outside of the workplace.
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 complete. While Evergreen's commitment is real, the college is a microcosm of the larger, imperfect
world. Evergreen, like all the rest of the world, has much to
learn.
The demands on Evergreen students are perhaps both
greater than and different from those 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 as
high and often 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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We invite you to join us in working toward honest and
earnest exploration of real issues and problems and in
safeguarding the Evergreen community for learners who seek
to explore, to grow, to interact and to find meaningful
connections in today's world.
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A Week in the Life of an Evergreen Student
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Because Evergreen programs are full time and centered around an interdisciplinary theme, you won't register for
~
separate classes as an Evergreen student. But that doesn't mean you won't have a busy and varied schedule. Each week
you will take part in an assortment of activities designed to build familiarity with each of the disciplines you will need
to explore fully your program's central theme or question. In addition to lectures and seminars, you might have a
choice of lab times if you are in a science program, or you might gather after class to work on a collaborative project ~
with a small group of your fellow students. From time to time, your program might undertake special activities like a
weeklong field trip. Unscheduled time is your time to study, play, socialize and work if you have a job.
A typical weekly schedule for a full-time program
MONDAY
TUESDAY
might look like this:
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
9 a.m.-S p.m.
Individually
scheduled lab times
Field Trip
three times per
quarter
9:30 a.m.-II a.m.
All-program lecture
or film
9 a.m.-I I am.
Seminar
9:30 a.m.-I I a.m.
Workshop
I p.m.-3 p.m.
Small Group Work
I p.m.-S p.m. *
College Governance times
no classes scheduled
I p.m.-S p.m.
Lab
3 p.m.-S p.m. *
College Governance times
no classes scheduled
* Some students
participate in college governance activities, which take place on Monday and Wednesday afternoons.
Ifyou are interested in becoming involved, contact the Office of the Vice President for Student Affairs, Library 3236, ext. 6296.
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Student Support Services and Activities
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 wellbeing. 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 111.
Academic Planning and Experiential Learning (APEL)
Kitty Parker, Director
LIB 1401, ext. 6312
APEL provides academic advising and information. Check out our bulletin boards for schedules and new
programs, our workshop schedule for help with internships, self-evaluations and study abroad. See a counselor
on a drop-in basis or by appointment - whichever best suits your schedule. We have evening appointments for
students who work days and Saturday workshops once each quarter. We can help you set up an internship or
plan your academic pathway. Stop by and see us!
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Access Services for Students with Disabilities
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Linda Pickering, Director
LIB 1407D, ext. 6348; TDD: 866-6834
Access Services offers support services on an individual basis to students who self-identify as having a disability.
Its mission is to ensure students with disabilities equal access to all Evergreen programs and activities. Staff will
be happy to meet with you to answer any questions and discuss specific accommodation issues. Contact Access
Services as soon as possible after you have been accepted to Evergreen. E-mail: pickeril@elwha.evergreen.edu.
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Recreation, Wellness and Athletics
Pete Steilberg, Director
CRC 210, ext. 6770
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; a 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; indoor (pending completion) and outdoor rock climbing practice walls; a three-court 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, kayaking and mountain biking; recreation programs
based on student interests such as running, rugby and ultimate frisbee clubs; the opportunity to participate in
varsity swimming, soccer, tennis and basketball; and the Wellness Program, which provides a more studied
approach to fitness and nutrition.
Career Development Center
Wendy Freeman, Director
LIB 1407, ext. 6193
The Career Development Center supports students and alumni in their career and life-work planning process.
The center provides a variety of services, including workshops, individual counseling, ongoing groups, career
exploration and planning and guidance on resume writing and interviewing techniques. Resources include:
assessment inventories, computerized career-information systems, graduate school information, entrance exam
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practice testing and a 4,000-volume library on topics such as career exploration, graduate schools, career
l.•••••
•..••_ •.•• planning and employer information. An extensive job board, updated daily, lists available state, national and
international positions.
Health and Counseling Center
SEM 2110, ext. 6200; Counseling, SEM 2109, ext. 6800
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 $35 (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, onsite 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
Ricardo Leyva-Puebla, Director
LIB 1415, ext. 6467
If you are a student of color, you bring important life experience to Evergreen's learning environment. You may
also face new and unique challenges and opportunities. The staff of First Peoples' Advising Services (FPAS)
hospitably welcomes you. Situated in the Student Advising Center, FPASoffers students of color comprehensive
social, personal and academic advising, referrals and access to our facilities. We also encourage students
interested in leadership development programs to stop by our office to inquire how they can participate.
Campus Housing
Mike Segawa, Director
Building A, Room 301, ext. 6132
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. We are available to answer questions and make referrals during
regular business hours.
KEY Student Services
Bob Cillo, Director
LIB 1407, ext. 6464
KEY (Keep Enhancing Yourself) Student Services is a federally funded support program. You are eligible for
KEY if: 1) neither parent has a four-year college degree; 2) you have a physical disabiliry 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.
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Learning Resource Center, Writing Center
Tom Maddox, Director
LIB 3407, ext. 6625
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 center is available to any student - enrolled in a
program or not - who wants help with writing, reading or mathematics, at a basic or advanced level.
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Student Activities
Tom Mercado, Director
CAB 320, ext. 6220
At Evergreen, learning doesn't end once you leave the classroom. Students are involved in a wide range
of 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, The Cooper Point Journal, Community Gardens or the Bike Shop acquiring leadership skills while
being paid for your efforts. Or you can attend one of our many sponsored events and just enjoy yourself. Come
visit 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)
Shannon Ellis, Dean
un 1414, ext. 6034
Advice on Evergreen policies and procedures is available in this office. This office also offers mediation services,
coordinates new student programs and provides referrals to campus and community resources.
Student Affairs
Art Costantino, Vice President
Lill 3236, ext. 6296
The Office of the Vice President for Student Affairs can assist you in determining how to proceed with problems
that involve other persons or institutional issues. The vice president oversees the grievance and appeals process
outlined in the Student Conduct Code, 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, Housing, and Recreation, Wellness and Athletics
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Evergreen's Social Contract
When you make the decision to come to Evergreen, you are also making the decision to become closely
associated with its values. A central focus of those values is 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 -
A Guide for Civility and Individual Freedom
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.
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., Chapter 49.74 RCW; RCW
28B.6.100; Chapter 251-23 WAC).
"The college's anti-discrimination policy is now approved only by the
Governor's Affirmative Action Policy Committee (GAAPCOM).
Student Conduct Code/Grievance and Appeals
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Complementing Evergreen's Social Contract is the Student Conduct Code Grievance and Appeals Process. 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, LIB 3236.
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Copies of Evergreen's policy on sexual harassment are available from the Equal
Opportunity Office, LIB 3103.
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RIGHTTO PRIVACY: All members of the college community
OPEN FORUM AND ACCESS TO INFORMATION: All members
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.
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.
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.
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.
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.
The governance system must rest on open and ready access to
information by all members of the community, as well as on
the effective keeping of necessary records.
In the Evergreen community, individuals should not feel
intimidated or be subject to reprisal for voicing their concerns
or for participating in governance or policy making.
Decision-making processes must provide equal opportunity to
initiate and participate in policy making, and Evergreen
policies apply equally regardless of job description, status or
role in the community. However, college policies and rules shall
not conflict with state law or statutory, regulatory and/or
contractual commitments to college employees.
POLITICAL ACTIVITIES: The college is obligated not to take a
position, as an institution, in electoral politics or on public
issues except for those matters which directly affect its
integrity, the freedom of the members of its community, its
financial support and its educational programs. At the same
time, Evergreen has the obligation to recognize and support its
community members' rights to engage, as citizens of the larger
society, in political affairs, in any way that they may elect
within the provision of the general law.
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Admission
Evergreen is committed to fostering individual and collective growth in a democratic society. To that end, we
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welcome students of diverse cultures, races, ages, previous educational and work experiences, geographical origins
and socioeconormc backgrounds.
The .college seeks qualified students who possess a spirit of inquiry and a willingness to participate in their
educational process within a collaborative framework.
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The college desires students who also exp.ress 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.
Application Deadlines
FALL 1998:
Applications will be accepted from
September 2, 1997 through March 2,
1998. All application materials must be
received in the Admissions Office by
5 p.m. on March 2, 1998. The target
date for notification of admission is
April 1, 1998.
WINTER
1999:
Applications will be accepted from
April 1, 1998 through October 1, 1998.
All application materials must be
received in the Admissions Office by
5 p.m. on October 1, 1998. The target
date for notification of admission is
November 2, 1998.
SPRING
1999:
Applications will be accepted from
June 1, 1998 through December 1,
1998. All application materials must be
received in the Admissions Office by
5 p.m. on December 1, 1998. The
target date for notification of admission
is January 4, 1999.
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:
Grade-point average (GPA) from high
school (minimum 2.0 cumulative);
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, 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 collegepreparatory 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 or
I year
college-prep elective from one area above
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).
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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.
FOREIGN LANGUAGE: Two years of
study in a single foreign language are
required. A course in foreign language
or study in American Sign Language
taken in the eighth grade may satisfy
one year of the requirement if the
second-year course is completed in high
school. Two years of study in American
Sign Language will satisfy the foreign
language requirement. The foreignlanguage requirement will be considered
satisfied for students from non-Englishspeaking countries who entered the
United States educational system at the
eighth grade or later.
MATHEMATICS: Three years of mathematics are required, at the level of
algebra, geometry and advanced
(second-year) algebra. More advanced
mathematics courses such as trigonometry, mathematical analysis, elementary
functions and calculus, are recommended. Arithmetic, pre-algebra and
business mathematics courses will not
meet the requirement. An algebra course
taken in eighth grade may satisfy one
year of the requirement if second-year
algebra is completed in high school.
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
component. The second year 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.
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 these 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 choose
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 conditionally accepted on this
basis must submit a transcript showing
the completed high school record and
date of graduation. Failure to submit a
final transcript that 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 or a public or
private high school verify that the
applicant has met the academic core
requirements and will graduate before
the quarter begins. This verification must
'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
WASHINGTON'S
RUNNING
IN
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.
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(minimum2.0cumulative);
Goodstandingat the lastinstitution
attended;and
Satisfactorycompletionof a varietyof
coursesinthe liberalarts andthe
sciences.
Course work should include classes in
the humanities, social sciences, natural
sciences and art.
Because the college seeks a diverse
student body, special recognition will be
given to applicants who are African
American, Native American Indian/
Native Alaskan, Asian American/Pacific
Islander, Hispanic, 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 Program
(see page 28).
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, page 27) 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 that give the student a
solid foundation for intermediate and.
advanced-level work. We strongly
encourage all transfer students to
complete the English composition course
sequence (including research paper) at
their present college, if currently enrolled.
Other Criteria
General Education DevelopmentTests
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 25 years of age or older
who have fewer than 40 quarter credits
of transferable work are not necessarily
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 $17,350 (U.S.)
to pay riormal expenses for one year's
enrollment at Evergreen. Interested
international students should request, in
writing, specific information about the
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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To Apply for Admission
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.
All applicants must submit:
The Washington Uniform Undergraduate
Application;
$35 nonrefundable application fee
(check or money order only).
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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 24, 1998 testing
session or the ACT on or before the
February 7, 1998 testing session.
First-year students who have taken the
GED must submit an official set of GED
test scores along with official precollege
test scores from the SAT or ACT.
Students not coming directly from high
school who have accumulated fewer
than 40 transferable quarter credits (see
Transfer of Credit, page 27) 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 the overseeing state
agency if the institution no longer exists.
CHRISTINE
LICHT
Senior Admissions
Officer
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 required for
both first-year and transfer applicants.
First-year students 25 or older need not
submit precollege test scores from the
SAT, 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 (IB) work, must be
documented through official results
from the testing company received 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.
ILEANA DORN
Admissions
Counselor,
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.
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.
First-year applicants and transfer
applicants will be considered for
admission fall, winter and spring
quarters.
If admitted to the college, high school
seniors must provide an official, final
high school transcipt prior to the start
of the quarter showing that they have
graduated. High school seniors cannot
complete their high school course work
as matriculating students at the college.
If, in receiving an application,
Evergreen determines that a person's
enrollment could present a physical
danger to the campus community, the
college reserves the right to deny
admission.
Late Applications
The college reserves the right to
accept applications after the stated
deadlines if space remains available.
You are strongly encouraged to submit a
timely application. Please contact the
Admissions Office for further information before sending an application after
the deadlines.
RACHELLE SHARPE
Coordinator
of High School Relations
Admissions
Counselor
Notification and Deposit
Transfer of Credit
Oncethe college notifies you of your
eligibility,you will be asked to send a
nonrefundabletuition deposit of $50 by
a stateddeadline to assure your place at
thecollegefor the quarter of admission.
However,admission and deposit do not
guaranteeyour enrollment in a particularprogram, contract or course. Offers
ofadmissioncannot be deferred or
transferredfrom one quarter to another.
Applicantsshould contact the AdmissionsOffice for more information.
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 if 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 the
Admissions Office 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 made after you have been
admitted and paid the $50 nonrefundable advance tuition deposit.
Eligibilityfor Admission
Eligibleapplicants are ranked by
meansof formulas that combine
academicfactors, such as grade-point
averageand/or test scores, and diversity
factors.Because the number of qualified
applicantsgenerally exceeds the number
ofspacesavailable in the entering class,
weare unable to offer admission to all
qualifiedapplicants.
The most important factor in the
admissionsprocess is academic achievement,demonstrated by the nature and
distributionof academic course work,
gradepoint average or narrative
evaluationof progress and scores from
ACTor SAT (when required). Applicantswho believe their academic
recordsdo not reflect their potential for
academicachievement may submit
additional materials they believe will
strengthentheir applications. Such
materialscould include personal
statements,letters of recommendation
and essays. Submissions should be
limitedto one page and should clearly
address the applicant's academic history
and educational goals. Artwork, videos
and audio recordings will not be
considered.
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 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
and 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.
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DIANE KAHAUMIA
Coordinator
First Peoples' Recruitment
CLARISSE LEONG
Admissions Counselor
First Peoples' Recruitment
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Upside 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 transfer
credits will be posted and you will be
recommended for a bachelor's degree.
Noncompletion of the recommended 90
Evergreen credits results in a course-bycourse evaluation of your course work,
which usually produces fewer than 90
transfer credits.
Minimum eligibility criteria include a
cumulative GPA of at least 2.5 and
satisfactory completion of one English
composition 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 25 or older should contact the
Admissions Office for information
concerning the necessary criteria.
Students applying for admission winter
or spring quarter 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.
WANDA CURTIS
Educational Outreach Coordinator
for Part-Time Studies
Attention Housing and
Scholarship Applicants
Special Students
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 to establish a priority award
date.
Scholarship information is available
from the dean of Enrollment Services
after November 4, 1997. Application
deadline for these scholarships is
February 2, 1998.
You are encouraged to prepare
scholarship applications concurrently
with your application for admission.
Students wishing to enroll on a parttime basis prior to seeking admission to
Evergreen may register as "special
students" for a maximum of eight
credits per quarter. The educational
outreach coordinator for Part-Time
Studies assists special students with
academic advising and registration
information. Please refer to page 36 for
further information about Part-Time
Studies.
Auditing a program or course may be
allowed with written permission from
faculty. Auditors receive neither credit
nor narrative evaluations that could be
applied toward a degree if they later
apply for admission. The Registration
and Records Office can assist students
wishing to audit.
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.
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 on page
26. However, if you are interested in
Part-Time Studies, please review the
preceding section titled Special Students
and Auditors.
~ For more information about admission,
call (360) 866-6000, ext. 6170 or send
{ ~ E-mail to admissions@elwha.evergreen.edu.
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-December. Because funds are limited, it is
recommended you submit your 1998-99
Federal Application for Federal Student
Aid (FAFSA)to the processor by
February 15, 1998 to receive full
consideration for all available campusbased financial aid. Evergreen also
requires that you read and complete
additional paperwork by March 15,
1998. For more information, please
contact the Office of Financial Aid.
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 FAFSA
be sent to you as soon as they become
available.
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 subsidized
and unsubsidized federal 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.
Emergency Loan Program
Emergency loan funds are contributed
by businesses, service and professional
organizations, by individuals in the
community and by state regulation. This
program aids continuing students who
have temporary need by providing
short-term loans of up to $300. Apply
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, 866-6000, ext. 6310.
Scholarship information is available
from the dean of Enrollment Services
after November 4, 1997. Application
deadline for these scholarships is
February 2, 1998. Scholarship information will also be available on Evergreen's
Web site at http://www.evergreen.edu.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission. Be
sure to specifically request scholarship
information, as it will not be sent to you
automatically with information about
financial aid.
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For more information about financial aid,
call (360) 866-6000, ext. 6205 or send
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MARLA SKELLEY
LAURA GRABHORN
Director
Financial Aid Counselor
of Financial Aid
d29
Tuition and Fees
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ResidencyStatus for Tuition and Fees
To be considered a resident for tuition
and fee purposes, a nonresident must
first establish a domicile in the state of
Washington in compliance with state
laws. You must also establish your
intention to remain in Washington for
purposes other than education. 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 your 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 .
Billingand PaymentProcedures
The Student Accounts Office 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.
In accordance with Section 438 of
Public Law 93-380 (Family Education
Rights and Privacy Act of 1974), billing
information will only be discussed with
or mailed to the student. Payment of all
fees is the responsibility of the student.
If the student is dependent on someone
else for financial support while attending Evergreen, it is his or her responsibility to make sure that the other party
is aware of what payments are due and
that the payments are made on time.
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 week of class must pay a $15
late-registration fee. Students allowed to
register or re-enroll after the second
week of the quarter must pay a $50
late-registration fee.
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Estimated Expenses
These estimates are for a single undergraduate student who lives on or off campus and attends full time during the
1998-99 nine-month academic year.
Tuition and Fees
Resident
$2,637
Non-resident
$9,330
Books and supplies
762
762
Housing and meals
4,806
4,806
Personal needs
1,839
1,839
In-state travel
Total
1,026
1,026
$11,070
$17,763
Note: Full-time undergraduate tuition figures do not include the quarterly health fee, which
is mandatory for students attending the Olympia campus.
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
Housing Deposit
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.
For those students whose tuition is paid by financial aid, any refund will be made to the financial aid program, not to the student.
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.
1998-99 Estimated Tuition and Fees
Rates are set by the Washington
Enrollment status
State Legislature
and are subject to change without
Quarter credit hours
Washington resident tuition*
notice.
Nonresident
$3, II 0 per quarter
tuition*
Full·time undergraduate
10-16
$879 per quarter
Part-time undergraduate
9 or fewer
$87.90 per credit;
2 credits minimum
$311 per credit;
2 credits minimum
Full-time graduate
16 MIT;
10MPA,
$1,405 per quarter
$4,265 per quarter
Part -time graduate
9 or fewer
$140.50 per credit;
2 credits minimum
$426.50 per credit;
2 credits minimum
MES t
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.
t For purposes of financial aid, graduate students are considered full time and eligible for financial aid if enrolled for eight or more credits.
Miscellaneous
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Fees
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Mandatory health fee (quarterly)§
$ 35
0
WashPIRG (quarterly, waivable)t
$4
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Housing/administrative
Rental contract
$45
0
i=
Unit lease
$75
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Transcript
$10
Extra copies ordered at same time
ID card replacement
$5
$15
Application fee (nonrefundable)
$35
Admission deposit (nonrefundable)
$50
Late-registration fee
$15
fee
Graduation fee
Parking
Automobiles
$5
Returned check
Reinstatement/late-registration
Daily
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fee
$50
$25
Specialized facility use fee (varies)*
$5-$150
Leisure Education (varies)
$5-$100
Motorcycles
$1
$1
Quarterly
$25
$12.50
Academic year
$65
$35
Full year
$75
$37
§ Students may also purchase health insurance for themselves and dependents. Information
about the plans is available from Student Accounts. All payments and questions regarding
specifics of the plans may be directed to the insurance agent at (800) 767-0700.
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 $4 fee.
* 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.
d31
Registration and Academic Regulations
Registration
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New and Continuing Student
Enrollment Process
If you are a new or 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 mid-May.
If you are a new student, you will be
asked to participate in an academic
advising session. The college will inform
you about these activities in your
registration packet.
Entrance into a program is based on
your registration priority. Registration
appointments are determined by class
standing and included in your registration packet.
Some programs require a faculty
interview or audition for entry. You will
need a six-digit signature code to
register by phone over EARS,
Evergreen's Automatic Registration
System. Instructions are included in
your registration packet. 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 credit hours
you'll take per quarter during that
period. There will be no need to reenroll each quarter during this designated period if you continue in the same
program or contract. Changes in the
dates or amount of credit need to be
made as far in advance as possible to
assure proper assessment of tuition
and fees.
Special registration periods are held
for those desiring to enroll as nondegree-seeking special students or
auditors. These special registration
periods usually coincide with the
opening dates of each quarter, which are
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 30.)
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 30.)
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).
Veteran Students
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.
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 30.)
Enrollment Status
Full-time
Part-time
Undergraduate students
12-16 credits
II credits or fewer
Graduate students
10-12 credits
9 credits or fewer
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.
For more information about ~}
academic regulations,
call (360) 866-6000, ext. 6180~
Academic Credit
General Policies
You accumulate academic credit for
work well done and levels of performance reached and surpassed. Credit,
expressed in quarter hours, will be
entered on the permanent academic
record only if you fulfill academic
obligations. Evergreen will not accept
credit twice for the same course work.
Partial Credit Options
Some programs will make provisions
for partial credit, others will not. That
determination rests with the faculty of
each particular program or contract.
Faculty members will announce their
policy at the outset of the quarter.
Exceptions are made only with their
approval.
Credit Limit
Students may register for a maximum
of 16 credits during any given quarter.
Students concurrently pursuing course
work at another college may register for
a combined maximum of 16 credits.
Credits earned beyond this limit will not
be accepted.
Evaluation
Evergreen's credit system distinguishes between quantity and quality.
The quantity of your academic work is
recognized by an award of credit based
on satisfactory completion of your
program, contract or course requirements. The quality of your work is
expressed in a written evaluation.
To evaluate your work, you meet
individually with the faculty member
who leads your seminar. At the end of
each quarter, two evaluations are
written about your academic accomplishments, one by your faculty member
and one by you. For more about this
unique way of grading, see page 5.
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 student receives the final
evaluation, 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 team-taught 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' Office, LIB
2211. Changes cannot be made to an
evaluation once it has been sent out as
part of a transcript.
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.
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 payment of the $10 fee) and
mailing of the transcript. Evergreen
reserves the right to withhold transcripts
from students who are in debt to the
institution. If you need more information on this issue, contact the Office of
Registration and Records.
You maintain your own portfolio,
which should include official descriptions of all your programs and contracts, copies of faculty evaluations and
your own self-evaluations, particularly
those not in the transcript. You should
also include examples of your best work
and any other pertinent information.
The portfolio is your academic
biography, to be shared with faculty
during your learning experience and
with graduate schools and prospective
employers in future interviews.
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Confidentiality of Records
Evergreen complies with the federal
Family Education Rights and Privacy
Act of 1974, which establishes fair
information practices regarding student
records at u.s. colleges and universities.
Copies of Evergreen's policies may be
obtained from the Office of Registration
and Records or the Office of the Dean
of Enrollment Services.
Academic Standing Policy
The academic standing of each
Evergreen student is carefully monitored
to ensure the full development of his or
her academic potential. Any student not
making satisfactory academic progress,
as defined below, is informed of her or
his standing in the college and is advised
accordingly.
Faculty evaluation of student
achievement formally occurs at the
conclusion of programs, contracts,
courses and internships. In addition, any
student in danger of 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 threefourths 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 three-fourths of the credit for
which she or he is registered, will be
required to take a leave of absence,
normally for one full year. A waiver of
required leave can be granted only by
the academic dean responsible for
academic standing upon the student's
presentation of evidence of extenuating
circumstances. A student returning from
required leave will re-enter on academic
warning and be expected to make
satisfactory progress toward a
bachelor's degree. Failure to earn at
least three-fourths credit at the first
evaluation period will result in dismissal
from Evergreen.
Graduation Requirements
The minimum requirement for
awarding either the Bachelor of Arts in
Liberal Studies or the Bachelor of
Science 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
from Experience credits or CLEP tests
do not satisfy the 45-credit 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.
Selecting Your Program of Study
At Evergreen, you will have the privilege of planning a personalized education. You will be able to shape
your learning to your interests, your passions and your career goals. Making the most out of this
tremendous opportunity can be challenging, but fortunately, there are many services available to help you
- whether you are creating a four-year academic plan or selecting a program for a single quarter.
Here are some tips for making sound educational choices:
111
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Develop an academic plan
Every student is encouraged to develop an individualized academic plan - a personal declaration of educational
goals, intentions and achievements. It is not a form you must fill out or a list of requirements you must have
approved by some authority. It originates from and serves you.
If you have specific ideas about your educational path, you may impose some requirements on yourself or you may
determine that you must complete specific prerequisites to prepare for more advanced work. Your plan may be
specificin some areas and very general in others. It is also likely to change over time.
To create your plan, you will need to think about your previous experience, your strengths and weaknesses, your
interests and your goals. You may also have to do some research, like studying the academic pathways recommended
for students interested in specific areas of study or investigating specific career options. It may be useful to think
about and plan your educational journey as a sequence of steps:
~
~
EXPLORATION - Discovery for the sake of academic curiosity.
LEARNING GOALS - Understanding your academic purpose and intentions.
BREADTH - Exploring different subject areas, methods of learning and ways of knowing.
DEPTH - Focusing on a line of inquiry to develop a deeper level of knowledge and insight.
INTEGRATION - Making sense of your studies as a package.
TRANSLATION - Describing the sum of your education to others.
TRANSITION - Applying your learning to your life and career.
Discuss your choices and goals
Don't be afraid to ask for help. Evergreen's extensive, flexible and visible network of advising resources is designed
to help students make informed decisions. You will not be assigned an advisor, and advising is not mandatory, but
advisors can help provide perspective and tools to aid you in your planning. You can:
TALK TO FACULTY: Faculty are an integral part of the advising system. They typically work closely with
students in their programs or doing individual study. Many continue as advisors after the program or contract
ends. Advising is a regular component of the quarterly evaluation conferences between faculty and students, and
faculty members also serve as advisors through the Office of Academic Planning and Experiential Learning
(APEL).
CONTACT APEL: APEL provides a wide range of advising services. Five full-time advisors and a coordinator of international programs and services are available to meet by appointment or on a drop-in basis. They
also lead workshops and visit programs to provide advice. APEL publishes the Catalog update and posts
information about curriculum changes and program schedules.
VISIT OTHER OFFICES: Several college offices may be able to provide you with information and advice
that are critical to the success of your planning efforts. See the Student and Academic Support Services section
on page 20 for more information.
DO ITYOURSELF: There's nothing wrong with self-advising. Self-directed students may happily devise
their own plans. For these students, updated curriculum information is readily available from APEL in several
formats. APEL also offers worksheets for students interested in developing an academic plan on their own.
Study this Catalog
First-year students should carefully consider the Core and all-level programs described on pages 44-54. Other programs are listed
by Planning Groups. InterArea programs co-taught by faculty from different Planning Groups will be crosslisted. Please review
the How to Read a Program Listing section on page 43. If a specific subject interests you, look it up in the Matching Evergreen's
Programs to Your Field of Interest section, which begins on page 40.
Attend the quarterly Academic Fair
The faculty will be assembled all in one place so you can talk to them directly about program content, style and requirements.
Askthem anything. If one program's not right for you, they might suggest an alternative. Academic Fairs are held quarterly; see
the Academic Calendar on page 120 for dates.
Selecta program
If you have created a clear academic plan, consulted advisors, read this catalog closely and attended the Academic Fair, you
should have no difficulty choosing a program that's right for you. Once you have selected a program (and a couple of alternates
just in case), all you have to do is register, pay your tuition on time and get ready for class!
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Individual Studyllnternships
Part-Time Studies
As students progress in their education, some may decide to take advantage
of Evergreen's individual study options
- Individual Learning Contracts and
Internships. Most students who pursue
these options do so during their last two
years of undergraduate study.
Individual Learning Contracts are
student-generated projects in which the
student works with a faculty sponsor to
complete advanced academic work. The
faculty provides guidance and feedback,
but the idea for the project, the design
and structure of the course of study and
the student's goals all originate from the
student. Successful execution requires
motivation, imagination and initiative.
Examples of recent Individual
Learning Contract work include producing a CD of original music, researching
and recreating 17th century costumes
and writing a senior thesis on welfare
policies. Assistance with Individual
Learning Contracts is available from
faculty and the Office of Academic
Planning and Experiential Learning.
Internships provide students with
opportunities to apply classroom-based
knowledge in a hands-on learning
environment while also serving the
community. Students may conduct
Internships as part of an academic
program that incorporates Internships as
one mode of study or they may plan an
internship individually with support
from a faculty sponsor.
Internships for academic credit
require a three-way partnership among
the student, the faculty sponsor and the
field supervisor. An Internship Learning
Contract documents the role of each
member of the partnership. Evergreen
students have conducted internships in
every conceivable setting: city, state,
county and federal government, art
studios, research labs, museums, farms,
TV stations, service agencies, hospitals
and schools.
Academic Planning and Experiential
Learning (APEL) is the central source of
current information about internships.
APEL provides listings and referrals for
internship opportunities locally, nationally and internationally. APEL staff
members assist students, sponsors and
internship host supervisors in planning,
arranging and conducting internships.
More information about these two
study options is contained in the Student
Advising Handbook available from
APEL or by attending APEL workshops.
Team-teaching, interdisciplinary work,
seminars, narrative evaluations and
other hallmarks of an Evergreen
education are also available to working
adults through the college's half-time
programs. Students in these programs
earn eight credits per quarter toward a
bachelor's degree while attending class
on the evenings and weekends - even if
they have not been formally admitted to
Evergreen.
Offered by Part-Time Studies, these
interdisciplinary programs ask students
to examine a central theme, problem or
question from several perspectives. Most
programs run for three quarters, exploring the central theme from different
angles throughout the academic year.
But the faculty design each quarter so it
can stand alone - allowing students to
enter winter and spring quarters if space
is available.
Along with its half-time, eight-credit
programs, Part-Time Studies offers a
variety of courses - two- to six-credit
classes with a single disciplinary focus.
Many of these courses, like the half-time
programs, begin at 6 p.m. or later and
there are several offerings on Saturdays.
Courses offered at other times are
typically introductory courses designed
to supplement the curriculum for fulltime students. Full-time students are
generally discouraged from substituting
several courses for a full-time group
contract.
Working adults can expect to find
both intermediate and advanced
programs and courses in five curricular
pathways - Business and Management;
Environmental Studies; Human Services
and Psychology; Labor, Government and
Politics; and Literature and History.
Programs in each area give students
experience in communicating, collaborating, understanding a diversity of
viewpoints, and applying theory to
practice.
Students who are new to college study,
or are returning after a number of years
away, should consider taking the
Cornerstone Seminar. This course
offered each quarter, gives student; a
foundation in human development
theory and a way to plan their academic
career to meet their goals. Part-Time
Studies also offers writing courses and at
least one interdisciplinary eight-credit
program designed for returning students.
Students who wish to enroll on a
part-time basis before being admitted to
the college may register as special
students for a maximum of eight credits
per quarter. Special students receive
credit by going through the regular
evaluation process, and once they have
been admitted, the credits they have
accumulated will apply toward their
bachelor's degree. A student must be
admitted to the college to be awarded a
degree.
It is important that special students
realize that they will not be able to
register at the same time as students
who have completed the admissions
process, and that enrollment is on a
first-come, first-served, space-available
basis. Special students may register for
half-time interdisciplinary programs at
an Academic Fair (see page 120 for
dates) and for two-, four- and six-credit
courses only on the first day of class.
Students who are interested in pursuing
a degree and want to increase their
chances of getting into specific programs and courses should apply for
admission consideration at the earliest
possible date (see page 24 for admission
information).
Descriptions of Part-Time Studies
offerings are contained in the Evergreen
Times, a quarterly publication mailed to
residents in a five-county area. The
Summer Times also contains courses
available to working adults during
summer session. Both are published on
the Evergreen Web site at http://wwwevergreen.edu.
For more information about PartTime Studies, contact Wanda Curtis,
educational outreach coordinator
for Part-Time Studies, by calling
(360) 866-6000, ext. 6164. She can
supply copies of the Evergreen Times
and help special students with academic
advising and registration information.
She also works with special students to
help them gain admission to the college.
Prior Learning
FromExperience (PLE)
Evergreenrecognizes that adult
studentsreturning to college have
acquiredknowledge from their life and
workexperiences. If students want to
documentthis knowledge and receive
academiccredit, PLE provides one
appropriatepathway.
Documentingyour knowledge means
describingwhat you have learned within
a theoreticalframework, not simply
detailinga job description.
Becausea substantial written documentis required, you should first enroll
in coursesand programs to improve you
researchand writing skills. Next, you
shouldenroll in Writing from Life,
taughtby PLE Coordinator Kate
Crowe,to prepare you for writing your
document.Preparation of the document
generallytakes students up to one
academicyear. Once submitted, your
documentwill be evaluated by a faculty
teamand credit equivalencies will be
noted.You must pay for this credit just
asif you had enrolled in a course.
Interested students are encouraged
to contact the PLE office after they have
beenadmitted to the college.
For more information, call PLE
coordinator Kate Crowe at ext. 6415 or
seethe Evergreen web site at
http;llwww.evergreen.edu.
Longhouse Education
and Cultural Center
Evergreen'sLonghouse Education and
Cultural Center is a center for
multicultural study and a valuable
resourceto programs throughout the
curriculum.The Longhouse - the only
buildingof its kind on a public college
campusin the United States - provides
classroomspace, supports Native
AmericanStudies (see page 96), and
attracts conferences and events that
educate,entertain and enrich the college
and surrounding communities. Its
buildingdesign is based on historic
longhouse structures and the traditions
of Northwest Native American communities.
International Studies
and Opportunities
to Study Abroad
At Evergreen, we envision international studies as involving interdisciplinary academic work on a theme,
question or problem. This work may
include study abroad in a full-time
academic program, consortium program, individual contract study or
internship.
Programs with a study abroad
component are often found in the
Culture, Text and Language Planning
Group and usually offer one or more
options each year in which students and
faculty travel abroad spring or summer
quarter. Programs that include language
study typically travel to Spain, Latin
America, France or Russia. Field School
to Chile is a regular offering in which
students conduct political and culture
research.
Every other year, the Environmental
Studies Planning Group offers the
Tropical Rainforests program with field
work in Costa Rica (the next is planned
for 1999-2000). 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 have intermediate
proficiency in Japanese and 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.
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Programs in the 1998-99 curriculum
with a strong international focus include:
. Field School to Chile
48
Celebration: Myth, Ritual and Culture, Quebec-Haiti
57
Hispanic Forms in Life and Art
60
Russia
64
Advanced Ecology and Conservation
The Evans Chair
Evergreen participates in the following
consortium programs for international
study:
• Augsburg College, The Center for
Global Education; interdisciplinary
programs in Mexico, Central America
and Southern Africa.
• Butler University, The Institute for
Study Abroad; university programs in
English speaking countries and in Costa
Rica.
• Interweave; Russian culture and
environmental science programs.
• The School for International
Training; over 50 worldwide programs
with a focus on cultural diversity and
experience-based learning.
• The State of Washington Cooperative Development Studies Program in
Ecuador.
• The University of Washington
Jackson School of International Studies,
Seattle, Wash.
Advanced-level students may also
choose to study abroad through
individual or internship contracts. Such
work requires previous experience in
both the method of study and the
subject matter to be studied, and
students must negotiate an agreement
with an appropriate faculty or staff
sponsor.
For more information, contact Chris
Ciancetta, International Programs and
Services coordinator, in the APEL Office,
located in Library 1401.
Biology
Imagining Movement: Art in a Social Context
69
79
Funded by a state grant and donations from many people, the Daniel J.
EvansChair in Liberal Arts was
established to support Core programs.
Eachyear a distinguished scholar is
selectedto work with Core programs.
d37
Condensed Curriculum 1998-99
These two pages feature the titles of programs planned during the spring of 1997 for the 1998-99 academic year. This listing
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 Planning Groups, which are topical groupings of academic offerings planned by a
group of faculty with similar interests. Within each Planning Group, you will find all-level programs, intermediate programs with
a prerequisite of one year of college and no other specific requirements, and advanced programs geared toward junior- and seniorlevel students and offering upper-division credits. As you plan your educational pathway, you may decide to work for a number of
quarters within one Planning Group, or you may move from area to area to broaden your education. Either pattern is appropriate, depending on your academic goals.
F -fall quarter
Key
W - winter quarter
S - spring quarter
Su - summer quarter
SPECIAL FEATURES OFTHE CURRICULUM (Page 36)
Individual Study and Internships
36
Part- Time Studies
36
Prior Learning From Experience
37
Longhouse Education and Cultural Center
37
Evans Chair
37
International Studies and Opportunities to Study Abroad
37
PROGRAMS FOR FIRST-YEAR STUDENTS
(Page 44)
Core
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Child Welfare
46
Enduring Stories
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Northwest
W
W
46
W
48
49
W
Making Modern America: 1820-1970
51
W
51
W
Ordinary People, Extraordinary Uves:
Making Meaning, Making a Difference
53
W
Not by Bread Alone: A Look at the Elements of Ufe
53
W
Politics and Ideologies From The Americas
54
W
All· Level
Aesthetics: Music as Discourse
45
Astronomy and Cosmologies
45
Concepts of Computing
46
Fictional Sociology
47
48
Images in Context
49
W
Introduction to Environmental Studies: Oceans
50
W
Lecture Series: Science Stories
50
W
LoveNiolence
50
W
52
Russia
54
CULTURE,TEXT, AND LANGUAGE
All· Level
Aesthetics: Music as Discourse
Fictional Sociology
38
h
W
Field School to Chile
Natural Histories: Botany, Biography, Community
W
F
W
(Page 55)
Page
56
58
W
Natural Histories: Botany, Biography, Community
63
W
64
W
Page
in Nations and Communities
Foundations of Performing Arts
Metapatterns
W
62
Celebration: Myth, Ritual and Culture, Quebec-Haiti
Forests: Natural and Human Communities in the Pacific
C
61
LoveNiolence
57
W
57
W
Contested Realities: Power and Representation
()
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Images in Context
Intermediate
Page
Biology in the 21 st Century
59
Russia
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Z
Field School to Chile
W
Great British and Irish Moderns: Poetry and Fiction
59
Hispanic Forms in Ufe and Art
60
Interpreting English Uterature: The Bible, Donne and Milton
61
Japan Today
62
Latin American Short Story
62
May I Have This Dance?
63
Take a Look!: A Study in Perception
65
W
W
W
The French·Latin American Connection: Arts and Uterature
65
W
Victim Rhetoric: Chained, Choice, Change
66
W
When Words Lose Their Meaning: An Essay Writing Community
67
W
Advanced
Page
American Fictions
56
Black Uterary Beacons: Essayists
56
W
Horizon: Where Land Meets Sky
60
W
Mexico's National Character
63
W
W
Odyssey
64
Other Minds, Other Bodies: From Sappho to Jupiter
64
The Meaning of History
65
Victorian Studies: British Culture and Society 1837·1901
66
Weird and Wondrous
67
ENVIRONMENTAL STUDIES
AII·Level
W
W
F
W
(Page 68)
Page
Introduction to Environmental Studies: Oceans
72
W
Natural Histories: Botany, Biography, Community
74
W
Intermediate
Page
Introduction to Environmental Modeling
71
Introduction to Environmental Studies: Land
71
Introduction to Geology
72
Introduction to Natural Science
72
Invertebrate Zoology and Evolution
73
W
W
Advanced
Page
Advanced Ecology and Conservation Biology
69
Applied Geology: Hazards and Resources
69
Biodiversity and Global Change
69
W
S
W
F
Environmental Analysis: Applications of Chemistry,
Geology and Biology to a Local Environment
Introduction to Natural Science
87
F
W
Light
88
F
W
Matter and Motion
88
F
W
Advanced
Page
F
W
Chemical Instrumentation
70
F
W
S
Environmental Change and Community:
Laboratory
84
Environmental Analysis: Applications of Chemistry,
Geology and Biology to a Local Environment
86
S
Regional Policy and Politics
70
Evolutionary Biology
86
Evolution and the Herpetofauna
70
F
Molecule to Organism
89
F
W
S
Geography of the Pacific Northwest
71
F
Physical Systems
89
F
W
S
Landscape Processes: Shaping the American West
73
S
Seeing the Forest and the Trees
90
F
W
S
Marine Life: Marine Organisms and Their Environments
74
S
Undergraduate Research in Scientific Inquiry
90
F
W
S
Practice of Sustainable Agriculture
74
Sp
F
SOCIAL SCIENCE
Seeing the Forest and the Trees
75
F
75
F
75
F
Sustainable Development
S
W
Su
W
S
Learning From the Past,
Creating the Future
Tribal: Reservation Based/Community
Determined
EXPRESSIVE ARTS
Interarts
Intermediate
S
(Page 91)
Page
Contested Realities: Power and Representation
92
F
W
Family, Community and Public Policy
92
F
W
Health and Human Development
93
F
W
in Nations and Communities
W
S
(Page 76)
Page
S
n
F
W
Ima~ning Movement Art in a Social Context
79
F
W
Light
79
F
W
People of the Triangle
81
S
S
u
94
F
W
Self and Community
95
F
W
Advanced
Page
The End of Prosperity
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Envisioning Home: Finding Your Place Through Art and Music
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Moving Image Group/MediaArts
S
Page
Mediaworks: Experiments With Light and Sound
Performing Arts
Integrate and Innovate Psychological Theory and Practice
77
F
W
S
Regeneration: A Celebration With the Land
80
F
W
S
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
Page
May I Have This Dance?
80
F
W
Multimedia: History, Aesthetics,Techniques
81
F
W
Rites of Spring: Dance Critique and Performance
81
The Empty Stage: A Theater Intensive
82
Visual Arts
77
Foundations of Visual Arts: Sculpture
78
Horizon: Where Land Meets Sky
78
Images in Context
78
Take a Look!: A Study in Perception
82
Weird and Wondrous
82
SCIENTIFIC INQUIRY
AII·Level
F
W
S
93
F
W
S
95
F
W
95
F
W
W
Advanced
F
0
U
(Page 96)
Page
S
Regeneration: A Celebration With the Land
97
F
W
S
Tribal: Reservation Based/Community Determined
97
F
W
F
W
TACOMA PROGRAM
Z
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(Page 98)
The Art of Leadership: Studies in Collaboration
W
S
and Coalition Building
98
W
F
W
F
W
F
W
F
W
(Page 83)
Page
Astronomy and Cosmologies
84
Concepts of Computing
85
Lecture Series: Science Stories
88
Intermediate
F
NATIVE AMERICAN STUDIES
Page
Foundations of Visual Arts
93
Multicultural Psychological Counseling: A New Way to
Contested Realities: Power and Representation
in Nations and Communities
Management in a Changing World
Page
Computability and Cognition: The Scope and Limits of
Formal Systems
84
Data to Information
85
F
W
Health and Human Development
86
F
W
IntrOduction to Environmental Modeling
87
~
d39
Matching Evergreen's Programs
to Your Field of Interest
If you are accustomed to thinking about your future study interest~ in t~rms of majors, rather than the inte~disciplinary program titles and the Planning Groups used at Evergreen, this guide can help you match your educational
interests with our offerings.
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ACTING
The Empty Stage: A Theater Intensive
AESTHETICS
Aesthetics: Music as Discourse
AFRICAN-AMERICAN
STUDIES
Black Literary Beacons: Essayists
BIOLOGY
Biology in the 21 st Century
Environmental Analysis: Applications of Chemistry,
Geology and Biology to a Local Environment
Evolutionary Biology
Health and Human Development
Introduction to Environmental Studies: Oceans
Introduction to Natural Science
Invertebrate Zoology and Evolution
Molecule to Organism
Not by Bread Alone: A Look at the Elements of Life
Undergraduate Research in Scientific Inquiry
BOTANY
Forests: Natural and Human Communities in the
Pacific Northwest
Marine Life: Marine Organisms and Their Environments
Natural Histories: Botany, Biography, Community
BRITISH
LITERATURE
Victorian Studies: British Culture and Society 1837-1901
BUSINESS
Management in a Changing World
82
45
56
Making Modem America: 1820-1970
AGRICULTURE
51
Practice of Sustainable Agriculture
Sustainable Development
Learning From the Past, Creating the Future
AMERICAN
INDIAN
LAW
Regeneration: A Celebration With the Land
AMERICAN
STUDIES
American Fictions
Black Literary Beacons: Essayists
LoveNiolence
Making Modern America: 1820-1970
Natural Histories: Botany, Biography, Community
Ordinary People, Extraordinary Lives:
Making Meaning, Making a Difference
Victim Rhetoric: Chained, Choice, Change
ANTHROPOLOGY
Enduring Stories
Forests: Natural and Human Communities in the
Pacific Northwest
Horizon: Where Land Meets Sky
Health and Human Development
Weird and Wondrous
ART
Envisioning Home: .
Finding Your Place Through Art and Music
Field School in Chile
Foundations of Visual Art
Foundations of Visual Art Sculpture
Horizon: Where Land Meets Sky
Imagining Movement: Art in a Social Context
Lighi
Ordinary People, Extraordinary Lives:
Making Meaning, Making a Difference
Other Minds, Other Bodies: From Sappho to Jupiter
Seeing the Forest and the Trees
The French-Latin American Connection: Arts and Literature
Weird and Wondrous
ART HISTORY
Horizon: Where Land Meets Sky
Images in Context
Imagining Movement: Art in a Social Context
Light
The French-Latin American Connection: Arts and Literature
ART/MEDIA
THEORY
Images in Context
Imagining MovementArt in a Social Context
Mediaworks: Experiments With Light and Sound
Metapatterns
Multimedia: History,Aesthetics,Techniques
Take a Look!: A Study in Perception
Weird and Wondrous
ASIAN
STUDIES
Imagining Movement: Art in a Social Context
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
ASTRONOMY
Astronomy and Cosmologies
Physical Systems
74
75
97
56
56
50
51
52
53
66
46
48
60
93
67
77
48
77
78
60
79
79
53
64
75
65
67
60
49
79
79
65
49
79
80
51
81
65
67
79
95
45
89
45
70
86
93
50
72
73
89
53
90
48
74
52
66
91
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CALCULUS
Introduction to Environmental Modeling
CHEMICAL
INSTRUMENTATION
Chemical Instrumentation Laboratory
CHEMISTRY
Biodiversity and Global Change
Chemical Instrumentation Laboratory
Environmental Analysis: Applications of Chemistry,
Geology and Biology to a Local Environment
Introduction to Natural Science
Light
Matter and Motion
Molecule to Organism
Not by Bread Alone: A Look at the Elements of Life
Undergraduate Research in Scientific Inquiry
CLASSICS
Enduring Stories
COGNITIVE
SCIENCE
Computability and Cognition:
The Scope and Limits of Formal Systems
COMMUNICATION
Health and Human Development
Images in Context
Metapatterns
Self and Community
Tribal: Reservation Based/Community Determined
Victim Rhetoric: Chained, Choice, Change
COMMUNITY
STUDIES
Contested Realities:
Power and Representation in Nations and Communities
Environmental Change and Community:
Regional Policy and Politics
Envisioning Home:
Finding Your Place Through Art and Music
Family, Community and Public Policy
Forests: Natural and Human Communities in the
Pacific Northwest
Ordinary People, Extraordinary Lives:
Making Meaning, Making a Difference
Sustainable Development Learning From the Past,
Creating the Future
71
84
69
84
70
72
79
88
89
53
9Q
46
84
93
49
51
95
97
66
57
70
77
92
92
53
75
The Art of Leadership: Studies in Collaboration and
Coalition Building
98
The Geography of the Pacific Northwest
71
Tribal: Reservation Based/Community Determined
97
When Words Lose Their Meaning:
An Essay Writing Community
67
COMPARATIVE
MYTHOLOGY
Astronomy and Cosmologies
45
COMPUTER
SCIENCE
Computability and Cognition:
The Scope and Limits of Formal Systems
84
Concepts of Computing
46
Data to Information
85
Introduction to Natural Science
72
Seeing the Forest and the Trees
72
CONSERVATION
BIOLOGY
Advanced Ecology and Conservation Biology
69
Introduction to Environmental Modeling
71
COUNSELING
Multicultural Psychological Counseling: A New Way to Integrate
and Innovate Psychological Theory and Practice
93
CRITICAL
REASONING
Child Welfare
46
Images in Context
49
Regeneration: A Celebration With the Land
97
Tribal: Reservation Based/Community Determined
97
CULTURAL
STUDIES
Aesthetics: Music as Discourse
45
Astronomy and Cosmologies
45
Child Welfare
46
Contested Realities:
Power and Representation in Nations and Communities 57
Enduring Stories
46
Envisioning Home:
Finding Your Place Through Art and Music
77
Horizon: Where Land Meets Sky
60
Images in Context
49
Imagining Movement: Art in a Social Context
79
Interpreting English Literature: The Bible, Donne and Milton 61
Japan Today
62
LovelViolence
50
Making Modern America: 1820-1970
51
May I Have This Dance?
63
Metapatterns
51
Natural Histories: Botany, Biography, Community
52
People of the Triangle
81
Regeneration:A Celebration With the Land
97
Russia
54
Sustainable Development
Learning From the Past, Creating the Future
75
The Art of Leadership:
Studies in Collaboration and Coalition Building
98
Weird and Wondrous
67
D}}
DANCE
Foundations of Performing Arts
Imagining Movement: Art in a Social Context
May I Have This Dance?
Rites of Spring: Dance Critique and Performance
DESIGN
Imagining Movement: Art in a Social Context
DESIGN
FOR THE STAGE
The Empty Stage: A Theater Intensive
DRAWING
Foundations of Visual Art
49
79
63
81
79
82
77
Horizon: Where Land Meets Sky
Imagining Movement: Art in a Social Context
Light
Take a Look': A Study in Perception
60
79
79
65
E)}
ECOLOGY
Advanced Ecology and Conservation Biology
Biodiversity and Global Change
Evolution and the Herpetofauna
Forests: Natural and Human Communities in the
Pacific Northwest
Introduction to Environmental Modeling
Introduction to Environmental Studies: Land
Marine Life: Marine Organisms and Their Environments
Practice of Sustainable Agriculture
Seeing the Forest and the Trees
69
69
70
48
71
71
74
74
75
ECONOMICS
Forests: Natural and Human Communities in the
Pacific Northwest
Introduction to Environmental Studies: Land
Introduction to Environmental Studies: Oceans
Making Modern America: 182{}-1970
Management in a Changing World
Political Economy and Social Change: The End of Prosperity
japan Today
Mediaworks: Experiments With Light and Sound
FOLKLORE
EDUCATION
45
57
46
48
52
FORESTRY
Forests: Natural and Human Communities in the
Pacific Northwest
48
FRENCH STUDIES
Celebration: Myth. Ritual and Culture. Quebec-Haiti
57
The french-lam American Connection: Arts and Literature 65
G}
GEOGRAPHY
75
71
GEOLOGY
Applied Geology: Hazards and Resources
Environmental Analysis:Applications of Chemistry.
Geology and Biology to a Local Environment
Introduction to Geology
Landscape Processes: Shaping the American West
69
70
72
73
GOVERNMENT
Field School in Chile
48
ENGLISH LITERATURE
Management in a Changing World
Victim Rhetoric: Chained. Choice. Change
93
66
Interpreting English Literature: The Bible. Donne and Milton 61
H}
ENTOMOLOGY
Biodiversity and Global Change
69
HEALTH
70
Health and Human Development
Not by Bread Alone: A Look at the Elements of Life
Undergraduate Research in Scientific Inquiry
ENVIRONMENTAL POLICY
Environmental Change and Community:
Regional Policy and Politics
ENVIRONMENTAL SCIENCE
69
Evolution and the Herpetofauna
70
American Fictions
Black Literary Beacons: Essayists
Ceiebration: Myth. Ritual and Culture. Quebec-Haiti
Hispanic Forms in Life and Art
Images in Context
Making Modern America: I82{}-1970
Mexico's National Character
Ordinary People. Extraordinary Lives:
Making Meaning. Making a Difference
People of the Triangle
Political Economy and Social Change: The End of Prosperity
Russia
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
The Meaning of History
48
71
71
50
54
70
48
71
50
72
54
Rites of Spring: Dance Critique and Performance
75
Astronomy and Cosmologies
Health and Human Development
Lecture Series: Science Stories
May I Have This Dance?
EUROPEAN STUDIES
65
EVOLUTION
69
70
73
EXPOSITORYWRITING
59
Environmental Analysis: Applications of Chemistry.
Geology and Biology to a Local Environment
81
INTERNATIONAL
92
FEMINISTTHEORY
79
FILM
49
79
93
50
63
70
INTERDISCIPLINARY STUDY OF
HUMANITIES
FAMILY STUDIES
Images in Context
Imagining Movement Art in a Social Context
95
65
I)}
When Words Lose Their Meaning:
An Essay Writing Community
Imagining Movement: Art in a Social Context
94
54
HYDROLOGY
F}
Family.Community and Public Policy
53
45
Multicultural Psychological Counseling: A New Way to Integrate
and Innovate Psychological Theory and Practice
93
Great British and Irish Moderns: Poetry and Fiction
56
S7
49
51
63
HISTORY OF SCIENCE
HUMAN DEVELOPMENT
Biodiversity and Global Change
Evolution and the Herpetofauna
Invertebrate Zoology and Evolution
56
HISTORY OF DANCE
ETHICS
and Literature
70
HISTORY
ENVIRONMENTAL STUDIES
Environmental Change and Community:
Regional Policy and Politics
Forests: Natural and Human Communities in the
Pacific Northwest
Introduction to Environmental Studies: Land
Introduction to Environmental Studies: Oceans
Introduction to Natural Science
Politics and Ideologies From The Americas
Sustainable Development
Learning From the Past, Creating the Future
The French-latin American Connection:Arts
93
53
90
HERPETOLOGY
Applied Geology: Hazards and Resources
Environmental Analysis:Applications of Chemistry.
Geology and Biology to a Local Environment
Forests: Natural and Human Communities in the
Pacific Northwest
Introduction to Environmental Modeling
Introduction to Environmental Studies: Land
Introduction to Environmental Studies: Oceans
Politics and Ideologies From the Americas
Practice of Sustainable Agriculture
d
JAPANESESTUDIES
japan Today
Astronomy and Cosmologies
Celebration: Myth. Ritual and Culture. Quebec-Haiti
Enduring Stories
Field School in Chile
Natural Histories: Botany. Biography. Community
Seeing the Forest and the Trees
The Geography of the Pacific Northwest
48
71
50
51
93
94
62
80
62
L}
LANGUAGE STUDIES
Celebration: Myth. Ritual and Culture. Quebec-Haiti
Hispanic Forms in Life and Art
.
japan Today
Latin American Short Story
The french-latn American Connection: Arts and Literature
57
60
. 62
62
65
LATIN AMERICAN STUDIES
Advanced Ecology and Conservation Biology
Images in Context
Imagining Movement Art in a Social Context
Latin American Short Story
The French-latin American Connection: Arts and Literature
69
49
79
62
65
LAW AND GOVERNMENTAL POLICY
The Art of Leadership: Studies in Collaboration
and Coalition Building
98
LEADERSHIP STUDIES
The Art of Leadership: Studies in Collaboration
and Coalition Building
98
LIBRARY RESEARCH
Child Welfare
Evolutionary Biology
LoveNiolence
46
86
50
LITERATURE
American Fictions
56
Black Literary Beacons: EssayiSts
56
Celebration: Myth. Ritual and Culture. Quebec-Haiti
57
Child Welfare
46
Enduring Stories
46
Fictional Sociology
47
Great British and Irish Moderns: Poetry and Fiction
59
Hispanic Forms in Life and Art
60
Horizon:Where Land Meets Sky
60
Images in Context
49
Interpreting English Literature: The Bible. Donne and Milton 61
Latin American Short Story
62
LoveNiolence
50
Making Modern America: 182{}-1970
51
Mexico's National Character
63
Odyssey
64
Russia
54
Weird and Wondrous
67
When Words Lose Their Meaning:
An Essay Writing Community
67
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I.:)
z
I
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I:
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MANAGEMENT
Management in a Changing World
93
MARINE SCIENCE
Introduction to Environmental Studies: Oceans
Invertebrate Zoology and Evolution
Marine Life: Marine Organisms and Their Environments
50
73
74
MATHEMATICS
Astronomy and Cosmologies
Biology in the 21st Century
Computability and Cognition:
The Scope and Limits of Formal Systems
Data to Information
Introduction to Natural Science
Matter and Motion
Physical Systems
45
45
84
85
72
88
89
MEDIA
67
STUDIES
Field School in Chile
Hispanic Forms in Life and Art
Management in a Changing World
48
60
93
Politics and Ideologies From The Americas
54
Contested Realities: Power and Representation
in Nations and Communities
Images in Context
Imagining Movement: Art in a Social Context
Mediaworks: Experiments With Light and Sound
Metapatterns
Multimedia: History.Aesthetics. Techniques
57
49
79
80
51
81
MICROBIOLOGY
Molecule to Organism
89
d41
MOLECULAR BIOLOGY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
MUSIC
Aesthetics: Music as Discourse
Envisioning Home:
Finding Your Place Through Art and Music
Foundations of Performing Arts
Multimedia: History,Aesthetics, Techniques
People of the Triangle
89
90
45
77
49
81
81
N}
Z
NATIVE AMERICAN STUDIES
Astronomy and Cosmologies
Forests: Natural and Human Communities in the
Pacific Northwest
Imagining Movement: Art in a Social Context
Making Modern America: 1820-1970
Regeneration:A Celebration With the Land
The Geography of the Pacific Northwest
Tribal: Reservation Based/Community Determined
NATURAL HISTORY
Forests: Natural and Human Communities in the
Pacific Northwest
Introduction to Environmental Studies: Land
Introduction to Environmental Studies: Oceans
Natural Histories: Botany, Biography, Community
NATURAL RESOURCES/POLICY
Forests: Natural and Human Communities in the
Pacific Northwest
Regeneration: A Celebration With the Land
Z
p)}
m
PAINTING
Foundations of Visual Art
PERFORMANCE THEORY
Imagining Movement Art in a Social Context
The Empty Stage: A Theater Intensive
PHILOSOPHY
Child Welfare
Imagining Movement: Art in a Social Context
Making Modern America: 1820-1970
Odyssey
Other Minds, Other Bodies: From Sappho to Jupiter
The Meaning of History
PHILOSOPHY OF MIND
Computability and Cognition:
The Scope and Limits of Formal Systems
PHILOSOPHY OF SCIENCE
Astronomy and Cosmologies
Evolutionary Biology
Lecture Series: Science Stories
Physical Systems
PHOTOGRAPHY
Foundations of Visual Art
PHYSICS
Astronomy and Cosmologies
Chemical Instrumentation Laboratory
Light
Matter and Motion
Physical Systems
PHYSIOLOGY
Undergraduate Research in Scientific Inquiry
POETRY
Great British and Irish Moderns: Poetry and Fiction
Making Modern America: 1820-1970
POLITICAL ECONOMY
Contested Realities: Power and Representation
in Nations and Communities
Forests: Natural and Human Communities in the
Pacific Northwest
Introduction to Environmental Studies: Land
Introduction to Environmental Studies: Oceans
Making Modern America: 1820-1970
Political Economy and Social Change: The End of Prosperity
3:
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n
:r:
45
48
79
51
57
71
97
48
71
50
52
R)}
48
57
C)
0
X
.. ,
42
h
Russia
54
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
95
Sustainable Development:
Learning From the Past, Creating the Future
75
POLITICAL PHILOSOPHY
Making Modern America: 1820-1970
51
People of the Triangle
81
Political Economy and Social Change: The End of Prosperity 94
POLITICAL SCIENCE
Introduction to Environmental Studies: Land
71
Making Modern America: 1820-1970
51
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
95
PSYCHOLOGY
LoveNiolence
50
May I Have This Dance1
63
Mexico's National Character
63
Multicultural Psychological Counseling: A New Way to Integrate
and Innovate Psychological Theory and Practice
93
Self and Community
95
PUBLIC ADMINISTRATION
Management in a Changing World
93
Political Economy and Social Change: The End of Prosperity 94
PUBLIC POLICY
92
Family, Community and Public Policy
77
79
82
46
79
51
64
64
65
84
45
86
50
89
77
45
84
79
88
89
90
59
51
57
48
71
50
51
94
RELIGION
Celebration: Myth, Ritual and Culture, Quebec-Haiti
57
Enduring Stories
46
Interpreting English Literatlire:The Bible, Donne and Milton 61
Ordinary People, Extraordinary Lives:
Making Meaning, Making a Difference
53
The Meaning of History
65
s)}
SCIENCE
Biology in the 21 st Century
Chemical Instrumentation Laboratory
Evolutionary Biology
Lecture Series: Science Stories
Light
SCIENCE FICTION
Biology in the 21 st Century
SCULPTURE
Foundations of Visual Art Sculpture
Imagining Movement Art in a Social Context
SOCIAL AND CULTURAL HISTORY
Victorian Studies: British Culture and Society 1837·190 I
SOCIAL SCIENCE
Child Welfare
Environmental Change and Community:
Regional Policy and Politics
Fictional Sociology
Field School in Chile
Health and Human Development
LoveNiolence
Making Modern America: 1820-1970
Metapatterns
Ordinary People, Extraordinary Lives:
Making Meaning, Making a Difference
Political Economy and Social Change: The End of Prosperity
Politics and Ideologies From The Americas
Regeneration: A Celebration With the Land
Self and Community
Tribal: Reservation Based/Community Determined
Victim Rhetoric: Chained, Choice, Change
SOCIOLOGY
LoveNiolence
Natural Histories: Botany, Biography, Community
Political Economy and Social Change: The End of Prosperity
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
45
84
86
50
79
45
78
79
66
46
70
47
48
93
50
51
50
53
94
54
57
95
97
66
50
52
94
95
SOUTH ASIAN STUDIES
Social Movements and Social Change:
Theory and Practice in Comparative Perspective
STATISTICS
Advanced Ecology and Conservation Biology
Concepts of Computing
Forests: Natural and Human Communities in the
Pacific Northwest
Making Modern America: 1820-1970
Self and Community
95
69
46
48
51
95
T)}
TECHNICAL WRITING
Chemical Instrumentation Laboratory
The Geography of the Pacific Northwest
TELEVISION PRODUCTION
Field School in Chile
Politics and Ideologies From The Americas
THEATER
Foundations of Performing Arts
Imagining Movement Art in a Social Context
Metapatterns
People of the Triangle
The Empty Stage: A Theater Intensive
THEATER HISTORY AND THEORY
The Empty Stage: A Theater Intensive
TRIBAL POLICY
Regeneration: A Celebration With the Land
71
71
48
54
49
79
51
81
82
82
57
V}}
VIDEO
Contested Realities: Power and Representation
in Nations and Communities
Imagining Movement Art in a Social Context
Mediaworks: Experiments With Light and Sound
VISUAL PERCEPTION
Take a Look!: A Study in Perception
57
79
80
65
w)}
WILDLIFE MANAGEMENT
Advanced Ecology and Conservation Biology
69
Evolution and the Herpetofauna
70
WOMEN'S STUDIES
Imagining Movement Art in a Social Context
79
Making Modern America: 1820-1970
51
WRITING
Biology in the 21 st Century
45
Child Welfare
46
Enduring Stories
46
Fictional Sociology
47
Hispanic Forms in Life and Art
60
Horizon: Where Land Meets Sky
60
Imagining MovementArt in a Social Context
79
Interpreting English Literature: The Bible, Donne and Milton 61
LoveNiolence
50
Making Modern America: 1820-1970
51
64
Odyssey
Other Minds, Other Bodies: From Sappho to Jupiter
64
Regeneration: A Celebration With the Land
57
Self and Community
95
Tribal: Reservation Based/Community Determined
97
When Words Lose Their Meaning:
An Essay Writing Community
67
z}
ZOOLOGY
Invertebrate Zoology and Evolution
Marine Life: Marine Organisms and Their Environments
73
74
~f
How to Read a Program Description
Because Evergreen's curriculum is so distinct,
familiar with them, the complex descriptions
make sure students understand their options.
you interpret all the information packed into
Quarter(
s) fl
I
Lists the quarters during which program
will run.
1\
Faculty 11
,-
the college describes its academic offerings in unusual detail. Until you are
in this Catalog can be intimidating, but Evergreen believes this is the best way to
Below is a sample of a typical program description. The annotations will help
)J
each of the listings that follow.
fi
Horizon:
Where
Land Meets
~
Program Type
Sky
Describes the type of program:
• Coordinated Study - Working with
f I
d
I.
a. acu ty team, stu ents use mu tip le
disciplines to explore a central question
t S . g/C
di t d St d
W·mer,
pnn
oor ma e
u y
Faculty: Llyn De Danaan, Marilyn Frasca
Enrollment: 50
Lists members of the faculty team scheduled ~prereqUiSites: Junior and senior standing
to teach the coordinated study program or
and at least one quarter at Evergreen.
the faculty member scheduled to lead the
Faculty Signature: No
group contract.
Special Expenses: $150 for art supplies; $5001
for field trip expenses.
I
Enrollment }l
I Internship Possibilities: No ------~
Travel Component: One overnight field trip
Describes the number of students who may
plus possible two- to three-week field trip
enroll. Core programs typically allow 23
during spring quarter.
student per faculty; all level programs
This is a two-quarter study of sky, land and
typically allow 24; intermediate and
the place where the two meet. The study is
advanced programs and group contracts
anthropological, historical and artistic.
typically allow 25.
Together we will read texts that describe the
way in which people of many cultures have
Prerequisite }l
I
used the horizon line to create place, time,
Lists conditions you must meet to be eligible
season and a romance between the celestial
to take this program. These might include
and the terrestrial in art, poetry and the
studies you should already have completed,
imagination. We will understand how the
the academic standing expected of you or
horizon line creates points along which
both. This portion might state other entry
constellations, planets, the sun and the moon
requirements, such as faculty review of
appear to rise and set and how buildings and
student portfolio.
stones have marked these points and now
. .
1\
I image-makers have celebrated them.
Program Description 11
During spring quarter we hope to study on.
This condensed description explains the
site in Northern New Mexico where we will
theme or question at the heart of the
give attention to Anasazi cultures as a part of
or theme.
• Group Contract - One or two
faculty members work With a group
of students, typically advanced-level
students, to examine a specific topic.
I{ Faculty Signature
Indicates whether you must obtain a
signature code from a faculty member
before registering. May also specify how
and when to obtain a signature code.
our group research. Faculty will provide ~r.
workshops in cultural anthropology, research
methodology, drawing and journal writing.
read, activities planned and the disciplines
and modes of study that participants Will
use. For more information, make an
appointment with a faculty member, ask for
a copy of the syllabus, stop by the program's
table at the Academic Fair or talk to an
adviser at Academic Planning and Experiential Learmng.
Credit awarded in cultural anthropology,
anthropology of pre-historic Southwest
United States drawing art history and
research methods.
'
.
Program
IS
I
preparatory
... }---
Indicates how this program might be
particularly useful in preparing for future
studies or careers.
12 16
Q2
U
o
I{ Special Expenses
Indicates expenses you should anticipate
beyond books and normal supplies.
:L
;2
"~
c,
I{ Internship allowed
States whether an internship possibility is
an optional or required component of
the program.
«
o
-c
w
a::.
~
. .
In.dlcates whether program participants
will take field trips or study abroad.
~
I
.
l Credit awarded In ...
At the end of each program, faculty will
register the c~~dits you earn as "credit
eqUl~alenCIes ~hat correspon~ to
.
traditional disciplines and subjects, This
tells potential employers and graduate
schools reviewing your transcript what
subject areas you have studied. This
section explains the kind of credit
equivalencies you can expect if you
~61
Tot~l:
~r
credits winter quarter and
credits spn~g quarter ..Students may enroll in
a four-credit course wmter quarter.
rProgram is preparatory for careers and future
studies in arts and humanities.
t
V>
W
Y{ Travel Component
program and how participants will approach
it. The content of each description varies, but
you will usually find examples of books to be
z
o
successfully complete the program.
r
.
l Total Credits
Number of quarter hours that will be
credited at the end of each quarter if you
successfully complete this program. This
part also states whether you may take
part of the program and under what
circumstances. You may, for example, be
allowed to take a program for
credits
while you are also enrolled in a related
four-credit module. Part-time options
may require permission of faculty.
12
d43
Programs for First-Year Students
jflL
First-year students have several options: Core programs,
all-level programs and some intermediate programs.
Core programs are designed to give first- or second-year college students a solid foundation of
knowledge and skills in preparation for 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 an issue or a topic 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 condition, for
example, or the relationship of biological facts to individual psychology.
Core programs emphasize the development of college-level skills necessary for you to do
advanced college work. For most students this means learning how to write at a college level in
various modes, read carefully, analyze arguments, skillfully reason quantitatively or mathematically, work cooperatively in small project or discussion groups and use 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 in Core
programs (23:1) ensures close interaction between you, your faculty and other students.
Each Core program 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.
All-level programs will enroll up to 25 percent first-year students. Like Core programs, they
are broadly interdisciplinary coordinated studies. They combine seminars, individual conferences with faculty members, lectures, field trips, laboratories - depending on the content and
goals of the program. As their name suggests, all-level programs will also enroll sophomores,
juniors and seniors.
There are several things you should consider if an all-level program appeals to you. The
strength of your academic work in high school is one indication of readiness for an all-level
program. Already having a good background in one of the main areas of inquiry is another.
You should have strong writing skills, and a strong, sustained interest in the topic is crucial.
You should weight the advantages of in-depth study of an all-level theme that interests you
against the advantages of a Core program's emphasis on foundations for college work. In an
all-level program you should anticipate that faculty will provide less guidance about basic skills
and that their expectations about what you already know how to do and what you can learn on
your own will be higher. If you are interested in working with a wide mix of students (age,
experience, stages in learning), this would be a good option for you.
Some programs designed for sophomore-level students will admit a particulary well-qualified
first-year student. Consult the faculty if you are interested in an intermediate program.
Aesthetics:
Music as Discourse
Astronomy and Cosmologies
Biology in the 21 st Century
Spring/Group Contract
Faculty: Charles Pailthorp
Enrollment: 24
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This group contract will combine listening to
music of a particular time and place with
study of concurrent developments in the
aesthetics of music, both theory and practice.
Together the group will investigate music that
developed during three periods of rapid and
profound change in Western sensibilities perhaps Ars Nova during the emergence of
relatively widespread literacy in the 13th and
14th centuries, then Romanticism in music
during the political and economic upheavals
of the late 18th and early 19th centuries,
concluding with the attack on tonality in the
unsettling first decades of the 20th century.
In addition, each student will carry out her
or his own study of how musical activity was
transformed during a period of broader
change, defending a point of view on how
music both responded to and contributed to
larger cultural developments. Results of these
projects will be presented to the group.
Spring/Coordinated Study
Faculty: E. J. Zita, TBA
Enrollment: 50
Prerequisites: Facility with algebra and
trigonometry. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $350 for field trip to New
Mexico.
Internship Possibilities: No
Travel Component: Extended spring field trip
to New Mexico.
Learn beginning-to-intermediate astronomy
through lectures, interactive workshops and
observation. Use naked eyes, binoculars and
large and small scopes. Observing opportunities are available on large telescopes on
campus ana via the Internet at professional
sites. Credit is available for student research
projects.
In Cosmologies we will study how people
across cultures and throughout history have
understood, modeled and ordered their
universe. We will study creation stories and
world views, especially of ancient peoples on
this continent.
Archeoastronomy investigations may
include an extended field trip to New Mexico
to study astronomical sites, structures and
meanings. Collaboration with Llyn
DeDanaan and Marilyn Frasca's Horizons
program may be possible.
Credit awarded in music aesthetics, music
history and cultural studies.
Credit awarded in astronomy, physical
science and! or philosophy of science.
Total: 16 credits. Student may enroll in a
four-credit course with faculty signature.
Total: 8 or 12 credits. Advanced students are
strongly encouraged to take astrophysics
concurrently in Physical Systems. Beginning
students are strongly encouraged to take
Science Stories in fall and winter.
Fall, Winter/Coordinated Study
Faculty: Linda Kahan, David Milne, TBA
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: $20 for lab equipment.
Internship Possibilities: No
Travel Component: None
Six billion people on the planet now, 50
billion projected by the end of the 21st
century - what will be the results of this
population explosion? What are the
consequences of lifespan extension? Of so
many more elderly people? How hard will it
be to secure clean water and safe food? How
many animal and plant species now living
will go extinct by 2100?
What are the prospects for a continuing
and expanding worldwide AIDS epidemic?
For the evolution and spread of other
dangerous epidemic diseases? For the
emergence of totally antibiotic resistant
pathogens?
Human clones? Genetically engineered
crops? Genetic cures for hereditary conditions
and cancer? How will the results of the
human genome project be used and by
whom?
Will the wiring of the brain be deciphered
and where might it lead? Memory enhancement? Rejuvenation for aging brains? More
effective educational methods based on
science of the brain? More effective psychoactive chemicals used more widely for behavior
manipulation?
These are a sample of the biologyengendered questions that will challenge us in
the 21st century. How big are the problems?
How many people will they affect? How will
they consume available resources? What are
the implications for the way we will live?
What are the ethical and moral implications
of potential solutions? These and similar
questions will be explored through readings,
seminars, labs, mathematical exercises,
writing, projects and films. We will familiarize ourselves with a range of possible
problems and explore solutions that minimize
adverse consequences.
This program is appropriate for any
entering students, regardless of their career
aspirations. Students will anticipate and
investigate problems that will surely affect
their lives in the future, no matter what they
do or where they live. They will hone skills in
reading critically, writing effectively and
using basic mathematics.
Program is preparatory for further studies in
the humanities, cultural studies and music.
This program is also listed under Culture,
Text and Language.
Program is preparatory for careers and future
studies in astronomy, physical sciences or
history/philosophy of science.
This program is also listed under Scientific
Inquiry.
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Credit awarded in biology, English, basic
math, philosophy and futuristics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in biology, science writing (fiction or
non-fiction), education, public service or any
of the social sciences.
* indicates
upper-division
credit
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Child Welfare
Concepts of Computing
Enduring Stories
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 23
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This Core program is an introduction to
social work and child services. The first five
weeks of the quarter focus on an interdisciplinary literature review of the intellectual
models that inform our understanding of
childhood and youth. We explore contributions from the disciplines of philosophy,
history, social psychology, social work,
anthropology and literature. The second five
weeks of the quarter are devoted to providing
an up-to-date comprehensive social work and
human services view of child welfare policies
and practices in the United States.
We will emphasize competency/skill
development in the areas of: oral and written
communication, group dynamics (seminar
participation), library research methods, selfdirected learning strategy, collaborative
learning strategy, critical thinking approaches,
problem-solving design and volunteer
community service.
Spring/Group Contract
Faculty: Sheryl Shulman
Enrollment: 25
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This spring offering will examine the
fundamentals of computing and the use of
computing in several application areas.
Students will study concepts of computer
science along with ideas behind application
software that make computers effective tools.
There will be hands-on lab work as well as
examination of the models, methods and
abstract concepts behind the software and
hardware. Topics may include simple graphics
and modeling, the World Wide Web,
computer organization and some aspects of
mathematics and logic.
The program is aimed at students who
have an interest in computing but limited
background in the area. It will be useful for
students who want a solid foundation for use
of computers in a variety of disciplines
(especially in the sciences) as well as those
who want to decide whether they are
interested in taking additional course work in
computer science, such as the entry-level
program Data to Information.
Fall, Winter, Spring/Coordinated Study
Faculty: Rita Pougiales, Nancy Taylor,
Andrew Buchman, TBA
Enrollment: 92
Prerequisites: None
Faculty Signature: No
Special Expenses: $60 for overnight retreat.
Internship Possibilities: No
Travel Component: $60 for overnight retreat.
Stories are the scaffolding of our lives.
Through stories we tell our history, profess
our values and give meaning to our lives. We
"make" our lives understandable through
stories. Behind stories and storytelling is a
strong individual and cultural impulse to
understand and make sense of life. There are
some stories, so central to the life of a people
and culture, that have endured over a long
time. It is these stories we want to pay
particular attention to, not only for their
literary qualities but for what they reveal
about our lives.
In this program we will study stories as
well as the impulse for storytelling. By
focusing on the impulse behind stories we
open up many questions: How do stories help
us make our lives whole and connected? How
do stories affect how we experience our lives?
Where does the impulse to tell stories reside
in the lives of individuals and communities?
We will focus our attention on stories from
the Mediterranean, particularly from the
eastern Mediterranean. This is a vast,
culturally and politically complex area of the
world, rich in distinct histories, religions,
traditions and stories. The traditional story of
Western civilization begins with an idealization of classical Greek society. We will
explore this traditional story while also
expanding our understanding by looking
more broadly at stories from other eastern
Mediterranean cultures, particularly stories
from Jewish and Islamic traditions.
Credit awarded in writing composition,
library research method, critical analysis,
group dynamics, social work and human
services, social science, cultural studies,
contemporary literature and community
service.
Credit awarded in computer science and
statistics.
Total: 16 credits.
Total: 16 credits.
Program is preparatory for careers and future
studies in humanities and social sciences.
Program is preparatory for careers and future
studies in the sciences, computer sciences and
other computer intensive areas of study.
This program is also listed under Scientific
Inquiry.
Fall quarter we will study the single most
enduring story from this area - the story of
God. We will look at the central stories of
God in the Judaic, Christian and Islamic
traditions using as original texts the Torah,
the Gospels and the Koran. We will read
stories about God written subsequent to these
texts to understand the enduring elements of
the story, as well as relevant historical and
anthropological material to see how this story
plays out in people's lives.
Winter quarter we will turn to other great
enduring stories. We will read early, classical
texts from different cultures in the eastern
Mediterranean. For each original text we will
read subsequent stories rewritten to fit the
historical period in which they were told.
Our stories will culminate in American
immigrant stories in which more contemporary authors retell and live these enduring
stories. We will draw on published as well as
oral accounts passed on in families. We
consider these to be the enduring stories of
the members of our program, carrying within
them cultural and historical elements
important to us today.
We will focus strongly on improving
academic skills: Students will learn to read
critically, to participate effectively in
seminars, to do library and field research and
to work collaboratively on small-group
projects. Students will write essays and short
stories; they will also collect stories and do an
oral history project focused on immigrants.
This program has a strong interdisciplinary
base. It will draw from traditional disciplines,
anthropology, comparative religion, classics,
history and literature, and from more recent
ones, cultural studies, media studies and
literary criticism.
Credit awarded in literature, comparative
religion, anthropology, history, classics and
literary criticism.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities and social studies.
* indicates
upper-division
credit
Fictional Sociology
Fall, Winter, Spring/Coordinated Study
Faculty: Sara Rideout, Bill Arney, Charles
Pailthorp
Enrollment: 72
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
We will begin this program by suggesting that
various kinds of therapy and social theory in
the late 20th century have succeeded not by
reducing suffering but by enlarging suffering's
scope. In pursuing this suggestion, we will
look closely at how we construct knowledge
about people, institutions and social
phenomena - marriage, family, school,
sexuality, crime, child development, gender,
etc. We will devote our initial studies to the
range and penetration into people's lives of
the Therapeutic mentality.
In this program, we will address the
Therapeutic by searching for truth and social
justice through particularistic or fictional
responses. We intend to invent a discipline
called "fictional sociology." We will enlist
C. Wright Mills's view that the sociological
imagination should fuse the public and
private and Foucault's work on discipline and
the social body, but our aim will be particularistic critiques of the Therapeutic from the
arts and humanities.
Beyond their reading of theory texts,
students will focus on modern satire from the
18th century to the present, a body of work
that constitutes a distinctively untherapeutic
response and which reveals, instead, how
base, violent, and selfish impulses tend to
take on respectable social forms. The literary
and visual background for our work is rich in
historical and contemporary models, from
Fielding, Swift and Hogarth to more recent
writers and photographers who use satiric
techniques, among which irony is the major
literary trope. In general, our reading of
visual and discursive satires will become the
background for creating a late 20th century
aesthetic that tries to interrupt the wash of
standardized, mass-produced images that
constitute our reality. Our critique of
scientific and popular culture will focus on
the idea that social forms lend themselves to
representation through the affective
know ledges of imaging/art and literature.
Students will be asked to integrate their
knowledge of literature and their theoretical
work with skills in writing, story-telling,
photography or digital imaging. Throughout
the two quarters, students will publicly
present their work. Our goal will be to
interrupt the usual course of our contemporary enthusiasms while resisting the therapeutic turn. Like Foucault, we will attempt to
"fiction" a present that, in the tradition of
satire, shocks one's audience rather than
suggesting humanitarian reforms.
This program is intended fot advanced
students who know they are lost intellectuals,
or for photographers looking for a narrative
framework, or for creative writers who are
tired of sincerity and appealing for sympathy,
or science students in search of culture, or
sociology buffs who have caught a whiff of
possibilities.
Credit awarded in cultural studies, literature,
social theory and creative writing or imaging
or photography.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in writing, social science and
humanities.
This program is also listed under Culture,
Text and Language.
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d47
Field School to Chile
48
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Spring/Group Contract
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-levelprogram will
accept up to 25 percent first-year students.
Faculty Signature: Yes, must have background
in Latin American studies. Interviews will be
set up by faculty. Transfer students may call
Jorge at (360) 866-6000, ext. 6740 or E-mail
him at gilbertj@e1wha.evergreen.edu. Students
must apply before February 1, 1999.
Decisions will be made by February 15, 1999.
Special Expenses: Approximately $2,300 for
four weeks and $2,700 for eight weeks in
Chile (see below for list of included expenses).
Internship Possibilities: No
Travel Component: Four or eight weeks in
Chile.
This program's interdisciplinary curriculum
will allow participants to study, research and
experience political, cultural, artistic, economic environmental and agricultural concerns
cur;ently affecting Chile and South America.
This field school will provide practical
opportunities to evaluate the neo-liberal
model being applied in Chile at the recommendation of the International Monetary
Fund and other international organizations.
Workshops, conferences and discussions with
political and community leaders and grassroots organizations will explore the direct
impact this polemic model is having on the
various social sectors of the country.
Participants will be immersed in the sociopolitical and economic reality of a country
struggling to overcome underdevelopment.
Students are expected to learn about the
social, artistic, folkloric and intellectual life of
Chile and the different expressions they
assume according to class structure.
Backgound of Chile: One of the oldest
democracies in Latin America - democracy
was abruptly interrupted by a military coup
d'etat between 1973 and 1990 - Chile is
rapidly trying to insert itself into a new
.
international world order under the leadership
of an elected civilian government. The
national economy is proudly exhibited by
international organizations as one of the most
effective and successful in the Third World.
Chilean exports reach all markets around the
world and investments in Chile's economy
have grown significantly. Progr~ms and
projects at all levels are being developed by
governmental, private, international and nongovernmental organizations. For these reasons
the country is changing very fast, not only
economically but culturally and politically.
Though many Chileans are of European .
extraction, indigenous traditions are strong m
several parts of the country. The desert north,
once part of the Inca Empire, preserves
important archaeological remains, while
Aymara Indians still farm Andean valleys and
terraces. South of the heartland are Mapuche
Indian communities whose symbolic
importance in Chilean life greatly exceeds .
.their political and economic significance. Until
L the end of the 19th century, the Mapuche
Jj
maintained an effective and heroic resistance
to the southward advance of Chilean rule.
Chile's tremendous geographic diversity, and
surprising cultural variety, have made it an
important destination in its own right.
Logistics: The first weeks of the quarter.
will introduce students to the culture, politics
and geography of the country. Also, working
groups will form to undertake research
projects that reflect the interests of the .
participants. Once in Chile, the group Will
travel around the country vismng governmental, nongovernmental, private and church
development projects in urban and rural
areas. Trips to the Andes, rural, urban and
mining sectors, the National Congress m the
Port of Valparaiso, and meetings with
governmental authorities, political leaders
and grassroots organizations will be held.
Students will have the opportunity to interact
with a wide range of the Chilean population
to learn and evaluate the effects of economic
and cultural changes. Classes, conferences
and workshops about this and other topics
will be available at University of Chile and
other educational and research institutions.
Requirements: Students are expected to
keep a journal and to work in a group
research project (individual projects may be
approved after discussion with the faculty).
To conduct research, students can travel
around the country, consult with people, visit
libraries and universities. Students must
submit research proposals to the faculty no
later than week three of spring quarter.
Knowledge of Spanish is not a requirement but it is highly recommended that
students gain familiarity with this language.
Though most program activities will be
enhanced by knowledge of Spanish, lectures
and workshops will be in English.
Students may stay in Chile for four or eight
weeks. Those who return earlier can complete
their work at TESC using material gathered
in Chile.
Field School Cost: The base price of this
field school is approximately $2,700 for those
staying for eight weeks, and $2,300 for fourweek stays. The field school includes: airfare
(round trip Seattle to Santiago to Seattle); .
tuition and fees in Chile; room and board in
the city of Santiago; on-site orientation; .
program-related expenses; and transportation
in the country. The field school costs do not
include TESC tuition and fees. Participants
must pay a $150 deposit (refundable in
certain circumstances) by February 16, 1999.
Credit awarded in Latin American studies,
cultural studies, conversational Spanish and
individual study.
Total: 16 credits.
Program is preparatory for careers and future
studies in social sciences, international
studies, television production, art, folklore
and education.
This program is also listed under Culture,
Text and Language.
Forests: Natural and Human
Communities in the Pacific
Northwest
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Gabe Tucker, Dean
Olson
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: Approximately $250 to
$300 for field trips and retreat expenses.
Internship Possibilities: No
Travel Component: Two overnight, in-state
field trips and a week-long field trip to
Andrews Experimental Forest near Eugene,
Oregon during spring quarter.
In fall we will examine the ecological
development of the flora and fauna of the
Pacific Northwest from the Ice Age to the
present while comparing Native American
uses of nature with those of early white
settlers. At the same time, we will begin basic
work in botany, natural history (the campus
forests will be our practical laboratory all
year), political economy and statistics so we
can understand the workings of nature, the
nature of human work and the interactions of
the two.
In winter we will examine human impacts
on forests from the mid-19th century to the
present, looking at the development of .
industrial forestry and the rise and decline of
natural-resource-based communities and
businesses. We will continue our explorations
in botany, natural history, political economy
and statistics, deepening our understanding of
rapid, widespread human impacts on the
natural world.
In winter, students in small groups will
begin planning research projects that will
occupy most of their time in spring quarter.
Our intention is that students be prepared to
begin their research work confidently in the
first week of spring quarter.
Our spring classroom time will be devoted
to studying the present and future of Pacific
Northwest forests and forest cornmumties
and businesses in light of the transition to a
service-based economy, the development of
alternative materials and the rise of environmentalism and tourism. We will ask whether
sustainable forestry is possible.
Students should expect overnight field
trips, day-long field trips, retreats, lectures,
workshops, seminars, lab work and long
hours of intense and difficult work.
Credit awarded in anthropology, botany,
community studies, ecology, economics,
environmental science, Native American
studies, natural history, natural resources
policy, forestry, political economy and
statistics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social sciences, environmental
studies, humanities, expressive arts and
scientific inquiry.
Foundations of
Performing Arts
Fall, Winter, Spring/Coordinated Study
Faculty: Rose Jang, Bud Johansen, TBA
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: Admission fees for three
performance events each quarter.
Internship Possibilities: No
Travel Component: None
Throughout Western art history, theater,
music and dance have constantly played the
important role of marking, highlighting or
even foretelling the turning points of social,
political and cultural development. By
studying performing arts in various historical
contexts, we are able to gradually trace and
grasp the fundamental questions about the
evolution of human civilization. By looking at
the most current artistic happenings in our
environment, we are able to come to a better
understanding and acceptance of the most
common joys, fears, worries, concerns and
desires we share as part of this complex
contemporary world. Within this yearlong
program, we will explore stages and changes
of Western history by examining various
phases and faces of performing arts, paying
special attention to the mutual, reciprocal
dynamics between performing arts and
society as well as the interlocking relationship
between individual disciplines within the
performing arts: theater, music and dance.
At the same time, although different forms
and styles of performing arts closely reflect
the unique and distinct characteristics of
different historical and social contexts, all
performing arts share universal vocabulary
and essential qualities that defy historical and
cultural boundaries. What is the true essence
of performing arts? What is the universal
language that performances all over the world
share? To answer those questions, our
attention will not be restricted by the Western
perspectives; on the contrary, we will broaden
our analysis to explore non-Western cultures
and study their unique performance
traditions. Their differences from and
similaritieswith the Western traditions in
performing arts will help us establish a
broader scope of understanding and
appreciation of the spirit and aesthetics of
performing arts on its purest and most human
level.In this way, we can start to unravel the
mysterious and all-encompassing question
concerning the foundations of performing
arts.
Each quarter, the program will center on a
special theme connected with the others in a
clear sequence of exploration. Fall quarter
will pose those essential questions about
performing arts and look for answers within
the Western artistic tradition through various
different historical and social phases. Winter
quarter will take students into a more global
context within which they will study
performances of other cultures through
selective sampling. Spring quarter will be
driven by student-oriented, faculty-guided
projects to combine the learning of the
previous quarters. The program emphasizes
the balance between theory and practice.
Students will receive theoretical information
through lecture, seminar and film viewing.
They will also participate in music, theater or
dance workshops throughout the year to get
practical experiences of the performing arts.
Guest artists will provide special presentations and workshops to enrich the program
material. All students will be encouraged to
attend outside performances to hone their
critical skills in arts appreciation.
Credit awarded in theater, music, dance and
cultural studies.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
studies in performing arts, humanities and
liberal arts.
Images in Context
Fall, Winter, Spring/Coordinated Study
Faculty: Caryn Cline, Hiro Kawasaki, Alice
Nelson
Enrollment: 72
Prerequisites: None. This all-levelprogram will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Approximately $200 for
field trips, film festival and museum entrance
fees and possible retreat.
Internship Possibilities: No
Travel Component: Possible retreat.
Images in Context, a three-quarter program,
examines artistic images in painting, literature, photography and film within their social
and historical contexts. It emphasizes the
ways a historical moment impacts the images
produced and the stories told within it.
Fall quarter we will look at a period during
which these media interacted most dynamically: Western European modernism from the
1880s to the 1920s. During this era, painting
and photography were freed from the dictates
of representation while literature and film
reconceptualized space and time. Then we
will examine modernism outside Europe,
assessing the impact of history, politics and
social change on representation. Texts may
include Mexican murals, Afro-Cuban poetry
and Japanese Western-style painting.
Winter and spring quarters will consider
the postwar "cinema of new possibilities." In
Japan, film was the best medium for simultaneously expressing the existential anxiety
and sense of liberation following the war. In
Cuba, film captured exciting possibilities and
burning social issues of a post-revolutionary
society. In the United States, filmmakers faced
McCarthy-era repression while challenging
the studio system and its production code.
In the spring, we will ask what follows
modernism. Are we experiencing a paradigm
shift as post-industrial societies evolve into
information societies? What happens to art in
the age of information technology and digital
reproduction? In the era of global dissemination of U.S. popular culture? Spring projects
will explore these questions.
An important aspect of our work will be
developing critical reading and writing skills.
We will also acquire or improve our visual
literacy skills by examining the ways "seeing"
is culturally conditioned. We will hone our
skills as readers, writers and seers through
workshops, group and individual exercises.
Students will also make class presentations.
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Credit awarded in film history and interpretation, literature history and interpretation,
visual art history and interpretation and
expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and expressive arts,
cultural studies, art history, media studies and
literature.
* indicates
upper-division
credit
This program is also listed under Culture,
Text and Language and Expressive Arts.
d49
Introduction to
Environmental Studies:
Oceans
Fall, Winter/Coordinated Study
Faculty: Tom Womeldorff, Erik Thuesen
Enrollment: 48
P~erequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: $60 for overnight in-state
field trip.
'
Internship Possibilities: No
~ravel Component: Overnight, in-state
field trip.
This program will introduce the foundations
of environmental studies through an
examination of ocean life and human reliance
on oceans as a source of natural resources. In
the process, students will be introduced to
general biology, marine biology,
microeconomics and fisheries economics.
Fall quarter will introduce general biology
and economics, the natural history of the
marine world, and how oceans have shaped
humans through time. Students will learn
general biology skills through laboratory and
field exercises with an emphasis on marine
life.
. The central focus of winter quarter will be
independent research projects on economically important marine organisms. Each
student will complete a library research
project focusing on one marine organism. The
research will consider the organism's
ecological/biological characteristics and the
economic aspects that make it a resource and
suggest policy guidelines consistent with'
future sust~inable use of the resource. Library
research skills Willbe emphasized. Lectures
will focus on marine biology and fisheries
economics.
Credit awarded in environmental studies
ge.neral biology, marine biology,
'
microeconomics and fisheries economics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in life sciences, social sciences and
environmental studies.
This program is also listed under Environmental Studies.
Lecture Series:
Science Stories
Fall, Winter/Course
Faculty: E. J. Zita, TBA
Enrollment: 100
P~erequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
People have always used stories to convey
their understandings of the world. Among the
Important stories we tell to make sense of
things are stories that come from science.
Ancient to modern understandings of dis/
order IIIthe universe, interactions between
bodies and other natural phenomena shape
and reflect our views of ourselves and our
place in the world. We will explore stories of
scientific understanding throughout history
and across cultures, and see how the nature
of science continues to evolve. Fields include
physics, chemistry, biology, environmental
science, mathematics, computer science and
more. Topics range from quantum theory,
cosmology,chaos and molecular biology to
genetic engilleenng, ecology, artificial
intelligence and beyond.
Presentations will be made by guest
lecturers from the faculty and from outside
the college. Selected readings will provide
background material on diverse topics. Credit
will be based on attendance and on successful
completion of two short exams given each
quarter. This lecture series is open to all
members of the community.
Credit awarded in introduction to science or
history/philosophy of science.
Total: 2 credits each quarter. Advanced
students are encouraged to take Physical
Systems concurrently. Beginning students are
encouraged to take Astronomy and
Cosmologies in spring.
Program is preparatory for careers and future
studies in physical, natural or computer
sci~nces, environ.mental studies, history/
philosophy of SCIenceor social sciences.
This program is also listed under Scientific
Inquiry.
LoveNiolence
Fall, Winter/Coordinated Study
Faculty: York Wong, Justino Balderrama
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, winter quarter
with faculty signature.
Travel Component: None
This coordinated, interdisciplinary program
inquires into a central characteristic in the
human condition: The ways we think and act
our relationships with each other institutions'
in and among societies are grounded in love
and violence. These two concepts, rich in
rneanmg and cultural-historical implication,
are inseparable even if they trigger psychological disruptions that challenge a person's
perceptions and expectations. For that
reason, love and violence are the creative
forces expressed in arts and literature and
behind all social, political and philos~phical
systems. In this study, we will use all these
cultural constructs to probe at the core of
love and violence and how they have taken
shape in America.
Texts may include: Blood Meridian
Cormac McCarthy~ Eichmann In Jeru~alem
Hannah Arendt; reel to real, bell hooks; and
more. Films include Reservoir Dogs, Fargo,
BIrth of a Nation and more. Mass media and
popular entertainment will also come under
our scrutiny. Students are expected to respond
to t~ese critical word/sound/image texts in
wnnng and seminar participation. Additionally, students will carry out independent
research that illuminates the nature of love
and violence in America.
Credit awarded in the relevant areas of
American studies, literature, cultural studies,
popular culture, political economy, social
psy~hology, sociology, writing, research,
SOCialwork and human services.
Total: .16 credits each quarter. Students may
e~roll IIIa four-credit course with faculty
signature.
Program is preparatory for careers and future
studies in American studies, literature,
cultural studies, political economy, social
psychology, social work and human services.
This program is also listed under Culture
Text and Language.
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Making Modern America:
1820-1970
Fall, Winter, Spring/Coordinated Study
Faculty: David Hitchens, Jerry Lassen, TBA
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
As Andrew Jackson prepared to make his bid
for the presidency, the new American nation
pulsed with energy and zeal. Thinkers argued
the nation was poised to finish its true
mission: the creation of the world's first
perfect society. Balanced between the assumed
decadence of the "Old World" and the
"savagery" of the Frontier, the fledgling state
seemed to occupy an ideal position: it could
escape the extremes on both sides and finish
off the business of building a republic that
could deliver on the promises inherent in its
Declaration of Independence. Each citizen
would be able to travel as far and as fast
down the road toward health, wealth and
comfort as his talents would take him. No
thought was given to the fact that citizenship
was defined in a manner that excluded
women and non-whites from participation in
the economic, political and social processes.
Beginning in the 1820s, however, the
nation bubbled and roiled with reformist zeal
as the "Woman Question," penal reform,
dietary issues and a growing disaffection with
slavery sparked mass movements and
culminated in the Civil War. The Reconstruction Period that followed the Civil War was
also a period of unprecedented economic
growth that sparked more reformist
movements: the Agrarian Revolt, populism,
progressivism, Prohibition, and imperial
designs on overseas possessions. After
Woodrow Wilson was elected president in
1912, the nation became embroiled in the
international crises of the 20th century while
still attending to the unfinished business of
incorporating former slaves and women into
their newly won roles as citizens. What lay
ahead were two world wars, great prosperity,
the Great Depression and major changes in
the fabric of American society - leading to
John F. Kennedy's 1960 Presidential
Campaign, which promised a "New
Frontier."
Making Modern America will explore
three pivotal periods in the history of the
nation: Fall quarter will examine the period
1820-1865; winter quarter will focus on
1865-1912; and spring will study 1912-1960.
We will carefully read the major American
thinkers and authors in history, literature,
society, philosophy, and economics and
incorporate materials from the not-so-famous
such as mill girls from Lowell, Massachusetts,
diaries kept by women on the Oregon Trail
and other materials that will help us align the
"official" history of the nation with its daily
life and practice. We will honestly confront
. issues of race, gender, and class as they
emerged in the context of their times and
study how they have formed who and what
we are as a society today.
Students will be taught how to write clear
expository prose; how to think beyond the
obvious meaning; how to read andunderstand demanding texts; how to do research in
primary and secondary source materials; how
to articulate ideas in verbal discourse; and
how to synthesize lucid, effective positions
from a variety of sources. Fall and winter
quarters will require students to perform
weekly writing assignments and spring will
feature a formal research project capped with
a scholarly essay about that research. In
addition, each quarter will end with a public
symposium on topics relevant to the work for
the term. For example, fall quarter will end
with a symposium on the Civil War and
Reconstruction; winter will focus on
progressivism and its impact; while spring
will end with creative performances of
student-generated material.
In addition, the common reading list will
require a minimum of 500 pages of reading
each week and readings will be accelerated
winter and spring quarters as student capacity
for work increases.
Credit awarded in American history,
American literature, philosophy, political
economy and cultural studies.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
studies in the humanities and social sciences.
Metapatterns
Fall, Winter/Coordinated Study
Faculty: Ariel Goldberger, Don Bantz, Sally
Cloninger
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: Approximately $175 for art
supplies, overnight field trip and theater
tickets.
Internship Possibilities: No
Travel Component: Overnight field trip.
In Metapatterns we are interested in creating
a learning community whose goal is to
collaboratively investigate multiple methods
of inquiry into the nature of the self, the
other, dialogue and community. In this twoquarter study of the "patterns that connect,"
we will try to bring together in new ways
material from a number of different
disciplines, including cultural studies, media
arts, interpersonal communications,
performance, theater, installation art, visual
sociology, social science research methods and
psychology. In addition to lectures, seminars,
screenings and field trips, we intend to
organize this coordinated study into fiveweek increments focused on a set of
interlocking and conceptual themes. To
support this process the faculty will offer a
series of three workshops [Methods of
Inquiry and Collaborative Research I, II and
III] that will promote skill building in
communications, social research, performance and video. Each five-week period will
be structured around new skills offered in
three workshops and concludes with group
presentations that reflect on the current
conceptual themes.
In the first five weeks we will focus on
Personal History, exploring autobiography
and the written narrative, looking at the
creation of personal spaces, making self
portraits, experimenting with storytelling,
studying family histories and inventing alteregos. In the second five weeks we will explore
Dialogue with attention paid to interpersonal
communication, the presentation of self, ideas
about the dialectic, the notion of encounters,
the creation of dramatic scenes, the study of
the self in dialogue with space and objects
and the possibilities of cyberspace dialogue.
In the third five weeks we will study the
concept of The Other with attention paid to
the politics of both dialogue and representation as well as a examination of a range of
social and cultural issues including difference,
fear, borders, exploration and the exotic.
Again, each five-week period will conclude
with group presentations that reflect on the
current conceptual theme and are based on
new skills offered in the three workshops.
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One of the overarching purposes of the
program is to search for metapatterns that
create community. To this end, students will
be asked to design and produce collaborative
multimedia pieces (i.e., employing multiple
modes of inquiry not exclusively produced
with digital technology) in the final five .
weeks of the program. These pieces will be
concerned with the fourth and final conceptual theme, Community.
Texts may include: I and Thou, Martin
Buber; The Quark and the Jaguar, Murray
Gell-Mann; The Tao of Conversation,
Michael Kahn; Putting Myself in the Picture,
Jo Spence; The Blue Donkey Fables, Suniti
Namjoshi; Metapatterns: Across, Time and
Mind, Tyler Yolk; and The Temple of My
Familiar, Alice Walker.
Credit awarded in cultural studies, media
arts, interpersonal communication, performance theater, installation art, visual
sociology, social sciences, research methods
and psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts, humanities and social
sciences.
Natural Histories: Botany,
Biography, Community
Fall, Winter, Spring/Coordinated Study
Faculty: Frederica Bowcutt, Sam Schrager,
Matthew Smith
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Approximately $200 for
overnight field trips.
Internship Possibilities: Yes, spring quarter.
Travel Component: Fall and spring quarter
overnight field trips.
This program uses the naturalist approach to
explore patterns of people's lived experience
of place, especially in our part of the West.
Natural histories are accounts of the lives of
humans and other organisms, described in
concrete detail and situated in a particular
time and place. They take the form of species
accounts, life histories and the stories of a
place. We will study stories people tell about
themselves, their communities and nature. We
will examine how collective practices have
shaped and been shaped by local landscapes
and institutions. We will assess current social
and environmental conflicts in light of
prospects for a sustainable future, based on
what we can know about the conditions that
nurture the well-being of persons and places.
During the fall, students will undertake a
study centered on one piece of land,
inventorying the plant species, documenting
changes over time and recording oral history
of people who've lived there. In winter, the
research will involve conversation with
practitioners of crafts that can help ground
communities in place. Developing library
research skills will also be a significant focus
in winter. In spring, students will do field
projects. Natural Histories will pay close
attention to cultural dimensions of inhabitation, including Native American outlooks,
bioregionalism, gender, class and religious
consciousness. Readings will span community
studies, environmental studies, literature
(novels, essays, poetry) and social thought.
This program offers students (1) training in
ethnographic and ecological (particularly
botanical) research methods; (2) emphasis on
writing in journal and documentary forms;
(3) a foundation in social theory and
communitarian philosophy with concern for
morally responsible action. The work will be
intellectually challenging and time demanding. We welcome first-year students who are
ready for intensive engagement in their
studies. Natural Histories is ideal for upperdivision students who want to specialize in
humanistic or ecosystemic inquiry while
studying both as an integrated whole.
Credit awarded in social theory, community
and cultural studies, botany, literature, oral
history and environmental history.
Total: 16 credits each quarter. Students may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in teaching, natural resource
management, community planning, social
work, history, environmental policy and the
humanities.
This program is also listed under Culture,
Text and Language and Environmental
Studies.
Ordinary People,
Extraordinary Lives: Making
Meaning, Making a Difference
Fall,Winter, Spring/Coordinated Study
Faculty: Priscilla Bowerman, Lucia Harrison
Enrollment: 46
Prerequisites: None
Faculty Signature: No
SpecialExpenses: $200 for art supplies.
Internship Possibilities: No
Travel Component: None
This program is designed for students
interested in the arts, religion, community
serviceand or activism. Many people today
feelthat social, economic, cultural and
political problems are too big or complex to
comprehend. They feel powerless to involve
themselves. Yet they are dissatisfied with
isolated self-expression or individual material
gain. They want to be part of an effort to
improve the quality of life for everyone but are
unsure of how to proceed.
A myriad of causes, issues and ideologies
demand their allegiance. They face competing
definitions of freedom, justice, rights, authority, conscience and social change. They are
confused by the ethical choices they face as
members of institutions with whose policies or
practices they disagree. Or they struggle with
questions of how to serve, not patronize,
others or with questions about the roles for
artists as nonconformists in society.
This program is founded on the premise that
there are multiple ways individuals can address
social, political and economic problems,
including artistic expression, religious or
political activism and community service. We
will explore the lives and work of individuals
(artists, writers and activists) who have
responded to the issues of their times. After
examining key concepts, the program will be
organized around historical events: the Great
Depression, the Holocaust, the American civil
rights movement and the women's movement.
Typically, we will spend a few weeks learning
about the period and the work of a visual
artist, a fiction writer, a religious thinker or
activist and a social or political activist. In the
course of these studies we will explore the
purpose of the work, whether the person
worked alone or with others, his/her motivation, obstacles faced and the personal meaning
and social significance of the work.
This program also includes instruction in
particular skills. In fall we will focus on critical
reading and thinking, expository writing and
image analysis; in winter, on narrative writing
and film analysis; in spring, on library
research. Also, all students will participate in
art and community service activities so they
can explore their interest and strengths in these
forms of making meaning.
Not By Bread Alone: A Look
at the Elements of Life
Fall, Winter, Spring/Coordinated Study
Faculty: Jim Neitzel, Janet Ott, TBA
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: $200 for weeklong field
trip to production and processing sites.
Internship Possibilities: No
Travel Component: Weeklong field trip to
production and processing sites.
An important intersection between the
environment, the individual and society is the
food and water we consume. In Not By Bread
Alone, we will examine the variety of ways
humans have used to feed themselves in
various times and places. To do so, we will
use literature inspired by food and the role of
food in history. We will also examine current
concerns about food value, safety and the
modification of foods by technology. Finally,
we will examine some diverse visions of what
our future food may be like and where it will
come from. For example, what changes in the
world's food might be produced by reductions
in biodiversity or by applications of biotechnology to agricultural crops?
Models drawn from chemistry and biology
will provide vital perspectives on the study of
interactions between organisms and their
food stuffs. We will study the processes
involved in food preparation, preservation,
analysis, digestion and metabolism, including
the important roles of water in life. We will
use hands-on laboratories to examine some of
these interactions. We will study the
chemistry and biology relevant to understanding the structure, function and reactions of
biological molecules and natural products,
including the sources and uses of energy in
food and biological systems. These models
also provide insights into the constraints
imposed by the environment on food supply.
After an introduction to biology, we will
develop a deeper understanding of the
relationships between biology and chemistry
in physiology and nutrition. Microbiology
will also be introduced, as microbes are
important both as significant agents in food
processing as well as causes of food borne
diseases. An important tool in the literature
on food safety and nutrition is the use of
statistical methods. To allow us to use these
tools we will build quantitative skills, using
computer programs when appropriate.
There will be a strong emphasis on
communication in writing and oral presentations, as well as on the ability to gather
information using modern library tools.
Many people's choices of what to eat are
based on historical, religious and economic
considerations, in addition to the limitations
presented by the environment. A further level
of complexity is added by the role of taste
and aesthetics in how we prepare food. Our
seminar readings and films will focus on how
these interactions have resulted in distinct
solutions to human diets in a variety of
cultures and time periods. An important
group research project will be an analysis of
one of these distinctive dietary solutions.
The work in this program will consist of
lectures, laboratories, skill building workshops and individual and small-group
research projects. There will be field trips to
food production and processing locations.
Credit awarded in general chemistry, biology,
statistics, writing, history and literature.
Total: 16 credits each quarter.
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Program is preparatory for careers and future
studies in biology, chemistry, health sciences
and environmental studies.
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sciences and literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in history, art, social sciences and
literature.
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Politics and Ideologies From
The Americas
Fall, Winter/Group Contract
Faculty: Jorge Gilbert
Enrollment: 23
Prerequisites: None
Faculty Signature: No
Special Expenses: $10 for program materials
and $150 for overnight field trip.
Internship Possibilities: No
Travel Component: In-state, two- to threeday overnight field trip.
Rich and industrialized nations from the
North assert that capitalism brought progress
and welfare to many nations. On the other
hand, people from Africa, Asia, Latin
America and the Caribbean argue that
capitalism was based on primitive accumulation rooted in the primitive violence, pillage
and genocide of the inhabitants of the Third
World. Accordingly, they claim that rich
nations exist today because their ancestors
plundered other nations for many centuries.
First Europe and then the U.S.A., after they
expropriated the Third World of their right to
life, have created and imposed structures and
laws that allowed them to decide the destiny
of these continents. These conditions have
permitted the historical oppressors to behave
like creditors and judges who dictate
sentences forcing Third World countries to
continue funneling their wealth toward the
developed economies, according to this
interpretation. Through these mechanisms,
Africa, Asia, Latin America and the Caribbean were converted into secondary chapters
of the European history, many in the Third
World argue. Besides the rules of European
capitalist markets, their culture, religion and
identity were imposed upon them. Peoples
from these continents were forced to be
ashamed of themselves because they were
Indians or Blacks, to renegade their cultures
and to accept living under eternal conditions
of exile in their own lands.
This group contract will study the above
processes in the Americas from preColumbian times until today from a
multidisciplinary approach that includes
history, politics, economics, religion, culture,
folklore, literature, theater, media, art, ete.
Within this context, the process of underdevelopment, which characterizes the region
today, will be historically analyzed and
evaluated in light of the formation and
expansion of the capitalist system in Europe
first and the United States later. This program
will utilize Latin American approaches and
interpretations, as opposed to Eurocentric
studies and models from Europe and the
U.S.A.
This group contract will also include a
social research methods component to study
the subjects described here. Projects,
including video production, cultural
journalism, folklore, theater, alternative
media and Spanish language will be
developed by students working in small
groups. During the winter quarter the
program will offer interested students a
chance to prepare for spring quarter travel to
Chile. Participation in research projects and
production of several short documentaries
about relevant topics studied in this program
will be the focus of the Field School to Chile,
a separate program (see page 59).
Credit awarded in social sciences, communications, Latin American studies, political
economy, arts, television production and
writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social sciences, international
studies, environmental studies and television
production.
Russia
Fall, Winter, Spring/Coordinated Study
Faculty: Patricia A. Krafcik, Thomas B.
Rainey
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program explores Russia from the ninth
century to the present. Fall quarter covers
Russian history, literature and culture from
their beginnings to the end of the 18th
century; winter quarter focuses on the 19th
century; and spring quarter concentrates 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, Petrushevskaya, Tolstaya and
Rasputin.
Intensive elementary Russian may be
offered during summer, 1998. Less-intensive
elementary and intermediate Russian will be
offered as modules during fall, winter and
spring quarters 1998-99. Students may register
for the modules apart from the Russia
program. All students are encouraged to enroll
in a language class appropriate for their level;
however, the Russia program will also be open
to students who do not wish to take language
classes. The Russian 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 Russia program will
be given first preference.
Students enroll each quarter for 12 credits.
To earn full credit, a student must regularly
attend weekly lectures, participate in weekly
book seminars, complete required readings
and submit assignments in a timely manner.
Russian language modules provide an
additional four credits and related modular
workshops may also be offered for four credits
on subjects such 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 summer 1999.
Credit awarded in Russian history, Russian
literature and Russian culture.
Total: 12 credits each quarter. Students may
enroll in a four-credit course each quarter.
Program is preparatory for careers and future
studies in diplomatic service or international
business and trading corporations, as well as
graduate studies in international affairs and in
Russian and Slavic studies.
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This program is also listed under Culture,
Text and Language.
Culture,Text and Language
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AFFILIATED FACULW
Nancy Allen
William Ray Arney
Marianne Bailey
Justino Balderrama
Gordon Beck
Craig B. Carlson
Caryn Cline
Thad B. Curtz
Argentina Daley
Virginia Darney
Llyn DeDanaan
Betty R. Estes
Susan Fiksdal
Donald Finkel
Thomas H. Foote
Jorge Gilbert
Thomas Grissom
PatrickJ. Hill
Virginia Hill
David Hitchens
Ryo Imamura
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
Mark A. Levensky
David Marr
S. R. Martin,Jr.
Charles J. McCann
Harumi Moruzzi
Arthur Mulka
Alice A. Nelson
Charles T. Nisbet
Charles N. Pailthorp
Sarah Pedersen
Rita Pougiales
David L. Powell
Thomas B. Rainey
Bill Ransom
Hazel J. Reed
Sara Rideout
Evelia Romano de Thuesen
David Rutledge
Gilbert G. Salcedo
Therese Saliba
Samuel A. Schrager
Leon R. "Pete" Sinclair
Nancy Taylor
Charles B.Teske
Kirk Thompson
Setsuko Tsutsumi
David W.Whitener
Sarah Williams
York Wong
Charles McCann, the founding president of the college, spoke about teaching and learning at
Evergreen in the following way:
"This college has collected scholars who, insofar as they inquire in their fields of interest, will
by their presence here together form a living link between our present society and the past, a
source of power with which to help us all meet the future. Students will work as colleagues with
faculty and others, and together these people will TRY (that word is emphasized because it
involves all of the college's people in continual change) to create a place whose graduates can as
adults be undogmatic citizens and uncomplacently confident individuals in a changing world."
The faculty members in the Culture, Text and Language area share these views and offer
programs in which faculty and students alike engage in scholarly inquiry of our social world.
Programs in this area focus on questions related to knowledge and interpretations of the social
world. Those questions are explored with content and strategies from the humanities; integrating
perspectives from the social sciences, practices in the arts and the natural and physical sciences.
The faculty members in Culture, Text and Language invite students to join them in the
programs they offer and together create "living links" between both our past and our present
society and the urgent questions still before us. This area is distinguished in that its members'
backgrounds and interests span the full breadth of the liberal arts, including humanities,
sciences, arts and social sciences. As such it offers intermediate and advanced interdisciplinary
programs relevant to all students at the college.
Culture, Text and Language offers programs in language and culture, area studies, cultural
studies, philosophy and psychology. In the language and culture offerings, students have an
opportunity for intensive, challenging, interdisciplinary study. The study of language at
Evergreen is integrated fully with the study of culture. Because we believe that learning languages
is the key to understanding other cultures (and vice versa), we teach them together. That is, we
teach language through the study of history, literature, philosophy and art; and culture through
the study of language.
The area also offers programs in cultural studies with emphases in anthropology, sociology
and psychology. The focus of these programs includes ethnography, popular culture, media
studies and cultural theory. In these programs current issues, events and practices offer foci for
exploring relevant historical and philosophical traditions.
The area regularly offers programs that inquire critically into European history and philosophical traditions. Programs are organized around rigorous study of key-texts such as Plato's
Republic or Hannah Arendt's The Human Condition. Program emphases include philosophy,
history, political theory and literature.
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Music as Discourse
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Faculty: Charles Pailthorp
Enrollment: 24
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This group contract will combine listening to
music of a particular time and place with
study of concurrent developments in the
aesthetics of music, both theory and practice.
Together the group will investigate music that
developed during three periods of rapid and
profound change in Western sensibilities perhaps Ars Nova during the emergence of
relatively widespread literacy in the 13th and
14th centuries, then Romanticism in music
during the political and economic upheavals
of the late 18th and early 19th centuries,
concluding with the attack on tonality in the
unsettling first decades of the 20th century.
In addition, each student will carry out her
or his own study of how musical activity was
transformed during a period of broader
change, defending a point of view on how
music both responded to and contributed to
larger cultural developments. Results of these
projects will be presented to the group.
Credit awarded in music aesthetics, music
history and cultural st~dies.
Total: 16 credits. Students may enroll in a
four-credit course with faculty signature.
Program is preparatory for further studies in
the humanities, cultural studies and music.
This program is also listed under First-Year
Programs.
American Fictions
Fall, Winter, Spring/Group Contract
Faculty: David Marr and Tom Grissom
Enrollment: 50
Prerequisites: Junior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In American Fictions, the students and faculty
will read, discuss and write about some of the
best novels and short stories written by
Americans in the last 150 years. We will read
selections from such authors as: Nathaniel
Hawthorne, Herman Melville, Mark Twain,
Henry James, Stephen Crane, Sherwood
Anderson, F. Scott Fitzgerald, William
Faulkner, John Steinbeck, Katherine Anne
Porter, Saul Bellow, Bernard Malamud,
Eudora Welty, John Cheever, Flannery
O'Connor, John Updike, Ralph Ellison, James
Baldwin, Donald Barthelme, Cynthia Ozick,
Joyce Carol Oates, Don DeLillo, Toni
Morrison and Cormac McCarthy. We will
also read fiction by contemporary authors
who are not yet as well known.
We will read and discuss these works of
fiction in historical context. To do this we
will read biographies of American authors,
study the history of American thought and
social institutions and, for a comparative
perspective, read selected works of French
and Russian authors who either influenced or
were influenced by American writers of
fiction. We will also examine perspectives of
other commentators on these works by
reading literary criticism and reviews.
For each author we take up in American
Fictions, our starting point will be the fiction
itself: our experience of reading it and the
craft of analyzing it. As students of fictional
technique, we will ask, "How does the author
do that?" We will pursue this question not in
the spirit of an autopsy but in ways that take
us into the artist's perspective on his or her
art, society and experience. Our aim is to
learn how prose fiction comes into being and
speaks to us in the many ways that it does.
Most writers of fiction hope their work
will be honored by this kind of intelligent,
informed, passionate appreciation. Most of
them also would like to see some cash for
their efforts. Yet it has always been extremely
hard to make a living as a writer of fiction in
America. Why has this been so? What does
this fact say about American society? About
the vocation of writing in this country?
Pursuing such questions should help us
uncover the writer's role in our society and
clarify the purpose of fiction in our lives.
Credit awarded in American novel and short
story and American intellectual history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies, including graduate study, in
humanities, teaching, journalism and law.
,....__
56-'-'b
Black Literary Beacons:
Essayists
Winter/Group Contract
Faculty: S. R. (Rudy) Martin, Jr.
Enrollment: 25
Prerequisites: Junior and senior standing; at
least two quarters of expository writing.
Faculty Signature: No
Special Expenses: $25 for costs of films and
performances.
Internship Possibilities: No
Travel Component: None
This advanced study in African American
literature will focus on major essayists, likely
W. E. B. DuBois, James Baldwin, bell hooks
and Henry Louis Gates, Jr. The aim will be to
give students an in-depth introduction to the
works and lives of major African American
writers. In addition to expanding students'
background in Black writing generally, the
studies will also aim to clarify the significance
of the writers under consideration and
demonstrate their influences on other
American writing. While the foci of these
studies will be limited to a few authors/
works, students will have opportunities to do
research into the works and lives of other
African American writers. This program will
require lots of reading, serious research,
careful writing and at least one public
presentation.
Credit awarded in African American
literature, history and expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in arts, teaching, research, and
politics.
Celebration: Myth, Ritual and
Culture, Quebec-Haiti
Fall, Winter/Coordinated Study
Faculty: Tom Foote, Marianne Bailey
Enrollment: 50
Prerequisites: Prior study in French and/or
Spanish language and successful completion
of Core program or one year of college.
Faculty Signature: No
Special Expenses: Students who study out of
state in a different culture are expected to pay
for travel and living expenses.
Internship Possibilities: Yes, winter quarter
with faculty signature.
Travel Component: Students may choose to
study out of the state in a different culture
during winter quarter.
This two-quarter coordinated studies
program will draw from literature, music,
film and folklore as well as myth, religion,
psychology and French language studies.
We will explore the roles of myth and
ritual in the creation and survival of cultures.
We believe that in folklore, in the music, tales
and celebrations of a people, the essential
underlying structures of culture can be found.
Myth, we believe, can reveal not only a
culture's primordial moments, its origins and
ancestors, but also a culture's desired future,
its projected ideal.
We will study the importance of performance; in performance the separation of
actor and spectator, past and present, is
transcended. The telling and retelling of
folktales reinforces cultural continuity and
demands individual virtuosity.
Our study centers on three culture groups:
the French-Canadians of Quebec and
northern New England, the Cajuns of
Louisiana and the Haitians of the Caribbean
basin.These cultures are unified through their
experienceof French Colonialism and its
impact on their language and cultural
identities.All these cultures are rich
accretions,cultures that celebrate the
diversityof their origins. They provide us
with living, vital examples of the process of
syncretism,the meshing of disparate elements
and emergence of a vital new entity. The
integratingof the French cultural experience
of rural southwest Louisiana with the
structural form of southern hillbilly music
yieldsthe curious cultural phenomenon of
Cajunmusic. In Haiti, the worshipping of
Africangods under the camouflage of
Catholicismresulted in voodoo, a rich and
intricatenew religion. When Cajuns warn,
"Lache pas la patate," they mean more than
"Don't drop the potato." They invoke the
richtradition, and the responsibility of each
Cajunto find self-identity in the repository of
culturaltraditions. When Cajuns say, "Laisse
Iebontemps rouler," they invoke the cyclical
re-entryinto Celebration; into those periods
oftimeoutside of time, of mythic time, when
creativityand power well up and meet
presentneeds.
* indicates
upper-division
credit
The meaning and origins of carnival,
Mardi Gras, for example, exemplify this
celebration. Students will practice image and
textual analysis, using such models as R.
Barthes and M. Elaide. In this program, we
will study cultural richness and diversity
using the French experience as focal point.
We will study the Acadian exodus to new
England and Louisiana, life in Quebec, the
Caribbean, et cetera, paying particular
attention to the music, the stories and
folklore that both unite and separate us. The
practical component of our work will concern
learning folkloric field observation techniques
and ethnography in preparation for field
study.
Options for Study
This program consists of three distinct but
related parts. In the fall, all students in the
program will study the literature, poetry,
folklore and stories of Quebec and Haiti with
Tom and Marianne. Upon completion of fall
quarter, students who are interested in
developing independent projects in cultural
awareness and who wish to study the
Louisiana and the Cajun experience and
perhaps to undertake ethnographic field
research will branch off with Tom. Some
students may prefer to carry out their
research by traveling to another culture while
others may opt to stay in the immediate area
and tap into a local cultural subset. Those
students interested in literature and cultural
syncretism of the Caribbean may pursue this
course of study with Marianne Bailey and
Evelia Romano de Thuesen.
Integrated into this program will be four
quarter hours of French language study to
prepare students for possible fieldwork in
French speaking cultures or for continued
work in Francophone literature.
Credit awarded in folklore, literature, French,
history and religion.
Total: 16 credits each quarter. Students may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in humanities and cultural studies.
Contested Realities:
Power and Representation
in Nations and Communities
Fall, Winter, Spring/Coordinated Study
Faculty: Therese Saliba, Anne Fischel, Larry
Mosqueda
Enrollment: 75
Prerequisites: Sophomore standing and above;
critical reading and writing skills as demonstrated in the application process.
Faculty Signature: Yes. Faculty will assess
student's training in media, political economy
and writing. Students must submit a one-page
writing sample and supporting material at .
least one week prior to the Academic Fair,
May 13, 1998.
Special Expenses: $100 or more for research,
video and film production.
Internship Possibilities: Yes, with faculty
signature.
Travel Component: None
This program will examine the contested
terrain of "reality" - who defines it, which
views are dominant and how we can redefine
reality by making alternative images. We will
examine how narratives of collective identity
are constructed through literature, film,
history, the mass media and other representationa~ forms. While paying critical attention
to mainstream media and alternative
representations, we will explore the development of national and community identity, the
power relations underlying representations of
these identities and the forms of conflict they
create. Finally, we will learn skills in video
production, oral history and political analysis
with the goal of working with community
groups struggling to represent their own sense
of identity, history and reality.
Our approach will be international,
national and local, developing case studies of
local communities and national movements.
The study of Jewish, Arab, Latin American
and United States nationalisms exposes the
ways narratives of identity construct and
manipulate representations of gender, class
and ethnicity. By analyzing the IsraeliPalestinian conflict, the Lebanese War and
U.S.-Latin American conflict and tensions, we
can understand how power relations are
deployed to construct contested realities. We
will also look at "contested realities" within
social movements, as, for instance, in
struggles over gender relations within Arab
and Jewish societies. Finally, we will look at
class, labor and ethnic struggles within
Washington state, exploring how social
movements have historically been represented
and how those forms of representation shape
community identity and experience today.
(Continued
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Some major goals of this program will be
developing critical skills in viewing and
reading mainstream media and developing the
skills necessary to make images that challenge
dominant forms of representation. We will
look closely at films and other media forms
that support dominant versions of reality, as
well as films, literature, histories and
analytical texts that resist these "master
narratives." We are interested in documentary
and experimental forms of representation that
question accepted notions of reality and
singular historical perspectives, and that are
actively constructing alternative versions of
history and collective identity.
Central to our work will be a focus on
community activism. Students will engage in
long-term collaborative projects within
communities that enable those communities
to participate in producing their own
representations. These projects may take the
form of a documentary or experimental
video, an oral history, a research report, a
community-based project or another
appropriate form of representation.
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Credit awarded in cultural studies *,
community research *, video production,
media studies, comparative literature,
political economy and oral history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in video production, community
organization and graduate work in political
economy, media studies, gender studies and
cultural studies.
This program is also listed under Expressive
Arts and Social Science.
* indicates
upper-division
credit
Fictional Sociology
Fall, Winter, Spring/Coordinated Study
Faculty: Sara Rideout, Bill Arney, Charles
Pailthorp
Enrollment: 72
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
We will begin this program by suggesting that
various kinds of therapy and social theory in
the late 20th century have succeeded not by
reducing suffering but by enlarging suffering's
scope. In pursuing this suggestion, we will
look closely at how we construct knowledge
about people, institutions and social
phenomena - marriage, family, school,
sexuality, crime, child development, gender,
etc. We will devote our initial studies to the
range and penetration into people's lives of
the Therapeutic mentality.
In this program, we will address the
Therapeutic by searching for truth and social
justice through particularistic or fictional
responses. We intend to invent a discipline
called "fictional sociology." We will enlist
C. Wright Mills's view that the sociological
imagination should fuse the public and
private and Foucault's work on discipline and
the social body, but our aim will be particularistic critiques of the Therapeutic from the
arts and humanities.
Beyond their reading of theory texts,
students will focus on modern satire from the
18th century to the present, a body of work
that constitutes a distinctively untherapeutic
response and which reveals, instead, how
base, violent, and selfish impulses tend to
take on respectable social forms. The literary
and visual background for our work is rich in
historical and contemporary models, from
Fielding, Swift and Hogarth to more recent
writers and photographers who use satiric
techniques, among which irony is the major
literary trope. In general, our reading of
visual and discursive satires will become the
background for creating a late 20th century
aesthetic that tries to interrupt the wash of
standardized, mass-produced images that
constitute our reality. Our critique of
scientific and popular culture will focus on
the idea that social forms lend themselves to
representation through the affective
knowledges of imaging/art and literature.
Students will be asked to integrate their
knowledge of literature and their theoretical
work with skills in writing, story-telling,
photography, or digital imaging. Throughout
the two quarters, students will publicly
present their work. Our goal will be to
interrupt the usual course of our contemporary enthusiasms while resisting the therapeutic turn. Like Foucault, we will attempt to
"fiction" a present that, in the tradition of
satire, shocks one's audience rather than
suggesting humanitarian reforms.
This program is intended for advanced
students who know they are lost intellectuals,
or for photographers looking for a narrative
framework, or for creative writers who are
tired of sincerity and appealing for sympathy,
or science students in search of culture, or
sociology buffs who have caught a whiff of
possibilities.
Credit awarded in cultural studies, literature,
social theory and creative writing or imaging
or photography.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in writing, social science and
humanities.
This program is also listed under First-Year
Programs.
Field School to Chile
Spring/Group Contract
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: Yes, must have background
in Latin American studies. Interviews will be
set up by faculty. Transfer students may call
Jorge at (360) 866-6000, ext. 6740 or E-mail
him at gilbertj@elwha.evergreen.edu. Students
must apply before February 1, 1999.
Decisions will be made by February 15, 1999.
Special Expenses: Approximately $2,300 for
four weeks and $2,700 for eight weeks in
Chile (see below for list of included expenses).
Internship Possibilities: No
Travel Component: Four or eight weeks in
Chile.
This program's interdisciplinary curriculum
will allow participants to study, research and
experience political, cultural, artistic, economic, environmental and agricultural concerns
currently affecting Chile and South America.
This field school will provide practical
opportunities to evaluate the neo-liberal
model being applied in Chile at the recommendation of the International Monetary
Fund and other international organizations.
Workshops, conferences and discussions with
political and community leaders and grassroots organizations will explore the direct
impact this polemic model is having on the
various social sectors of the country.
Participants will be immersed in the sociopolitical and economic reality of a country
struggling to overcome underdevelopment.
Students are expected to learn about the
social, artistic, folkloric and intellectual life of
Chile and the different expressions they
assume according to class structure.
Backgound of Chile: One of the oldest
democracies in Latin America - democracy
was abruptly interrupted by a military coup
d'etat between 1973 and 1990 - Chile is
rapidly trying to insert itself into a new
international world order under the leadership
of an elected civilian government. The
national economy is proudly exhibited by
international organizations as one of the most
effectiveand successful in the Third World.
Chilean exports reach all markets around the
world and investments in Chile's economy
havegrown significantly. Programs and
projectsat all levels are being developed by
governmental, private, international and nongovernmental organizations. For these reasons
the country is changing very fast, not only
economicallybut culturally and politically.
Though many Chileans are of European
extraction, indigenous traditions are strong in
severalparts of the country. The desert north,
oncepart of the Inca Empire, preserves
important archaeological remains, while
AymaraIndians still farm Andean valleys and
terraces.South of the heartland are Mapuche
Indiancommunities whose symbolic
importancein Chilean life greatly exceeds
theirpolitical and economic significance. Until
the end of the 19th century, the Mapuche
maintained an effective and heroic resistance
to the southward advance of Chilean rule.
Chile's tremendous geographic diversity, and
surprising cultural variety, have made it an
important destination in its own right.
Logistics: The first weeks of the quarter
will introduce students to the culture, politics
and geography of the country. Also, working
groups will form to undertake research
projects that reflect the interests of the
participants. Once in Chile, the group will
travel around the country visiting governmental, nongovernmental, private and church
development projects in urban and rural
areas. Trips to the Andes, rural, urban and
mining sectors, the National Congress in the
Port of Valparaiso, and meetings with
governmental authorities, political leaders
and grassroots organizations will be held.
Students will have the opportunity to interact
with a wide range of the Chilean population
to learn and evaluate the effects of economic
and cultural changes. Classes, conferences
and workshops about this and other topics
will be available at University of Chile and
other educational and research institutions.
Requirements: Students are expected to
keep a journal and to work in a group
research project (individual projects may be
approved after discussion with the faculty).
To conduct research, students can travel
around the country, consult with people, visit
libraries and universities. Students must
submit research proposals to the faculty no
later than week three of spring quarter.
Knowledge of Spanish is not a requirement, but it is highly recommended that
students gain familiarity with this language.
Though most program activities will be
enhanced by knowledge of Spanish, lectures
and workshops will be in English.
Students may stay in Chile for four or eight
weeks. Those who return earlier can complete
their work at Evergreen using material
gathered in Chile.
Field School Cost: The base price of this
field school is approximately $2,700 for those
staying for eight weeks, and $2,300 for fourweek stays. The field school includes: airfare
(round trip Seattle to Santiago); tuition and
fees in Chile; room and board in the city of
Santiago; on-site orientation; program-related
expenses; and transportation in the country.
The field school costs do not include
Evergreen tuition and fees. Participants must
pay a $IS0 deposit (refundable in certain
circumstances) by February 16, 1999.
Great British and Irish
Moderns: Poetry and Fiction
Fall/Croup Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Intermediate-level Evergreen
humanities program or sophomore-level
literature for transfer students.
Faculty Signature: Yes, with interview to
assess reading and writing abilities at the
academic fair, May 13, 1998.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
We will read seven of the principal figures of
the modern period in England and Ireland:
the collected poetry of Yeats, Eliot and the
"English" Auden; and three books each by
Conrad, Lawrence and Joyce. Each student
will read a different seventh figure in
independent study. During poetry seminars
each student will deliver one 10- to IS-minute
oral presentation per week. Evaluations will
focus on the presentations, the student's
general contributions to seminar discussion, a
paper resulting from independent study and
an examination on the novels.
Credit awarded in the English novel, poetry
and independent study (all upper-division
credit).
Total: 16 credits.
Program is preparatory for careers and future
studies in humanities and literature.
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Credit awarded in Latin American studies,
cultural studies, conversational Spanish and
individual study,
Total: 16 credits.
Program is preparatory for careers and future
studies in social sciences, international
studies, television production, art, folklore
and education.
This program is also listed under Culture,
Text and Language.
dS9
Hispanic Forms in Life
and Art
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Fall, Winter, Spring/Coordinated Study
Faculty: Nancy Allen, Jose Gomez
Enrollment: 50
Prerequisites: Core program or equivalent;
some study of history or literature.
Faculty Signature: No
Special Expenses: Approximately $3,500 for
optional spring quarter trip to Spain or Latin
America.
Internship Possibilities: Yes, spring quarter
only.
Travel Component: Optional spring quarter
trip to Spain or Latin America.
Hispanic Forms explores the inextricable
cultural, historical and linguistic links
between Spain and Latin America. During fall
and winter quarters, students will be involved
in intensive Spanish language classes and
seminars conducted in English on the history
and literature of Spain and Latin America.
Spring quarter, all program work will be done
in Spanish, and students will have the
opportunity to study in Spain or Ecuador, or
to do internships in Olympia-area Latino
communities.
The program is organized around points of
contact between Spain and Latin America,
beginning with the Spanish Conquest. During
the first half of fall quarter, we will analyze
the perspectives from which indigenous
people and Spaniards viewed their contact,
and the ideas and cultural practices of both
groups during the Conquest and the colonial
period. For the rest of the quarter, we will
return to the medieval period in Spain to gain
an understanding of cultural interactions
among Christians, Muslims and Jews, and of
the ideas and institutions growing out of the
Christian "Reconquest" of the peninsula. We
will attempt to relate the Reconquest world
view and the rise of the Inquisition to the
subsequent conquest of the Americas.
Winter quarter, we will turn to more
"modern" times, with particular attention to
Spaniards' and Latin Americans' struggles for
indigenous identity: collective and individual
notions of "self" and "nation." As Spain's
empire had declined in the 17th century and
Spanish American viceroyalties moved
beyond independence from Spain and into the
20th century, questions arose. The novelists
we will read ask: What does it mean to be
Spanish in a post-imperial age? How might
Latin America, with national identities no
longer based on being a colony of Spain,
understand its place in the world? How might
Latin America determine its own history
while struggling with capitalism and
modernity, with dictatorships and revolution,
and with remaining tensions among
indigenous, mestizo and mulatto communities? Readings may include Don Quixote,
Miguel de Cervantes; and novels by Gabriel
Garcia Marquez, Luisa Valenzuela and
others.
Spring quarter, students may opt to study
abroad. In Spain, students will attend
language school and explore various
questions related to that country's present-day
view of America and its own colonial!
imperial past. In Ecuador, students will live
with Ecuadorian families, attend language
school and examine indigenous survivors of
that past.
Some students will choose to do internships in the Olympia area, thereby creating an
opportunity for practical interaction with
local Latino communities. The group on
campus will hold all its seminars in Spanish.
First, we will examine the cultural and social
impact of the Spanish Civil War. Then we will
return to the Americas and explore U. S.
Latino and border identities as expressed in
literature.
Credit awarded in Spanish language, history
and literature of medieval Spain, history and
literature of colonial Spanish America,
contemporary Latin American literature and
culture, research and writing and additional
equivalencies depending on the country of
travel and student projects or internships
completed during spring quarter.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in languages, history, literature,
writing and international studies.
Horizon:
Where Land Meets
Sky
Winter, Spring/Coordinated Study
Faculty: Llyn De Danaan, Marilyn Frasca
Enrollment: 50
Prerequisites: Junior and senior standing and
at least one quarter at Evergreen.
Faculty Signature: No
Special Expenses: $150 for art supplies; $500
for field trip expenses.
Internship Possibilities: No
Travel Component: One overnight field trip
plus possible two- to three-week field trip
during spring quarter.
This is a two-quarter study of sky, land and
the place where the two meet. The study is
anthropological, historical and artistic.
Together we will read texts that describe the
way in which people of many cultures have
used the horizon line to create place, time,
season and a romance between the celestial
and the terrestrial in art, poetry and the
imagination. We will understand how the
horizon line creates points along which
constellations, planets, the sun and the moon
appear to rise and set and how buildings and
stones have marked these points and now
image-makers have celebrated them.
During spring quarter we hope to study on
site in Northern New Mexico where we will
give attention to Anasazi cultures as a part of
our group research. Faculty will provide
workshops in cultural anthropology, research
methodology, drawing and journal writing.
Credit awarded in cultural anthropology,
anthropology of prehistoric Southwest United
States, drawing, art history and research
methods.
Total: 12 or 16 credits winter quarter and 16
credits spring quarter. Students may enroll in
a four-credit course winter quarter.
Program is preparatory for careers and future
studies in arts and humanities.
This program is also listed under Expressive
Arts.
Images in Context
Fall, Winter, Spring/Coordinated Study
Faculty: Caryn Cline, Hiro Kawasaki, Alice
Nelson
Enrollment: 72
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: Approximately $200 for
field trips, film festival and museum entrance
fees and possible retreat.
Internship Possibilities: No
Travel Component: Possible retreat.
Images in Context is a three-quarter program
that examines artistic images in painting,
literature, photography and film within their
social and historical contexts. This program
will emphasize the ways a given historical
moment impacts the images produced and the
stories told within it.
Fall quarter we will look at these artistic
media at one historical moment when their
interactions were most dynamic: Western
European Modernism from the 1880s to the
1920s. During this period, painting and
photography were freed from the dictates of
representation while literature and film
reconceptualize space and time. In the second
half of the quarter we will examine modernism outside of Europe, assessing the impact of
history, politics and social change on
representation. Our texts may include
Mexican murals, Afro-Cuban poetry and
Japanese Western-style painting of the early
20th century.
Winter and spring quarters we will
consider a particular visual art form at a
particular time: specifically, the postwar
"cinema of new possibilities" in Japan, Cuba
and the United States. In Japan, film was the
bestmedium for simultaneously expressing
the existential anxiety and sense of liberation
followingthe defeat and devastation of the
war.In Cuba, film captured the exciting
possibilitiesand burning social issues of a
post-revolutionary society. In the United
States,filmmakers faced McCarthy-era
repressionwhile challenging the hegemony of
the studio system and its production code.
* indicates
upper-division
credit
In the spring, we will ask what follows
modernism. Are we currently experiencing a
paradigm shift as post-industrial societies
transform themselves into information
societies? What happens to art in the age of
information technology and digital reproduction? In the era of globalized dissemination of
United States popular culture? Spring projects
will be organized around these questions.
An important aspect of our work together
will be the development of our critical
reading and writing skills. We will also
acquire or improve our visual literacy skills
by examining the ways in which "seeing" is
culturally conditioned. We will hone our
skills as readers, writers and seers in
workshops and through group and individual
exercises. Throughout the three quarters there
will be weeks set aside for student presentations.
Credit awarded in film history and interpretation, literature history and interpretation,
visual art history and interpretation and
expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and expressive arts,
cultural studies, art history, media studies and
literature.
This program is also listed under First-Year
Programs and Expressive Arts.
Interpreting English
Literature: The Bible.
Donne and Milton
Fall/Group Contract
Faculty: Pete Sinclair, Kirk Thompson
Enrollment: 50
Prerequisites: Sophomore standing; basic
college-level competency in reading and essay
writing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In English intellectual history, the practice of
interpreting difficult texts written in the
vernacular (English, as opposed to Latin)
began, flourished and possibly reached its
zenith in the late 16th and early 17th
centuries. The greatest and most often
interpreted text was the Bible, in the
translation authorized by King James I and
published in 1611. This Bible decisively
shaped the language, thought, feeling and
writing of English-speaking people. It shaped
not just our phrases but our images of person,
God, community, time, love, hope, fear and
salvation.
Two of the English Bible's closest and most
creative readers were John Donne and John
Milton, masters whose prose and poetry is
also worthy of close reading and careful
interpretation.
The first purpose of these studies is to learn
to interpret difficult passages in important
texts, exemplified by the King James Bible
and works by Donne and Milton. The second
purpose is to learn how authors carry forth
and transform what they read.
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Credit awarded in English: The Bible as
literature; 17th century English literature. In
post-modern jargon: Influence, misprision
and intertextuality.
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Total: 16 credits. Students may enroll in a
four-credit course with faculty signature.
Program is preparatory for careers and future
studies in the humanities.
d61
Japan Today
Latin American Short Story
LoveNiolence
Fall, Winter/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 25
Prerequisites: Core program or equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
"It is not very often that Westerners get to see
the Japanese just as they are. The difficulty
we have when we look at Japan - the layersof-the-onion problem - can be so frustrating
that we tend to raise our own screen of
assumptions and expectations, or we content
ourselves with images of the Japanese as they
would like to be seen," wrote Patrick Smith
in his "Letter from Japan" for The New
Yorker five years ago. Granted that the
"layers-of-the-onion problem" is not
necessarily confined to the problem of
understanding Japan or Japanese people indeed, most of the problem of knowledge
may be rooted in the nature of multifaceted
or multilayered reality as well as in the nature
of our ultimately subjective perceptions Smith's pronouncement probably strikes
many people as particularly applicable to our
knowledge concerning Japan, its culture and
its people.
Japan Today is a full-time interdisciplinary
program devoted to understanding Japan, its
culture and its people as they are. This
program combines study of the Japanese
language with study of Japan through books,
films, seminars and workshops. In fall
quarter, we will examine postwar Japan. We
will emphasize international relations and
contemporary society and culture, particularly its popular culture. Winter quarter we
will study classical Japan up to the end of
World War II. Special emphasis will be placed
on the significance of historical legacies in
contemporary Japanese society and culture.
FalUGroup Contract
Faculty: Evelia Romano de Thuesen
Enrollment: 25
Prerequisites: At least one year of Latin
American studies and two years of collegelevel Spanish or equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
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 20 years. All readings,
lectures and seminars will be 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.
Fall, Winter/Coordinated Study
Faculty: York Wong, Justino Balderrama
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, winter quarter
with faculty signature.
Travel Component: None
This coordinated, interdisciplinary program
inquires into a central characteristic in the
human condition: The ways we think and act,
our relationships with each other, institutions
in and among societies are grounded in love
and violence. These two concepts, rich in
meaning and cultural-historical implication,
are inseparable even if they trigger psychological disruptions that challenge a person's
perceptions and expectations. For that
reason, love and violence are the creative
forces expressed in arts and literature, and
behind all social, political and philosophical
systems. In this study, we will use all these
cultural constructs to probe at the core of
love and violence and how they have taken
shape in America.
Texts may include: Blood Meridian,
Cormac McCarthy;. Eichmann In Jerusalem,
Hannah Arendt; reel to real, bell hooks; and
more. Films include Reservoir Dogs, Fargo,
Birth of a Nation and more. Mass media and
popular entertainment will also come under
our scrutiny. Students are expected to respond
to these critical word/sound/image texts in
writing and seminar participation. Additionally, students will carry out independent
research that illuminates the nature of love
and violence in America.
Credit awarded in Japanese language, film
studies, Japanese history and culture,
Japanese literature and Japanese society.
Credit awarded in Spanish, Latin American
literature and literary theory.
Total: 12 or 16 credits. Students may enroll in
a four-credit course.
Program is preparatory for careers and future
studies in Latin American studies and
literature.
Credit awarded in the relevant areas of
American studies, literature, cultural studies,
popular culture, political economy, social
psychology, sociology, writing, research,
social work and human services.
Total: 16 credits each quarter.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
studies in Japanese language and culture,
cross-cultural understanding and international relations.
Program is preparatory for careers and future
studies in American studies, literature,
cultural studies, political economy, social
psychology, social work and human services.
This program is also listed under First-Year
Programs.
May I Have This Dance?
Mexico's National Character
Fall, Winter/Coordinated Study
Faculty: Stephanie Kozick, Meg Hunt
Enrollment: 50
Prerequisites: Core program or equivalent
and sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Our title has two meanings. It could mean the
standard social invitation, but it could also
mean: Can I take and own a particular
behavior as an expression of my own
emotions, feelings, needs? We will inquire
about these multiple meanings through the
disciplines of psychology and dance.
We will use the metaphors of the stageonstage, offstage - and of the dance movement through time and space between
people - as a way of looking at life and art.
We will look at human development as it
involves the "dance" of self and society. We
will do dance and movement in a studio space
regularly. No previous experience in dance is
necessary.
Students who want more concentrated
work in human development/psychology can
obtain it in a workshop component of this
program. Others may take a course outside
the program, with faculty approval.
Winter/Group Contract
Faculty: Gilbert G. Salcedo
Enrollment: 25
Prerequisites: Junior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Mexico in its own eyes and in the eyes of
others is the theme of this group contract. The
emphasis is on the long, often violently
dramatic emergence within Mexico's people of
a national character, a national temperament
and an awareness of Mexico as a distinct
nation, not only politically independent but
morally legitimate in its own sense of origins.
This emergence has been a protracted birth
marked by bloody yet transient victories, pride
in past glory, a touching but intransigent faith
in imported utopian ism, recurrent failure in
the face of intractable barriers to selfrealization and unquenched conviction in a
flawed destiny. It was Mexico's tragic destiny
to break with its roots in founding cultures,
both aboriginal and European, and to awaken
to a problematic ethnic legacy as a nation of
complex regional subcultures: aboriginal
Mexican, Asian, African and European.
With this in mind we will consider broad
patterns in the Mexican historical experience,
beginning with the feudal centuries following
the Spanish Conquest and continuing through
the 19th century era of Independence and civil
wars; the defeat by the United States; the
triumphant popular war against the French;
the deceptively peaceful Porfirio Diaz dictatorship; the Revolutionary Crusade of 1910 to
1940; and finally the materialism and disillusioned abandonment of moral idealism that
marked the half-century after the Revolution.
We will examine the mixture of detachment
and sympathy with which Mexicans themselves have viewed their own society, as well as
the peculiar ambivalence toward Mexico
among Spaniards, French, English, Americans
and others as revealed in travel accounts,
memoirs, novels, short stories, biographies,
autobiographies and the historical records.
This group contract will emphasize the
application of concepts in psychohistory and
metahistory in examining the influence of race,
cultural myth, religion, language, history and
geography in determining the cultural identity
of Mexico. We will strive toward a realistic
assessment of both Mexico's historic path and
its present capacity to resolve the traditional
tendency toward renewal of civil conflict and
find a practical, though perhaps only
temporary, solution to ancient social and
political dilemmas stemming from a national
character forged in the distant past.
Credit awarded in performance theory*,
dance aesthetics", dance/movement, human
development*, psychology and cultural
studies.
Total: 16 credits each quarter. Students may
enrollin a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studiesin dance, human development,
psychologyand performing arts.
This program is also listed under Expressive
Arts.
Credit awarded in history, psychohistory,
literature, writing and biography.
Total: 16 credits. Students may enroll in a
four-credit course with faculty signature.
* indicates upper-division
credit
Program is preparatory for careers and future
studies in education, history, literature,
psychology politics and biography.
Natural Histories: Botany,
Biography, Community
Fall, Winter, Spring/Coordinated Study
Faculty: Frederica Bowcutt, Sam Schrager,
Matthew Smith
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Approximately $200 for
fall- and spring-quarter overnight field trips.
Internship Possibilities: Yes, spring quarter.
Travel Component: Overnight field trips.
This program uses the naturalist approach to
explore patterns of people's lived experience
of place, especially in our region. Natural
histories are accounts of the lives of humans
and other organisms, described in detail and
situated in a time and place. They take the
form of species accounts, life histories and the
stories of a place. We will study stories people
tell about themselves, their communities and
nature. We will examine how collective practices shape and are shaped by local landscapes
and institutions. We will assess current social
and environmental conflicts in light of
prospects for a sustainable future.
During the fall, students will study a piece
of land, inventorying plant species, documenting changes and recording oral history of
people who've lived there. In winter, the
research will involve conversation with
practitioners of crafts that can help ground
communities in place. Library research skills
will be a significant focus in winter. In spring,
students will do field projects. Natural
Histories will pay close attention to cultural
dimensions of inhabitation, including Native
American outlooks, bioregionalism, gender,
class and religious consciousness. Readings
will span community studies, environmental
studies, literature and social thought.
This program offers students (1) training in
ethnographic and ecological research methods; (2) experience writing in journal and
documentary forms; (3) a foundation in social
theory and communitarian philosophy with
concern for morally responsible action. Work
will be challenging and time demanding. We
welcome first-year students who are ready for
intensive engagement in their studies. Natural
Histories is ideal for upper-division students
who want to specialize in humanistic or
ecosystemic inquiry while studying both as an
integrated whole.
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Credit awarded in social theory, community
and cultural studies, botany, literature, oral
history and environmental history.
Total: 16 credits each quarter. Students may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in teaching, natural resource
management, community planning, social
work, history, environmental policy and the
humanities.
This program is also listed under First-Year
Programs and Environmental Studies.
d63
Odyssey
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Winter, Spring /Group Contract
Faculty: Mark Levensky, Pete Sinclair
Enrollment: 50
Prerequisites: Junior and senior standing.
This program is for people who are literate,
self-directed, responsible, energetic, resourceful, imaginative and adventurous.
Faculty Signature: No
Special Expenses: Expenses for seven- to
eight-weeks of independent travel away from
Olympia and back.
Internship Possibilities: No
Travel Component: Yes, seven- to eight-week
odyssey.
The Odyssey program is a two-quarter,
interdisciplinary, advanced group contract for
people who want to read, write about and
discuss Homer's Odyssey with others, and
who want to plan, undertake and complete
an individual, self-directed odyssey of their
own. During winter quarter, each person will
read and write about Homer's Odyssey, will
participate in two book seminars a week on
Homer's Odyssey and will do independent,
self-directed research, writing and speaking
on Homer, Odysseus, Troy, oral traditions,
Penelope, Mediterranean geography and
ancient Greek Gods, Goddesses, men, justice,
women; poetry, royal families, art, children,
weapons, cities and villages, work, sex,
sailing ships and/or other topics that strike
the person's interests. Each person also will
participate in one workshop a week on
planning, undertaking and completing an
individual odyssey to a distant location.
During the first week of spring quarter, each
person will participate in program meetings
of farewell, and then will begin and complete
his or her seven- to eight-week, individual,
self-directed odyssey. Each person's odyssey
will begin at the person's Puget Sound area
home, will be to a destination at least 300
miles from the person's Puget Sound area
home and include the person's return to his or
her Puget Sound area home and each person
will travel to his or her destination and return
by foot, skate board, roller blade, ski, dog
sled, bicycle, horse, wheelchair, boat and/or
bus, and each person will travel without a
human companion. During the ninth week of
the program, each person will make, in one
form or another, an account of his or her
odyssey, and then, during the ninth week of
the quarter, each person will present his or
her account to the program. This program is
for people who are literate, self-directed,
responsible, energetic, resourceful, imaginative and adventurous.
Credit awarded in studies in literature and
philosophy and independent field project.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities, arts and social sciences.
Other Minds, Other Bodies:
From Sappho to Jupiter
Fall/Group Contract
Faculty: Mark Levensky, Marilyn Frasca
Enrollment: 50
Prerequisites: Junior or senior standing and
successful completion of at least one full
quarter at Evergreen.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Other Minds, Other Bodies: From Sappho to
Jupiter is a one-quarter, full-time program for
students who want to conceive, design,
research, work on, complete and present an
individual or small-group project, in any
medium, on the nature of an other mind and/
or an other body, and who want to do this
work in the company of others. The program
faculry will support student individual and
small-group project work by offering weekly
individual conferences with students; by
offering a weekly, all-program intensive
journal workshop, book seminar and critique
workshop; and if appropriate opportunities
arise, by leading field trips and welcoming
guests.
Credit awarded depends on the nature of
each individual's final project.
Total: 16 credits.
Program is preparatory for careers and future
studies in humanities and arts.
Russia
Fall, Winter, Spring/Coordinated Study
Faculty: Patricia A. Krafcik, Thomas B.
Rainey
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program explores Russia from the ninth
century to the present. Fall quarter covers
Russian history, literature, and culture from
their beginnings to the end of the 18th
century; winter quarter focuses on the 19th
century; and spring quarter concentrates 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, Petrushevskaya, Tolstaya and
Rasputin.
Intensive elementary Russian may be
offered during summer 1998. Less-intensive
elementary and intermediate Russian will be
offered as modules during fall, winter and
spring quarters 1998-99. Students may register
for the modules apart from the Russia
program. All students are encouraged to enroll
in a language class appropriate for their level;
however, the Russia program will also be open
to students who do not wish to take language
classes. The Russian 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 Russia program will
be given first preference.
Students enroll each quarter for 12 credits.
To earn full credit, a student must regularly
attend weekly lectures, participate in weekly
book seminars, complete required readings
and submit assignments in a timely manner.
Russian language modules provide an
additional four credits and related modular
workshops may also be offered for four credits
on subjects such as Russian cultural history, an
individual author such as Chekhov and
Russian and Soviet film.
Given sufficient interest, the faculry will
arrange, or direct students to, study programs
in Russia during summer 1999.
Credit awarded in Russian history, Russian
literature and Russian culture.
Total: 12 credits each quarter. Students may
enroll in a four-credit course each quarter.
Program is preparatory for careers and future
studies in diplomatic service or international
business and trading corporations, as well as
graduate studies in international affairs and in
Russian and Slavic studies.
This program is also listed under First-Year
Programs.
Take a Look!:
A Study in Perception
Spring/Group Contract
Faculty: Bob Haft, Tom Foote
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: $60 for drawing supplies
and museum fees.
Internship Possibilities: No
Travel Component: None
Take A Look! is a one-quarter group contract
for intermediate and advanced students
interested in perception in general and visual
perception in particular. We proceed from the
premise that most people are taught at an
early age to curb their perceptual abilities;
that is, they learn to look without learning to
see. Our goal is to restructure that concept.
Students in the program will undertake
exercises in systematic observation that will
teach them to become more fully cognizant of
their environment. They will document these
exercises in their field journal, paying
particular attention to how their perception
of, and relationship to, their environment is
changing as they move through the process.
To achieve these goals we will undertake a
number of activities. Through a series of
readings, workshops, lectures, films and field
trips, students will be exposed to topics as
far-ranging as figure drawing and
sociolinguistics, birdwatching and geology.
Students will be required to keep a journal
chronicling activities and observations about
the program and about personal progress
with perceptual skills.
Students will work in teams and over the
course of the program conduct field
observations that they will document in their
journals. At the end of the quarter, teams of
students will give presentations based on their
fieldwork to the entire program.
Credit awarded in drawing, journal writing,
fieldresearch and studies in visual perception.
Total: 16 credits.
Program is preparatory for careers and future
studiesin journalism and humanities.
This program is also listed under Expressive
Arts.
The French-Latin
American Connection:
Arts and Literature
Winter, Spring/Group Contract
Faculty: Evelia Romano, Marianne Bailey
Enrollment: 50
Prerequisites: Sophomore standing; previous
course work in literature; at least one quarter
college-level French language or Spanish
language or equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Since the beginning of the 19th century, the
resonance of French culture, aesthetics and
philosophies has been strongly heard in Latin
American artistic contexts. French poetic and
narrative models still influence contemporary
Latin American writers. However, during the
past several decades we have witnessed the
transformation of that unilateral dynamic of
influence into a more mutual exchange that
has allowed French thinkers like Foucault to
find their theories predicted and motivated by
Latin American artists. French thinking has
been enriched and modified from the 1930s
onward through the development of Latin
American artists' identity and voice. A good
example of this exchange is how the
"marvelous real" movement defined by the
Cuban writer Carpentier, and best represented by Gabriel Garda Marquez, became
one of the primary models of contemporary
French and French Caribbean narrative.
Did Latin America adopt or adapt the
French trends? How did processes of cultural
syncretism impact the arts? How have the
connections between France and the cultures
of Latin America evolved during the past
century? Which parallels can be established
between the 19th and 20th centuries' fins de
siecle] We will proceed chronologically by
analyzing examples from literature and the
plastic arts along with studies of their
informing theories and philosophies.
Students will choose between a French
language module and a Spanish language
module that will be taught within the
program. The language modules will
maintain thematic relationships with program
content, while emphasizing the development
of the four basic language skills: listening
comprehension, speaking, reading and
writing.
Credit awarded in Latin American intellectual
history, French intellectual history, art history,
French and Francophone literature, Latin
American literature, Spanish language and
French language.
The Meaning of History
FalVGroup Contract
Faculty: Gilbert G. Salcedo
Enrollment: 25
Prerequisites: Junior standing and one year of
history studies.
Faculty Signature: Yes, with interview
conducted by telephone and at the Academic
Fair, May 13, 1998. Transfer students should
submit a writing sample and short academic
resume to the faculty prior to the Fair.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This is a group contract in the philosophy of
history and the history of ideas. Its concern is
not with history but with the patterns of
history. Its aim is to survey the great theories
of interpretation in the European tradition
concerning the origin, structure and meaning
of time, causation and events; to examine the
significance of the individual in history; to
determine whether there is progress or cyclic
recurrence in history, or if there is a purpose
in history that transcends the fortunes and
misfortunes of a particular generation; and to
reflect on the theme of the rise and fall of
nations that has preoccupied historical
thinkers in the 19th and 20th centuries.
We will not be directly concerned with the
history of great events, such as the barbarian
invasions of the ancient world, the fall of
Rome, the Protestant Reformation, the
French Revolution or the First World War,
but with the insights they provide concerning
historical destiny. In other words, events
themselves will be of less concern than their
mythic, metaphysical or metahistorical
meaning. In this connection we will read both
religious and secular views on historical
causation and the roots of vast trends in
historical development such as the liberation
of the individual from traditional sources of
authority; the advent of rationalism,
materialism and egalitarianism; the emergence of the nation-state; the disappearance
of religious faith; the birth of mass movements; and the beginning and end of
civilizations.
In addition to studying modern critical
assessments of explanatory theory, we will
strive toward philosophical insight which
accounts for the fate of the individual in
relation to the destiny of civilization in order
to meaningfully place ourselves within the
context of the historical moment.
(Continued
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on next page)
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
studies in Latin American studies, literature,
French and Francophone studies and art
history.
* indicates
upper-division
credit
Q(65
(Continued
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Readings may include The City of God, St.
Augustine; The Muqaddimah, Ibn Khaldun;
Discourse on Universal History, Bossuet; The
New Science, Vico; On Sovereignty, De
Maistre; The Tragedy of Man, Madach; On
Heroes, Hero- Worship, and the Heroic in
History, Carlyle; Reflections on History,
Burckhardt; Reason in History, Hegel;
Pattern and Meaning in History, Dilthey; The
Decline of the West, Spengler; The Revolt of
the Masses, Ortega; and The Idea of History,
Collingwood.
This group contract is intended for thirdyear and fourth-year students in humanities
and social science. It will be structured
around lecture, reading, discussion, writing
and short student presentations. Students in
this group contract should have a strong
background in historical studies and be
prepared for a rigorous exchange of ideas in
seminar.
Credit awarded in philosophy, history of
ideas, literature and writing.
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Total: 16 credits. Students may enroll in a
four-credit course with faculty signature.
Program is preparatory for careers and future
studies in history, philosophy, education and
law.
Victim Rhetoric:
Chained, Choice, Change
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill, Charles Nisbet
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter.
Travel Component: None
Are citizens who suffer from injustice and
inequality victims of our political-economic
system, our institutions or our public
policies? Or could people be victims of their
own irresponsibility, failed creatures who lack
the strength to be successful in life's enterprises? Or might they just be victims of
circumstance, pawns in some senseless,
random, yet hostile cosmic game? Legions of
politicians, pundits and scholars line up
behind a range of viewpoints in this debate,
usually trying to portray others as villainous
or at least woefully ignorant. All the while,
ordinary people struggle to make their way
through circumstances of poverty, family
disintegration and addiction.
During fall quarter, this program examines
the debates that contain a range of rhetoric
mounted by key players within the arenas of
welfare reform, family values, gambling and
political campaigning. A fall quarter module
on survey research methodology teaches the
skills necessary to undertake the winter
quarter research project. In winter, students
conduct their own surveys on some aspect of
fall quarter's social issues. Then in spring
quarter, students participate in internships
where they see the real world process and
outcome of the rhetorical skirmishes they
studied.
Probable seminar readings include: The
Way We Really Are: Coming to Terms With
America's Changing Families, Stephanie
Coontz; Life Without Father: Compelling
New Evidence That Fatherhood and
Marriage are Indispensable for the Good of
Children and Society, David Popenoe; The
Luck Business: The Devastating Consequences and Broken Promises of America's
Gambling Explosion, Robert Goodman;
Keeping Women and Children Last, Ruth
Side!; Ashes to Ashes: America's HundredYear Cigarette War, the Public Health and the
Unabashed Triumph of Philip Morris,
Richard Kluger; All's Fair: Love, War and
Running for President, Mary Matalin and
James Carville.
Credit awarded in American studies,
contemporary American issues, social science
research methods and public policy analysis.
Total: 16 creditseach quarter.
Program is preparatory for careers and future
studies in law, public policy, human services
and campaign management.
Victorian Studies:
British Culture and Society
1837-190 I
Fall, Winter, Spring/Group Contract
Faculty: David Powell
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: Yes
Special Expenses: Extensive and expensive
required book list; $50 in duplicating costs;
students must provide multiple copies of their
work for workshop discussion.
Internship Possibilities: No
Travel Component: No
The years during which Queen Victoria was
the titular head of the British Isles and Empire
were exciting, 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,
living and 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 the United States 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 papermaking and
printing, the sound of huge presses running
around the clock were common, and the era
of mass readership 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 found ations 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 our
historical needs and our love of great writing
can be jointly served.
The unusually extensive reading list will
include: Thomas Carlyle, Sartor Resartus
essays;Jane Eyre, Charlotte Bronte;
Wuthering Heights, Emily Bronte; Shirley,
Charlotte Bronte; John Ruskin, selected
writings on art and society; Charles Darwin,
selected writings on biology and science; The
Rubdiydt of Omar Khayydm, Edward
Fitzgerald; The Mill on the Floss,
Middlemarch, "George Eliot" (Mary Ann
Evans); Alice in Wonderland, Through the
Looking Glass, "Lewis Carroll" (Charles
Dodgson); Barchester Towers, Anthony
Trollope; Mary Barton, Elizabeth Gaskell;
The Tenant of Wildfell Hall, Anne Bronte;
Essays in Criticism, Matthew Arnold; Sybil,
BenjaminDisraeli; The Jungle Book, Rudyard
Kipling; The Well at the World's End, essays,
Robert Louis Stevenson; Pygmalion, essays,
George Bernard Shaw; The Way of All Flesh,
SamuelButler; The Heart of Darkness,
Joseph Conrad; The Idylls of the King,
Alfred, Lord Tennyson; Studies in the History
of the Renaissance, essays, Walter Pater;
essaysby Mill, Macaulay, Wallace and others;
poems by Browning, Arnold, Rossetti,
Swinborne, Yeats and others; and the 1851
Crystal Palace Exhibition Illustrated Catalog.
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 13, 1998 Academic Fair. David will post
a program membership on his door by May
18, in time for registration.
Credit awarded in British literature, social
and cultural history and the student's area of
independent study.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studiesin humanities, teaching and the
professions.
Weird and Wondrous
Fall, Winter/Coordinated Study
Faculty: Jean Mandeberg, Thad Curtz, Sarah
Williams
Enrollment: 75
Prerequisites: Junior and senior standing.
This program will accept seven first-year
students and seven second-year students who
are ambitious and hard-working.
Faculty Signature: No
Special Expenses: Up to $150 per quarter for
studio supplies, depending on your projects.
Internship Possibilities: No
Travel Component: None
Some things are weird. Some fill us with
wonder. In our world, it sometimes seems
that it's much rarer to be filled with wonder
than to call things weird. In this program we
will be both creating and thinking together
about some special situations in which
experiences are simultaneously weird and
wonderful. The program's activities will
include studying, discussing and writing
about literature, art and theory from
psychology, philosophy and other social
sciences. We'll also spend a considerable
amount of our time creating collaborative
projects about the program's themes, sharing
them with one another and reflecting on
them.
Activities will include lectures, seminars,
case studies, studio work, experiential
exercises and a film series. Throughout, we'll
be using the issue of the weird and wondrous
as a way to explore some enduring questions
about convention and creativity in the arts,
the interactions between language and
experience, crosscultural illuminations and
misunderstandings, normal and extraordinary
experience, pity, disgust, the uncanny and the
sublime.
We'll be reading books like Mr. Wilson's
Cabinet of Wonders, Weschler; Alice in
Wonderland, Carroll; Slowness, Kundera; and
Black Sun, Kristeva; we'll see films like City
of Lost Children, Smoke, 32 Short Films
About Glenn Gould and Trobriand Cricket.
We plan to work slowly and thoughtfully.
We hope to increase our own capacities for
wonder as well as developing, together, some
categories for understanding this special kind
of experience and its relations to other
aspects of our lives and our historical
situation.
When Words Lose
Their Meaning:
An EssayWriting Community
Program is preparatory for careers and future
studies in arts, humanities and social sciences.
Fall, Winter/Group Contract
Faculty: Don Finkel, Craig Carlson
Enrollment: 50
Prerequisites: Sophomore standing and a
mastery of the fundamentals of expository
writing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program is intended for students with a
serious desire to write nonfiction works who
are looking for the opportunity to spend six
months devoted to sustained writing as part of
a community of writers.
The program's title alludes to a famous
passage in Thucydides describing the impact
the Greek civil wars had on language: "Words
had to change their ordinary meaning and take
that which was now given them." When
Words Lose Their Meaning is also the title of a
fascinating book by James Boyd White.
White assumes that "whenever we speak or
write we define ourselves and another and a
relation between us." Using language is
indispensable to our lives, because we are
"perpetually telling [our] story to [ourselves]
and others, trying to shape things so that the
next step fits with what has gone before." Yet
if we live at a time when the culture is rapidly
changing, when words have lost their ordinary
meanings, this process becomes problematic.
"How can such a process be coherent when
there is no stable self, no stable culture to rely
on?"
White's answer to this question is that we
must create a "ground of judgment on which
we can rely" and that we do so when we speak
and write. He examines a series of classic
books to show how each author's use of
language reconstitutes both character and
community. "Each of these texts," he says,
"teaches us how it should be 'read,'" and each
in turn "teaches us much about what kind of
life we can and ought to have, who we can and
ought to be."
In this program we will study each of the
texts White examines: works by Homer,
Thucydides, Plato, Jonathan Swift, Samuel
Johnson, Jane Austen, Edmund Burke, as well
as several key American political documents.
We will also read White's analysis of each text
as a means to develop our own interpretations.
But most important, we will constitute
ourselves as a community of essay writers and
attempt to create "a ground of judgment on
which we can rely" by writing to each other,
reading each other's essays and writing back in
response.
This program is also listed under Expressive
Arts.
Credit awarded in essay writing, non-fiction
writing, and advanced studies in humanities.
Credit awarded in art theory, cultural
anthropology, literature and studio art.
Total: 12 or 16 credits each quarter. Students
may enroll for a four-credit course each
quarter.
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* indicates
upper-division credit
Program is preparatory for careers and future
studies in humanities, law, journalism, writing J
and community studies.
It 67
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Environmental Studies
{{
AFFILIATED FACULTY,
Michael W. Beug
Frederica Bowcutt
Jovana J. Brown
William H. Brown
Paul R. Butler
Richard A. Cellarius
Gerardo
Chin-Leo
Robert Cole
Russell R. Fox
Environmental Studies at Evergreen offers broadly interdisciplinary academic studies within and
across three distinctive thematic areas. In any year, each of the three thematic areas will explore
some of the specific topics listed in each category.
{I) Human Communities and the Environment - addresses environmental policy, ethics, and
human relations with, and ways of thinking about, the natural world. Includes community
studies, political economy, geography, environmental economics, environmental health, history
and planning.
{II) Natural History - focuses on observation, identification, and interpretation of flora and
fauna using scientific field methods as a primary approach to learning how the natural world
works. Includes ecology, ornithology, mammalogy, herpetology, entomology, botany and
mycology, with exploration of issues in biodiversity.
Martha Henderson
Steven G. Herman
Patricia Labine
John T. Longino
Lee Lyttle
David H. Milne
Carol Minugh
Linda Moon Stumpff
Ralph W. Murphy
Nalini Nadkarni
Lin Nelson
Dean Olson
Peter Pearman
John H. Perkins
Brian Price
Matthew
E. Smith
Oscar H. Soule
Kenneth Tabbutt
Peter B.Taylor
Erik Thuesen
Gabriel F.Tucker
Alfred M. Wiedemann
Thomas Womeldorff
{III) Environmental Sciences - deal primarily with the study of the underlying mechanisms
and structures of natural systems, both living and non-living. Environmental sciences often
involve significant laboratory and field work. They include chemistry, biology, geology,
hydrology, oceanography, climatology, physiological ecology, evolutionary biology, forest
ecology, biogeochemistry, marine biology and oceanography.
Each of these three thematic areas will be consistently available in the curriculum. Students
wishing to focus on a particular theme will find program offerings with substantial thematic
content available every year. These three themes, however, are not mutually exclusive, but
overlap significantly. Programs will be interdisciplinary between themes, as well as within a
particular theme. Students should also consider offerings in political economy, physical science
and mathematics, including but not limited to Political Economy and Social Change, Introduction to Natural Science, Matter and Motion and Molecule to Organism.
Please note that if you intend to pursue graduate studies in environmental studies or science, a
minimum of one full year of undergraduate study in biology, chemistry, and statistics is strongly
recommended. For some graduate programs physics is also required. These subjects may also be
prerequisites to some of the upper-division science programs in all three of the thematics areas.
To aid you in making your program choices, the program descriptions in the following pages
list the significant content and credits in each of the three thematic areas within Environmental
Studies. Additionally, all Environmental Studies faculty, in their role as advisers, are wellequipped to help you determine appropriate routes through the curriculum. The faculty,
particularly the Environmental Studies coordinator, will also be aware of changes and additions
to the Catalog that occur because of the two-year lag between the creation of the catalog and
the actual offerings.
In your planning it is important to realize that program titles and content change from year to
year. Every year we offer one or two introduction to environmental studies programs intended
for second-year and transfer students and open to well-prepared first-year students. Every year a
marine environments program is offered. There are also geology programs every year. Ecological
agriculture is offered on an alternate year basis, rotating with Community Development or
Working in Development. The Temperate Rainforest and Tropical Rainforest programs are
offered on an alternate basis with programs focused on the Pacific Northwest. Ornithology is
another program that happens every other year. Each year one or more one-time programs are
offered so it is important to seek help in selecting the optimum sequence of offerings that meets
your needs.
.
Advanced Ecology and
Conservation Biology
Applied Geology: Hazards
and Resources
Biodiversity and
Global Change
Winter, Spring/Coordinated Study
Faculty: Peter B. Pearman, Steve Herman
Enrollment: 40 undergraduate students; 10
graduate students.
Prerequisites: Field natural history or ecology
or other quantitative science and math at the
precalculus level.
Faculty Signature: No
SpecialExpenses: $100 per quarter for field
equipment in addition to books; weekly field
trips; optional $450-$550 for Mexico field
trip winter quarter and $100 field station fee.
Internship Possibilities: No
TravelComponent: Five-day in-state field trip
fallquarter; optional two-week trip to Mexico.
Ecologyhas been called the physics of intractable systems. It is the scientific discipline that
investigates interactions among organisms as
wellas between organisms and inanimate surroundings. Ecological information finds application in conservation biology, an 'emergency
science' developed to provide planners, wildlifemanagers, politicians and the public with
biologicalinformation that will contribute to
the conservation and maintenance of Earth's
biologicaldiversity and ecological and
evolutionary processes. This program will
examine both these fields in depth. We will
analyzeecological concepts in detail, including
competition, predation, population dynamics,
pollination, herbivory, dispersal, food webs
and adaptation. Once we have developed our
concepts and tools, we will explore the ecologicalbasis of conservation by covering the
studiesthat have developed the ideas of edge
effects,minimum viable population sizes,
habitat fragmentation and extinction deficits
(amongothers). Students will investigate ways
to understand ecological systems and phenomenaby experimenting with ecological
models,by taking field data and analyzing it,
by analyzing the data of others and by reading
and discussing influential studies and essays.
Studentswill conduct a project on a living
ecologicalsystem by raising populations of
plants or small animals and will 'adopt' a
mathematical model.
Evaluation will be based not on mathematical prowess but on participation, effort,
enthusiasm and evidence of improved critical
thinkingand writing skills as shown on exams
and in written work and oral contribution.
Therewill be a five-day field trip at the beginningof fall quarter and an optional two-week
fieldtrip to Mexico during winter quarter.
Shortfield trips will be held weekly.
Winter/Coordinated Study
Faculty: Paul Ray Butler, Kenneth Tabbutt
Enrollment: 40 undergraduate students; 12
graduate students
Prerequisites: Introduction to Geology or one
course in physical geology; graduate standing
for graduate credit.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
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
Mt. St. Helens, widespread flooding of the
late '80s and '90s, and concern about a large
magnitude earthquake. In addition to these
obvious hazards, many other more subtle
interactions are important here and around
the world. The technological advances of the
20th century have made human populations
significant agents of landscape modification.
These populations also require a resource
base that is rapidly being depleted. This
coordinated study program affords both
graduate students and advanced undergraduates an opportunity to investigate the
relationship between humans and the natural
world, focusing primarily of geologic hazards
and mineral resources. In addition to regular
lectures, discussions and problem sets, field
trips will be an important component of the
class.
Fall/Coordinated Study
Faculty: John T. Longino, Gerardo Chin-Lee
Enrollment: 50
Prerequisites: Junior and senior standing; at
least one year of college study in biology or
equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The major characteristics of the biosphere
and their role in determining the distribution
and diversity of life will be examined through
a study of biogeochemistry, evolution and
ecology. Topics in biogeochemistry will
include: the origin of the Earth, cycling of
bioreactive elements (carbon, nitrogen,
phosphorus), the hydrologic cycle and global
climate change. Topics in evolutionary
biology and ecology will include: the
description of biodiversity at the level of
genes, populations, species, communities and
ecosystems; local and global patterns of
species richness; and the destruction of
tropical ecosystems.
Credit awarded in biogeochemistry *,
evolution* and ecology*.
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Program is preparatory for careers and future
studies in biology, zoology and environmental
science.
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Credit awarded in applied geology-hazards*
and applied geology-resources * .
Total: 8 or 16 credits. Graduate students can
enroll for 4 or 8 credits.
Program is preparatory for careers and future
studies in earth sciences.
Creditawarded in ecology *, conservation
biology*,applied mathematics *, statistics *
and Latin American studies.
Total: 16 credits each quarter. Graduate
studentsmay take lecture series and seminar as
a four-creditoption each quarter. Undergraduate students may enroll in four-credit course
eachquarter with faculty signature.
Programis preparatory for careers and future
studiesin conservation, wildlife management,
ecologyand evolution.
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Environmental Analysis:
Applications of Chemistry,
Geology and Biology to
a Local Environment
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Fall, Winter, Spring/Coordinated Study
Faculty: Jeff Kelly, Clyde Barlow, Jim Stroh
Enrollment: 45
Prerequisites: College algebra, college
chemistry and physical geology strongly
recommended.
Faculty Signature: No
Special Expenses: $50 for overnight field trip
to Eastern Washington.
Internship Possibilities: No
Travel Component: Overnight field trip to
Eastern Washington.
This program will engage students in the
study of various problems of environmental
pollution using both theoretical and
experimental methods. Topics in geology and
chemistry will be developed that are
appropriate to problems of aquatic and
terrestrial pollution. The program will
connect themes dealing with geology,
hydrology and chemistry. Methods of
a~alytical c~emistry and instrumental analysis
will be applied in an advanced laboratory.
Students will participate in research on real
problems of environmental significance and
engage in reading and discussions related to
environmental policy and resource management.
During fall quarter the program will
address topics in geohydrology, biogeochemical cycles, analytical chemistry and aquatic
chemistry. Students will participate in a class
project involving analytical chemical
techniques.' g~ographic information systems,
and quantitative data analysis methods.
Physical geology will be offered to those
s~ud~ntswithout the prerequisite as a lowerdivision four-credit course.
During winter quarter the focus of the class
will shift toward instrumental methods for
environmental analysis and the physical
chemical basis for geochemical processes and
their analysis. Small-group projects will be
developed that will carry through spring
quarter. Computers will be used extensively
for data analysis, simulation and control of
analytical instrumentation.
Credit awarded in instrumentation*
enviro~ental ~eology*, geohydrol~gy*,
analytical chemistry" and physical chemistry*.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in geology, chemistry, environmental
analysis and environmental fieldwork.
This program is also listed under Scientific
Inquiry.
Environmental Change and
Community: Regional Policy
and Politics
Spring/Coordinated Study
Faculty: Lin Nelson, Jovana Brown
Enrollment: 25 undergraduate students; 18
graduate students
Prerequisites: Graduate standing or junior
and senior standing; Introduction to
Environmental Studies, Political Economy or
equivalent program.
Faculty Signature: No
Special Expenses: Approximately $50 for
possible field trip.
Internship Possibilities: Yes, four credits only
(undergraduates ).
Travel Component: Possible field trip.
This coordinated study will involve an
examination of communities in the Northwest facing substantial and interrelated
changes in environmental, public health and
economic conditions. We will be analyzing
the e~ergence of relevant public policy,
especially at the intersection of natural
resources, environmental health and
community sustainability. As changes occur in
forestry, fishing and farming communities
including tribal communities face many ,
senous challenges. Likewise, communities
dependent on the industrial sector face many
hazards ranging from toxic exposure to labor
dislocation. Much of our work will involve
selecte? regional case studies, such as the
follow~g: tribal communities addressing offreservation salmon habitat (involving both
water quantity and quality); urban neighborhoods dealing with pollution sites; the
destabilization and rebounding of timber
towns; communities of color facing inequitable environmental health risk and economic
instability; and the emergence of eco-tourism
and other regional strategies. Environmental
justice, tribal sovereignty, sustainability and
public interest science are concepts central to
our analysis; linkages between environmental
labor, tribal sovereignty and social justice
'
advocates will be explored. Our work will
encompass both theory and practice. For
~nder~radua~es, this is a full-time program,
including an independent research project.
Cre?it awarded in natural resource policy*,
environmental studies*, environmental health
policy*, community development*, political
ecology* and environmental organizations *.
Total: 16 credits. Graduate students may
enroll for 4 credits.
Program is preparatory for careers and future
studies in public policy, community development, environmental health, natural resources
and environmental sustainability.
Evolution and
the Herpetofauna
Fall/Group Contract
Faculty: Peter B. Pearman
Enrollment: 20
P~erequisites:Junior or senior standing.
BIOlogyor natural history or other lowerdivision biological science, some college
math.
Faculty Signature: Yes. Students must submit
a letter of interest, list of relevant academic
and/or work experience and one letter of
recommendation from someone familiar with
t?e applicant's work in organismal biology or
field w~rk. Applications are due April 29,
1998. Signature code will be provided at the
Academic Fair, May 13, 1998.
Special Expenses: Approximately $550 for
two- to three-week field trip to the desert
Southwest.
Internship Possibilities: No
Travel Component: Two- to three-week field
trip to the desert Southwest.
Participants in this contract will examine a
number of phenomena in both the fields of
evolution and herpetology. We will cover the
evolutionary history of the reptiles and
amphi.bia~s, p~tterns of their biological
diversity, ~Ifehistory strategies, ecology,
reproduction, behavior and conservation.
Weekly lectures will present major themes in
evolutionary ecology that are applicable to
the study of the reptiles and amphibians.
Participants will engage in field sampling to
collect data for analysis and will analyze the
data of others as well. Seminal papers in
herpetology and evolution will be addressed
in weekly seminars. Participants will write
~o s~?rt !eview papers utilizing the primary
scientific literature on a topic agreed on with
the faculty. There will be numerous short field
trips and a two- to three-week field trip to
deserts m the southern United States to
examine various herpetological communities.
Evaluation w~1Ibe based on participation,
ef~ort, en~hu~lasmand evidence of improved
critical thinking skills as shown in written
work and oral contributions.
This contract will prepare students for
careers in wildlife management and for
further study in herpetology, evolution and
ecology. Upper-division credit will be
awarded in herpetology, evolution and
statistics. The contract is for students with a
background in biology, natural history or
other natural science. In addition to books
field expenses will run approximately $550
(including field trip costs; a six volt miner's
headl~mp is required; contact instructor).
Participants should have access to camping
equipment and appropriate outdoor gear.
Credit awarded in herpetology* evolution*
and statistics *. .
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Total: 16 credits.
Program is preparatory for careers and future
studie~ in wildlife management, herpetology,
evolution and ecology.
Geography of the
Pacific Northwest
Introduction to
Environmental Modeling
Introduction to
Environmental Studies: Land
Fall/Croup Contract
Faculty: Martha Henderson
Enrollment: 25
Prerequisites: Graduate standing or junior
and senior standing; one year regional studies
such as community development or geographic information systems; general
understanding of natural history or geology
and interest in field work. Graduate students
can take four credits.
Faculty Signature: Yes
Special Expenses: Up to $200 for overnight
field trips.
Internship Possibilities: No
Travel Component: Four-day Washington
field trip and a ten-day trip to Washington,
Idaho and Oregon.
This program will explore the physical and
social geography of the Pacific Northwest, a
region that includes the states of Washington,
Oregon and Idaho. The program will begin
with an introduction to regional science,
physical and ecological processes, and themes
and interpretations of society and culture
from a geographic perspective. We will also
examine forms of communication and
representation utilized by geographers,
including mapping and geographic information systems, spatial data analysis and
writing. Field methods and reporting will also
be emphasized. We will explore the Pacific
Northwest from a variety of perspectives
including American Indian, colonial
expansion, agricultural and resource
development, urbanization and ex-urbanization. Our focus will include cultural
landscapes, specific and special places and
events, and social constructions of nature.
Specificattention will be paid to identifying
environmental and social conditions of
subregions, including the Puget Sound,
Cascade Mountains, Columbia River Basin,
Rocky Mountains and High Desert of Oregon
and Idaho. Finally, we will explore how the
region defines itself versus how the region is
defined by external forces such as U.S. federal
land policies and export trade with Pacific
Rimcountries.
The learning environment will include
lecture,seminar and field trips. Evaluation
will be based on student progress in defining
the Pacific Northwest as a region, technical
skillability and writing experience. Map
skills,essay writing and field methods will be
evaluated.
Spring/Group Contract
Faculty: Robert Cole
Enrollment: 25
Prerequisites: Reasonable facility with
second-year algebra or readiness to take
calculus.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program will investigate introductory
mathematical models of environmental and
ecological systems. We will explore several
dynamical systems in an effort to discover
relationships between constituent parts and to
develop critical insights into issues of
ecological and social sustainability. Topics
will include population dynamics including
harvesting models in fisheries and forestry,
predator-prey interaction models, epidemic
models and the dynamics of infectious
diseases, and the diffusion of pollutants in the
environment.
In workshops we will develop many of the
mathematical tools and computer skills
necessary to understand the models we'll
investigate. Students should be ready to take
calculus, which will be offered as a modular
part of this program. No prior background in
computing or biology is assumed.
Fall, Winter/Coordinated Study
Faculty: Ralph Murphy, Oscar Soule, TBA
Enrollment: 50
Prerequisites: One year of college. This
program will accept up to 25 percent firstyear students.
Faculty Signature: No
Special Expenses: $100 for possible overnight, in-state field trips.
Internship Possibilities: No
Travel Component: Possible overnight, instate field trips.
Understanding the principles of ecology,
political economy and public policy are
essential to doing good work in the environmental arena. Work in this program will help
us think about how we might best understand
and create appropriate conditions for
sustaining both human and natural communities. We will take a terrestrial ecosystem
approach to understand the ecological, social
and political challenges posed by human
utilization and impact on land resources.
Ecology, public policy, social values and
ethics, biology, economics and natural history
are all considered and integrated in our
approach.
Because this is an introductory program,
emphasis is given to developing a sound
understanding of key concepts and methods
used in environmental studies at the advanced
level. The program uses lectures, labs and
workshops,' field trips, seminars, field
assignments and research projects throughout
both quarters. Case studies of land use and
natural resources are developed in depth
during the two quarters. Students are
expected to do field work and library
research on their own and in group projects.
In the spring quarter, students will select
from a variety of courses, contracts,
internships and programs offered by the
faculty teaching this program and Introduction to Environmental Studies: Oceans.
'credit awarded in calculus I, environmental
modeling and project work.
Total: 4, 12 or 16 credits. Students may enroll
in the Calculus I component (four-credits);
students who have completed Calculus I may
enroll in another four-credit course.
Program is preparatory for careers and future
studies in environmental sciences, medicine
and physical and biological science.
This program is also listed under Scientific
Inquiry.
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Credit awarded in environmental studies,
ecology, political economy and public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental studies, community
development, environmental planning,
political economy, law and natural sciences.
Credit awarded in geography*.
Total: 16 credits. 4 credits for graduate
students.
Programis preparatory for additional work
iu PacificNorthwest studies, environmental
studiesand geographic information systems.
* indicates upper-division
credit
d71
Introduction to
Environmental Studies:
Oceans
Fall, Winter/Coordinated Study
Faculty: Tom Womeldorff, Erik Thuesen
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: $60 for overnight, in-state
field trip.
Internship Possibilities: No
Travel Component: Overnight, in-state field
trip.
This program will introduce the foundations
of environmental studies through an
examination of ocean life and human reliance
on oceans as a source of natural resources. In
the process, students will be introduced to
general biology, marine biology,
microeconomics and fisheries economics.
Fall quarter will introduce general biology
and economics, the natural history of the
marine world and how oceans have shaped
humans through time. Students will learn
general biology skills through laboratory and
field exercises with an emphasis on marine
life.
The central focus of winter quarter will be
independent research projects on economically important marine organisms. Each
student will complete a library research
project focusing on one marine organism. The
research will consider the organism's
ecological/biological characteristics and the
economic aspects that make it a resource, and
suggest policy guidelines consistent with
future sustainable use of the resource. Library
research skills will be emphasized. Lectures
will focus on marine biology and fisheries
economics.
Credit awarded in environmental studies,
general biology, marine biology,
.
microeconomics and fisheries economics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in life sciences, social sciences and
environmental studies.
This program is also listed under First-Year
Programs.
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Introduction To Geology
Fall!Coordinated Study
Faculty: Paul Ray Butler, Kenneth Tabbutt
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: $75 for five-day, in-state
field trip.
Internship Possibilities: No
Travel Component: Five-day, in-state field
trip.
Geology is the study of the origin and
structure of the Earth and the processes that
have formed it over time. These processes are
intimately connected to physical, chemical
and biological events that have occurred
during the 4.6 billion years of our planet'S
history. This program investigates the nature
of these connections and thus provides
students an opportunity to explore and
integrate topics in chemistry, physics and
evolutionary biology with an in-depth study
of physical and historical geology
Physical geology concentrates on geologic
processes and Earth materials. Historical
geology focuses on the changes in Earth
environments over time, especially the
evolution of life. Plate tectonics is the
unifying theme for building this geologic
framework. In addition, topics in chemistry,
physics and biology will be introduced as they
apply to our study of geology. Our goal is to
provide students with a firm scientific basis
for future work in all aspects of environmental studies.
<:
Credit awarded in introduction to physical
geology, historical geology, geochemistry and
geophysics.
Total: 16 credits. Students may enroll in a
four-credit course with faculty signature.
Program is preparatory for careers and future
studies in earth science and environmental
studies.
Introduction To
Natural Science
Fall, Winter/Coordinated Study
Faculty: Michael W. Beug, Robert Cole, Jude
VanBuren
Enrollment: 75
Prerequisites: Sophomore standing and high
school algebra; well-prepared first-year
students allowed after interview with faculty.
Faculty Signature: No
Special Expenses: $120 for possible retreat.
Internship Possibilities: No
Travel Component: Possible four-day retreat
during winter quarter.
This program is designed to develop an
integrated understanding of chemistry,
biology and mathematics. We will learn . .
sciences and mathematics via textual study In
biology and chemistry while attempting to
understand the scientific implications of
regional and global environmental problems.
We recognize science as one of the most
powerful cultural forces in modern society.
The world of the 21st century will be largely
shaped by the scientific and technological
advances of the past, which hold 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
will depend on widespread education and
understanding of scientific issues, as well as
complex social and economic issues; yet the
people who 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
of science in modern society through a weekly
seminar and lecture series. We will explore
issues through reading, discussion and
writing.
Each week students in the program will
spend four hours in chemistry lecture and
workshop, four hours in biology lecture and
workshop, four hours in special topics lecture
and seminar, two hours in math lecture/
workshop, three hours in math lab and three
hours in chemistry/biology lab.
The chemistry will focus on general
chemistry and will be designed for students
whose only previous chemistry was in high
school. The biology is general college biology.
The mathematics will focus first on algebra
and precalculus math skills and then move to
statistics and modeling. The math labs will
introduce students to the use of computers,
first via Excel and later via computer
modeling. In special topics lectures and
seminars we will examine our ecological
footprint, examine major global environmental issues and then move on to environmental
health issues.
The program is designed for scientific
inquiry and environmental studies students
about to take their first year of college
science. Students with a strong math
background who have already completed
precalculus math should be looking at a
program like Matter and Motion. Students
who simply want to see what science is like
will find this program exceptionally
demanding and should consult with the
faculty before the program begins.
Students should expect an exciting and
challenging year, averaging 18 hours per week
in lecture, seminar, workshops and laboratory. Homework will be significant. At the
end of the winter quarter students should
expect to be well-prepared in general
chemistry, general biology and mathematics
with science prerequisites (except physics)
needed for junior and senior offerings in both
the Scientific Inquiry and Environmental
Studies areas. Students desiring to study
physics should consider the calculus-based
Matter and Motion program, which includes
physics but not biology.
Credit awarded in general chemistry, general
biology, algebra or precalculus mathematics,
statistics, modeling and environmental issues.
Total: 16 credits each quarter. Students who
have completed chemistry or biology may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in laboratory and field biology,
chemistry, environmental/earth/marine
science, health sciences and education.
This program is also listed under Scientific
Inquiry.
Invertebrate Zoology
and Evolution
Landscape Processes:
Shaping the American West
Spring/Group Contract
Faculty: Erik V. Thuesen
Enrollment: 25
Prerequisites: General biology or Introduction
to Environmental Studies.
Faculty Signature: No
Special Expenses: $60 for overnight field
trips.
Internship Possibilities: No
Travel Component: Overnight field trips.
This course will examine all the invertebrate
phyla with particular regard to functional
morphology, phylogeny and ecology. The
evolution of invertebrates will be an
underlying theme throughout the course, and
students will study the science of evolution
through seminar readings and oral presentations. Evergreen's proximity to various
marine, freshwater and terrestrial habitats
provides excellent opportunities to study
many diverse groups of local organisms, and
emphasis will be placed on learning the
regional invertebrate fauna. Fundamental
laboratory and field techniques in zoology
will be learned, and students will be required
to complete a research project utilizing the
available microscopy facilities (light and
SEM). A strong time commitment to work
both in the field and in the lab is expected.
Spring/Coordinated Study
Faculty: Paul Ray Butler, Kenneth Tabbutt
Enrollment: 50
Prerequisites: Introduction to geology or a
class in physical geology and good quantitative skills (calculus not required).
Faculty Signature: Yes, submit letter of
application. Interview will be conducted.
Special Expenses: Depends on which, if any,
field-trip options are selected. Grand Canyon
River trip approximately $1,500; Death
Valley trip approximately $250.
Internship Possibilities: No
Travel Component: Grand Canyon River trip;
Death Valley trip; or Washington trip.
Process geomorphology (the processes that
make and modify physical landscapes) is
often considered a subfield of geology. In
reality, this discipline is based on applications
of a host of other overlapping physical and
biological sciences, including physics,
chemistry, hydrology, soil science, geography,
meteorology, climatology and biology, among
others. This class will combine text discussion
and lab exercises with the opportunity for
separate field studies at selected sites in the
Grand Canyon and Death Valley to gain an
understanding of the evolution of the Earth's
surface.
NOTE: Students planning to take this
program should contact the faculty no later
than December 1, 1998 to obtain application
criteria and to identify preferences in fieldstudy locations.
Credit awarded in invertebrate zoology*,
invertebrate zoology field methods",
invertebrate zoology lab", microscopy and
evolution.
Total: 16 credits.
Program is preparatory for careers and future
studies in zoology, life sciences and marine
science.
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Credit awarded in process geomorphology *,
geology and related field studies.
Total: 8, 12 or 16 credits. Students may enroll
in a four-credit course.
Program is preparatory for careers and future
studies in the earth sciences.
* indicates
upper-division
credit
d73
Marine Life: Marine
Organisms and Their
Environments
Winter, Spring/Group Contract
Faculty: Dave Milne, TBA
Enrollment: 50
Prerequisites: Junior and senior standing; at
least two quarters of college chemistry and
two of biology with labs; an ability to work
easily with numbers and equations; experience using a personal computer.
Faculty Signature: No
Special Expenses: $80 ($40 per quarter) for
overnight field trips.
Internship Possibilities: No.
Travel Component: Field trips.
Marine Life focuses on marine organisms, the
sea as a habitat, relationships between the
organisms and the physical/chemical
properties of their environments, and their
adaptations to those environments. Students
will study marine organisms, biological,
chemical and physical features of marine
environments, elements of oceanography,
field sampling techniques with associated
statistics and laboratory techniques. Concepts
developed will be applied via experiments
designed by the faculty and research projects
designed by the students.
During winter quarter, the class will study
physical features of marine water, nutrients,
biological productivity and planktonic
organisms. Students will begin design of
research projects for spring and will read
appropriate literature for background
material for their projects. The faculty will
facilitate identification of research projects,
which may range from studies of trace metals
in local organisms and sediments to
investigations of vertical migrations by local
estuarine animals. During spring quarter, the
class will focus on the identification of
organisms, aspects of the ecology of selected
species and their physiological adaptations to
diverse marine environments. Individual work
will also be conducted on projects designed
during the winter. Data analysis will be
facilitated through the use of Excel spreadsheets.
During both quarters, seminars will
analyze appropriate primary literature on
class topics. Each student will analyze several
papers for presentation to the others.
Credit may be awarded in ecological
physiology, biological oceanography,
organismal biology, biostatistics and marine
ecology. Although circumstances may change,
we anticipate that all credit will be designated
upper-division science.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
study in marine sciences, certain other
environmental sciences and policy formulation relevant to aquatic systems.
Natural Histories: Botany,
Biography, Community
Practice of Sustainable
Agriculture
Fall, Winter, Spring/Coordinated Study
Faculty: Frederica Bowcutt, Sam Schrager,
Matthew Smith
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Approximately $200 for falland spring-quarter overnight field trips.
Internship Possibilities: Yes, spring quarter.
Travel Component: Overnight field trips.
This program uses the naturalist approach to
explore patterns of people's lived experience of
place, especially in our region. Natural
histories are accounts of the lives of humans
and other organisms, described in detail and
situated in a time and place. They take the
form of species accounts, life histories and the
stories of a place. We will study stories people
tell about themselves, their communities and
nature. We will examine how collective practices shape and are shaped by local landscapes
and institutions. We will assess current social
and environmental conflicts in light of
prospects for a sustainable future.
During the fall, students will study a piece
of land, inventorying plant species, documenting changes and recording oral history of
people who've lived there. In winter, the
research will involve conversation with
practitioners of crafts that can help ground
communities in place. Library research skills
will be a significant focus in winter. In spring,
students will do field projects. Natural
Histories will pay close attention to cultural
dimensions of inhabitation, including Native
American outlooks, bioregionalism, gender,
class and religious consciousness. Readings
will span community studies, environmental
studies, literature and social thought.
This program offers students (1) training in
ethnographic and ecological research methods; (2) experience writing in journal and documentary forms; (3) a foundation in social
theory and communitarian philosophy with
concern for morally responsible action. Work
will be challenging and time demanding. We
welcome first-year students who are ready for
intensive engagement in their studies. Natural
Histories is ideal for upper-division students
who want to specialize in humanistic or
ecosystemic inquiry while studying both as an
integrated whole.
Spring, Summer, Fall/Course
Faculty: Pat Moore
Enrollment: 20
Prerequisites: Junior standing; students must
have good writing skills.
Faculty Signature: Yes, students must submit
a letter of application including a description
of college courses taken, related work
experience, plus letters of recommendation to
the faculty by March 3, 1999. Interviews will
be conducted at the Academic Fair on March
10,1999.
Special Expenses: $80 for tools and field trip.
Internship Possibilities: Yes
Travel Component: Three-day, in-state field
trip.
This program will provide upper-division
students with direct experience in the
practices of sustainable agriculture. There will
be weekly lectures, occasional field trips and
an emphasis on practical skill development in
intensive food production at the Organic
Farm. Students can expect instruction in soils,
plant propagation, greenhouse management,
composting, green manures, the use of animal
manures, equipment operation, small farm
economics, pest control, livestock management, weed control strategies, irrigation
system design and management, basic
horticulture, machinery maintenance,
vegetable and small fruit culture, marketing,
orchard systems and more.
Continuing students wishing to apply for
this program must schedule an interview to
assess motivation, maturity, communication
skills and background in environmental
studies between February 8 and 22,1999.
Prior to March 3,1999, transfer students
must mail a description of college courses
taken and related work experience, plus
letters of recommendation to: Pat Moore, The
Evergreen State College, Organic Farm, Lab I,
Olympia, WA 98505. He will then conduct a
phone interview; be sure to send him a phone
number where you can be reached.
Credit awarded in social theory, community
and cultural studies, botany, literature, oral
history and environmental history.
Total: 16 credits each quarter. Students may
enroll in a four-credit course each quarter with
faculty signature.
Program is preparatory for careers and future
studies in teaching, natural resource management, community planning, social work,
history, environmental policy and the
humanities.
This program is also listed under First-Year
Programs and Culture, Text and Language.
Credit awarded in horticulture, soils, pest
management and sustainable agriculture.
Total: 8 credits each quarter.
Program is preparatory for careers and future
studies in agriculture, state, county and city
planning and natural resource management.
Seeing the Forest
and the Trees
Fall, Winter, Spring/Coordinated Study
Faculty: Nalini Nadkarni, Martha Henderson,
Judy Cushing
Enrollment: 50
Prerequisites: Junior and senior standing.
Students must have one of the following prerequisites with preference given for two or
more.Three quarters of whole-organism
biology (e.g., natural history, ecology); two
quarters of social science and one quarter of
regional studies (e.g., geography, GIS,
community studies); three quarters of computer
science (any computer science program).
Faculty Signature: Yes. Prior to the Academic
Fair on May 13, 1998 students must submit a
one-page letter to a faculty member that states
relevant course work and work experience.
Special Expenses: $150 for field trips to the
Olympic Peninsula and Eastern Washington.
Internship Possibilities: No
Travel Component: Overnight, in-state field
trips.
Trees and forests are dynamic, three-dimensional, living entities that interact in complex
ways with the physical environment and with
human societies. Understanding forests and
human interactions with them requires us to
gather and interpret quantitative, qualitative
and symbolic information.
Our upper-division program will emphasize
forest ecosystems of the Pacific Northwest,
with a focus on forests of The Evergreen State
College campus. We will focus on the relationships between forests and humans. Lectures,
workshops, seminars and small- group research
projects will help us develop skills in the
contributing disciplines of forest ecology,
geography and database and computer science
to: I} explore ways of visually representing
trees and forests; 2} assess factors that describe
and affect tree architecture and forest structure;
and 3} measure and interpret the relationships
between trees, forests and humans within local
and regional perspectives.
We will do readings and writing exercises to
compare United StateslPacific Northwest-based
concepts of forests with those of other cultures
through study of regional geographies around
the world. Students will work in teams to map,
describeand understand a forested area of the
Evergreencampus, collect data using tools
developedat other field research stations and
prepare representations of these forests for
presentations. Throughout the program, we
willvisit other Pacific Northwest forests to
placeour findings within a broad geographical.
and ecological perspective.
Credit awarded in forest ecology, social and
regionalgeography, computer imagery and
databases and visual arts.
Sustainable Development:
Learning From the Past,
Creating the Future
FalVGroup Contract
Faculty: Pat Labine
Enrollment: 25
Prerequisites: Junior and senior standing;
previous academic work in environmental
studies and/or political economy.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This is an upper-division program for students
interested in working for development, either
at home or abroad. The program will have
both a theoretical and practical focus. In
lectures and seminars, we will explore the
meanings and history of "development,"
examine the forces that shape relationships
between the North and South and the 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 will reflect
faculty interest in rural development,
agricultural improvement and grassroots
social change movements.
Workshops will develop skills to help
students function with sensitivity in culturally
diverse settings and to assist in self-directed
community development. Student work will
involve critical reading, expository writing
and collaborative research projects.
Credit awarded in sustainable development,
colonial and neo-colonial history, agriculture
and rural development, participatory research
methods, group skills and group dynamics.
Total: 16 credits. Students may enroll in a
four-credit language course with faculty
signature.
Program is preparatory for careers and future
studies in development work, international
studies or community planning.
Tribal: Reservation Based!
Community Determined
Fall, Winter, Spring/Coordinated Study
Faculty: Paul Tamburro, TBA
Enrollment: 50
Prerequisites: Consult coordinator
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: Yes
Travel Component: None
This community-determined program seeks
students who work or live on a reservation
and are tribal members or Indian.
The program emphasizes community
building within the Native American
communities in which classes are held. The
curriculum is a direct result of students and
tribal officials determining what an educated
member of an Indian nation who wants to
contribute to the community needs to know.
The interdisciplinary approach provides
opportunity for students to participate in
seminars while also studying in their
individual academic interest areas.
Development of the curriculum for the
academic year begins with community
involvement the previous spring. Students and
tribal representatives work to identify
educational goals and curriculum topics for
the program. A primary goal of this process is
the development of students' ability to be
effective inside and outside the Native
community. After the suggestions are
received, the faculty develop an interdisciplinary curriculum and texts, methods and
resources to assist the learning process.
Students playa major part in making the
learning appropriate to them in their
community.
Within the framework of the identified
curriculum is the overall premise that 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
often the topics of discussion.
For program information, contact Paul
Tamburro, program director, The Evergreen
State College, LAB I, Olympia, WA 98505.
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Credit distribution relates to specific
curricular foci and topics adopted in the
program.
Total: 12 or 16 credits each quarter. Students
may enroll in a four-credit conrse with faculty
signature.
Program is preparatory for careers in human
services, tribal government/management,
education and community development.
This program is also listed under Native
American Studies.
Total: 16 credits each quarter.
Programis preparatory for careers and future
studiesin forestry, community development,
geographyand computer sciences.
Thisprogram is also listed under Scientific
Inquiry.
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Expressive Arts
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AFFILIATED FACULTY:
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Susan Aurand - Visual Art
Andrew Buchman - Music
Sally Cloninger - FilmNideo
Doranne Crable - Performance
Studies, Literature
Joe Feddersen - Visual Art
Anne Fischel - FilmNideo
Marilyn Frasca - Visual Art
Ariel Goldberger - Scenic
Design
Bob Haft -Visual Art,
Photography
Lucia Harrison - Visual Art
Ruth Hayes - Animation
Meg Hunt - Dance
Rose Jang - Theater
Bud Johansen - Dance
Hiro Kawasaki -Art
History
Jean Mandeberg - Visual Arts/
Sculpture
Laurie Meeker - FilmNideo
Sandie Nisbet - Theater
Ratna Roy - Dance, African
American Studies, South Asian
Studies
Terry Setter - Music
Paul Sparks - Visual Art,
Photography
Gail Tremblay - Fiber Arts,
Creative Writing
Ainara Wilder - Theater
Sean Williams - World Music
Advanced Work in FilmNideo: Independent
contracts in film/video are available on a
limited basis to students ready for advanced
work in film/video production, history and
theory. Independent contract projects might
involve production of a film, video or mixedmedia piece; writing a script or screenplay; or
research on media history or theory. Students
must be at the junior or senior level and must
demonstrate a solid theoretical and technical
background in film and video production,
history and theory. This background should
be developed through work in programs,
courses and modules equivalent to a
concentration. Students must have at least
three quarters' prior experience in the
expressive arts or expect to have taken and
successfully completed an entry-level film and
The Expressive Arts Planning Group is primarily concerned with helping students gain skills and
experience in the arts with a very deliberate focus on the interplay of theory and practice. In
many programs, students have the opportunity to work in more than one art form simultaneously, and with collaborative and crossdisciplinary approaches to learning. Program themes
are drawn from current aesthetic and ideological interests of the faculty and vary widely from
year to year, ensuring that the faculty and curriculum remain vital and relevant. Students should
be aware that sequential skills training is not available in most of the arts but a hands-on
approach is taken in every program that has Expressive Arts faculty as members of the teaching
team. Expressive Arts offerings usually include work in the performing arts (theater, music and
dance), media arts, visual arts and creative writing. In all of these contexts, we are working to
create a learning environment that supports a strong multicultural perspective.
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 as well as professionally. However, the faculty feel it is vital for students primarily interested in the arts to have a broad range
of other academic experiences and often require academic work outside of the area for
admission to certain arts programs. Students should not expect to do all their undergraduate
work within the Expressive Arts. They are encouraged to move into and out of the area, taking
advantage of study opportunities in other planning areas at Evergreen. While studying in the
Expressive Arts, students are also encouraged to work in more than one of the arts areas and to
consider undertaking multimedia, collaborative projects with other students.
Offerings in the Expressive Arts include annual entry-level programs in media arts
(Mediaworks), performing arts (Foundations of Performing Arts and Theater Intensive) and
visual arts (Foundations of Visual Arts) that are designed to provide an introduction to and
theoretical foundation for work in one or more arts disciplines. Because of high student
demand, enrollment in some of these programs requires the completion of a written application
or a portfolio review. Cross-divisional programs that examine several media and are themebased are also typical. In addition, the area offers some junior- and senior-level programs where
students refine particular skills or create new work in a specialized setting.
Students will not be admitted to entry-level programs in visual arts, media or theater or
advanced group contracts in the Expressive Arts if they have not completed at least one year of
full-time, interdisciplinary work in a coordinated studies program outside of the arts. Exceptions
may be made for some transfer students whose academic record demonstrates broad training in
the humanities, social sciences or sciences.
Individual contracts and senior thesis projects allow students to do work that suits their own
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 before submitting proposals. Faculty are also available to support
Student Originated Studies contracts for advanced, upper-division students. Students may also
enroll in skill development modules designed to supplement work in programs and group
contracts. Finally, there are internship possibilities for preprofessional work experience.
The senior thesis project in the Expressive 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 comprised of three faculty or staff. Each spring students may submit proposals; these
are reviewed by the Expressive Arts faculty and successful projects are supported by a small
stipend.
video program such as Mediaworks. Transfer
students who have spent a year in coordinated studies may also plan independent
contracts if they have at least one year of
intensive course work in media production
and theory from their former institution.
Students may not use independent contracts
to learn basic production skills taught in fulltime programs, courses or modules.
Portfolio for Visual Arts: The following items
should be included in the portfolio students
submit when seeking entrance into an
advanced program in the visual arts: (1) At
least six examples from a body of work that
examines a particular theme or topic. The
theme may be explored using a single medium
or through the use of several different twodimensional and three-dimensional media.
Slides, photographs and actual pieces may be
included; (2) Students who have worked in a
variety of media should include examples
from each, demonstrating the range of diverse
skills that have developed; (3) Several
examples of written work such as assigned
papers, creative writing and/or self-evaluations. These materials should be contained in
an easily portable portfolio. They should be
arranged in a coherent sequence based on 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
locations for submission of portfolios.
Contested Realities:
Power and Representation
in Nations and Communities
Envisioning Home: Finding
Your Place Through Art
and Music
Fall, Winter, Spring/Coordinated Study
Faculty: Therese Saliba, Anne Fischel, Larry
Mosqueda
Enrollment: 75
Prerequisites: Sophomore standing and above;
critical reading and writing skills.
Faculty Signature: Yes. Faculty will assess
student's training in media, political economy
and writing. Students must submit a one-page
writing sample and supporting material one
week before the Academic Fair, May 13, 1998.
Special Expenses: $100 or more for research,
video and film production.
Internship Possibilities: With faculty signature.
Travel Component: None
This program will examine the contested
terrain of "reality" - who defines it, which
views are dominant and how we can redefine it
by making alternative images. We will examine
how narratives of collective identity are constructed. While paying attention to mainstream
media and alternative representations, we will
explore the development of national and community identity, the power relations underlying
representations of these identities and the
forms of conflict they create. Finally, we will
learn skills in video production, oral history
and political analysis with the goal of working
with community groups struggling to represent
their own sense of identity, history and reality.
Our approach will be international, national
and local, developing case studies of local
communities and national movements. The
study of nationalism exposes how narratives of
identity construct and manipulate representations of gender, class and ethnicity. Analyzing
international conflict helps us understand how
power relations are used to construct contested realities. We will also look at contested
realities in social movements. Finally, we will
look at class, labor and ethnic struggles.
We will examine media that support
dominant versions of reality as well as films,
literature, histories and analytical texts that
resist "master narratives." We are interested in
documentary and experimental forms of representation that are actively constructing alternative histories and collective identities.
Students will engage in collaborative projects
that enable communities to participate in
producing their own representations.
Fall, Winter, Spring/Coordinated Study
Faculty: Sean Williams, Joe Feddersen
Enrollment: 50
Prerequisites: Junior and senior standing;
Foundations of Performing Arts or
Foundations of Visual Arts or equivalent.
Faculty Signature: No
Special Expenses: $100 per quarter for art
supplies and $150-200 for field trip.
Internship Possibilities: No
Travel Component: In-state field trips and
possible one-week field trip out-of-state.
This yearlong program will explore the ways
artists and musicians develop a sense of place.
It is about creating our own sense of home
through the production of art and music, and
is also about making art and music reflect our
relationship to the land in which we live, the
Pacific Northwest. We will draw from a range
of local and international resources, reading
literature in translation from several different
cultures and consulting with local artists,
scientists, tribal elders and musicians.
While the linkages between ethnobotany
and ethnomusicology, South American
literature and Irish poetry, or printmaking and
forestry might seem distant, they mesh
elegantly when one focuses on human needs
of self-expression. We expect students to have
good ability in at least one art form, whether
graphic or musical. We also expect they will
exhibit bravery in exploring arts they have
neglected; if you've never picked up a musical
instrument, now is your chance. If you play
the piano beautifully but can barely make a
stick figure, it is time to let go of limitations.
Our studies will focus on building skills fall
quarter, with workshops on drawing, printmaking, photography and music. In winter
quarter students will continue enhancing their
artistic and musical skills while starting to
build their own musical instruments and
create their own prints, drawings and photographs. During spring quarter, students will
produce a joint gallery show and musical
performance to showcase their work for the
public. Weekly meetings will include lectures,
hands-on workshops, presentations by visiting
artists, films and seminars based on both texts
and works of art or music.
Full-time students will enroll in one of two
workshops: Indonesian music with Sean
Williams or visual arts with Joe Feddersen.
Program goals include a richly developed
understanding of the variety of expressive arts
and a sense of how we can examine our place
in the world as artists and musicians.
Credit awarded in cultural studies*, community research *, video production, media
studies, comparative literature, political
economy and oral history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in video production, community
organization and graduate work in political
economy,media studies, gender studies and
cultural studies.
This program is also listed with a lengthier
description under Culture, Text and Language
and Social Science.
Foundations of Visual Arts
Fall, Winter/Coordinated Study
Faculty: Bob Haft, TBA
Enrollment: 50
Prerequisites: One year of a coordinated
studies program.
Faculty Signature: Yes, a written application
will be available in April from the Academic
Planning and Experiential Learning Office or
the LAB U program secretaries.
Special Expenses: $200 for art supplies, film
and photography supplies.
Internship Possibilities: No
Travel Component: None
Foundations of Visual Arts is a yearlong
group contract that offers an introduction to
the making of both two-dimensional and
three-dimensional art forms in conjunction
with a study of aesthetics and the history of
art. Students will also be expected to take the
four-credit Art History course.
Fall quarter, students will learn what it
means to do studio work. We will deal with
various two-dimensional media that include
(but aren't limited to) charcoal, pencil, conte
crayon and photography. Students will learn
to draw both by following a series of
exercises and by working with live models.
They will also learn the basics of the 35mm
camera and black-and-white photography.
Through weekly design assignments, we will
explore design, composition and aesthetics.
Critique sessions following the assignments
will allow students to share their work with
the entire program and get constructive
feedback. Along with the hands-on portion of
the program, we will see films and read
novels and nonfiction writings that complement the studio work and deal with both the
lives and working methodologies of artists.
This part of the program will also continue
during winter and spring.
Winter quarter we will continue to build
on what we learned in the fall with the study
of drawing and some design assignments. In
addition, we will add several new elements:
the study of painting, more in-depth work in
photography, the study of color and the
notion of theme work. Students will be
expected to produce a portfolio of their
thematic work by the end of the quarter and
present it to the program.
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Credit awarded in drawing, painting,
photography, design and art history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, art education and humanities.
Credit awarded in writing, research, studio
arts *, world music*, ethnobotany and
literature.
Total: 12 or 16 credits each quarter. Students
who enroll for 12 credits may sign up for a
part-time course, preferably in art or music.
Program is preparatory for careers and future
studies in art and music.
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Foundations of Visual Arts:
Sculpture
Horizon:
Where Land Meets Sky
Spring/Group Contract
Faculty: TBA
Enrollment: 25
Prerequisites: Fall and winter quarters of
Foundations of Visual Arts.
Faculty Signature: Yes
Special Expenses: Approximately $100 for art
supplies and materials.
Internship Possibilities: No
Travel Component: None
Spring quarter of FOVA will introduce
students to the technical, design, historical
and aesthetic considerations of contemporary
sculpture. Emphasis will be on experimentation with form and materials, imaginative
applications of ideas and development of
personal imagery. All students will also be
expected to take the four-credit Art History
course.
Winter, Spring/Coordinated Study
Faculty: Llyn De Danaan, Marilyn Frasca
Enrollment: 50
Prerequisites: Junior and senior standing and
at least one quarter at Evergreen.
Faculty Signature: No
Special Expenses: $150 for art supplies and
$500 field trip expenses.
Internship Possibilities: No
Travel Component: One overnight field trip
plus possible two- to three-week field trip
during spring quarter.
This is a two-quarter study of sky, land and
the place where the two meet. The study is
anthropological, historical and artistic.
Together we will read texts that describe the
way in which people of many cultures have
used the horizon line to create place, time,
season and a romance between the celestial
and the terrestrial in art, poetry and the
imagination. We will understand how the
horizon line creates points along which
constellations, planets, the sun and the moon
appear to rise and set and how buildings and
stones have marked these points and now
image-makers have celebrated them.
During spring quarter we hope to study on
site in northern New Mexico where we will
give attention to Anasazi cultures as a part of
our group research. Faculty will provide
workshops in cultural anthropology, research
methodology, drawing and journal writing.
Credit awarded in introduction to sculpture,
three dimensional design and art history.
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studies in the arts and humanities.
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Credit awarded in cultural anthropology,
anthropology of pre-historic Southwest
United States, drawing, art history and
research methods.
Total: 12 or 16 credits winter quarter and 16
credits spring quarter. Students may enroll in
a four-credit course winter quarter.
Program is preparatory for careers and future
studies in arts and humanities.
This program is also listed under Culture,
Text and Language.
Images in Context
Fall, Winter, Spring/Coordinated Study
Faculty: Caryn Cline, Hiro Kawasaki, Alice
Nelson
Enrollment: 72
Prerequisites: None. This all-levelprogram will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Approximately $200 for
field trips, film festival and museum entrance
fees and possible retreat.
Internship Possibilities: No
Travel Component: Possible retreat.
Images in Context, a three-quarter program,
examines artistic images in painting, literature' photography and film within their social
and historical contexts. It emphasizes the ways
a historical moment impacts the images
produced and the stories told within it.
Fall quarter we will look at a period during
which these media interacted most dynamically: Western European modernism from the
1880s to the 1920s. During this era, painting
and photography were freed from the dictates
of representation while literature and film
reconceptualized space and time. Then we will
examine modernism outside Europe, assessing
the impact of history, politics and social
change on representation. Texts may include
Mexican murals, Afro-Cuban poetry and
Japanese Western-style painting.
Winter and spring quarters will consider the
postwar "cinema of new possibilities." In
Japan, film was the best medium for simultaneously expressing the existential anxiety
and sense of liberation following the war. In
Cuba, film captured exciting possibilities and
burning social issues of a post-revolutionary
society. In the United States, filmmakers faced
McCarthy-era repression while challenging
the studio system and its production code.
In the spring, we will ask what follows
modernism. Are we experiencing a paradigm
shift as post-industrial societies evolve into
information societies? What happens to art in
the age of information technology and digital
reproduction? In the era of global dissemination of U.S. popular culture? Spring projects
will explore these questions.
An important aspect of our work will be
developing critical reading and writing skills.
We will also acquire or improve our visual
literacy skills by examining the ways "seeing"
is culturally conditioned. We will hone our
skills as readers, writers and seers through
workshops, group and individual exercises.
Students will also make class presentations.
Credit awarded in film history and interpretation, literature history and interpretation,
visual art history and interpretation and
expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and expressive arts,
cultural studies, art history, media studies and
literature.
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* indicates
upper-division
credit
This program is also listed under First-Year
Programs and Culture, Text and Language.
Imagining Movement:
Art in a Social Context
Fall, Winter, Spring/Coordinated Study
Faculty: Ratna Roy, Gail Tremblay, Ruth
Hayes
Enrollment: 75
Prerequisites: Core program.
Faculty Signature: No
Special Expenses: $50 per quarter for
performance tickets and $2,000 to $2,400 for
optional travel to Mexico.
Internship Possibilities: No
Travel Component: Optional winter-quarter
travel to Mexico for 15-17 students.
In this program, students will study movement as an element in the creation of visual
and media and performing arts with
particular attention to the way time functions
as an element in the design of dance
performance, animated film and mixed media
or installation work. Students will study
interrelationships between these areas and
also pick an area of concentration in which to
build skills. There will be an emphasis on new
genres and the blending of different art forms
to create complex multifaceted works that
break the boundaries of traditional disciplines. We are particularly interested in
students who wish to engage in designing
work that combines moving image, moving
object and the human body in motion.
Students will also be expected to explore
ways they can use movement to create a
visual language that will deepen viewer's
understanding of the human condition.
Students will explore the role of culture and
intercultural collaboration as a framework
for creative work. In addition, a group of
students in the program who choose to focus
on making mixed media and installation
work will also have the option of going to
Mexico during the last half of winter quarter
to do installation and mixed media work with
artists there. The cost of the trip will be
around $2,000-2,400. Students who wish to
participate will be required to pay a deposit
early in fall quarter, and at least 15 students
will have to sign up. Although it is not
required, students wishing to travel to
Mexico are encouraged to enroll in a Spanish
module during fall quarter.
During fall quarter, students will work on
campus to learn how to build installation and
mixed media art that incorporates elements of
movement and sound into the built environment as part of object design. Students will
also explore information about the theory
and practice of animation and dance with an
eye to creating complex collaborative work in
subsequent quarters. We will discuss art
practice in Latin America with a particular
focus on contemporary art history and theory
in Mexico. People interested in traveling to
Mexico will be asked to explore their own
values about art production in relation to
those expressed in other cultures.
During winter quarter, students will do
collaborative creative work based on skills
and ideas developed fall quarter in preparation for travel and the creation of collabora-
tive art with established and emerging artists
in Mexico City and the state of Veracruz.
During travel, students will not only build
installations with artists in galleries in
Mexico, they will also visit museums,
archeological sites and architectural sites and
learn about the history of Mexican art and
culture in a social and political context. In
spring, students will return to campus to
work with students in the program, and
hopefully with visiting artists from Mexico on
a collaborative installation in our galleries
and on a collaborative piece with students in
Orissi Dance and Animation.
While exploring a discourse of history,
theory and critical analysis of the experimental animation art form, students will acquire
the technology, language and skills of this fine
arts practice. Mechanization and the
technological process resulted in several new
visual and social movements. Analysis of
emerging animation works from these
movements reveal changes in our experience
of technology and in our understanding of
space, time, speed, direction and form.
Through focused explorations we will
deconstruct how these stories were told, who
they were told to, what they say about race,
gender, ethnicity, class, sexual orientation,
labor, imperialism and censorship, along with
their social functions and political significance. Instruction will be provided in
techniques of experimental animation from
cut-out or 3-D stop motion animation to
digital imagemaking. Design, technology and
production labs will provide exposure to the
aesthetics, theory, history, literature, graphics,
technology and craft of the animated art
form.
Students will also study the history of
dance as a means for social change in a global
context. Those who opt for the dance
workshops will immerse themselves in the
study of the science and art of Orissi classical
dance from India in the fall. An ancient
science/art, Orissi incorporates pure rhythm
and storytelling in its repertoire. Students will
learn the elaborate dance language developed
for communication in South Asia, a land of
many languages. In the winter, students will
document the scientific aspects of the dance
language by working collaboratively with
animation students. Then, in the spring, they
will use the dance language to create a
statement art piece that will be produced as a
multimedia project. The Orissi workshop will
also cover the language, philosophy and
mythology of South Asia.
light
Fall, Winter/Coordinated Study
Faculty: Dharshi Bopegedera, Susan Aurand
Enrollment: 44
Prerequisites: All students must have
completed at least one year of college-level
work. All students must have high-schoollevel algebra. In addition, students must have
either one quarter of college-level studio art
or one quarter of college-level chemistry or
physics. Students with science experience
need not have prior art experience and vice
versa.
Faculty Signature: No
Special Expenses: Approximately $150-$200
for art supplies and protective lab clothing
such as lab coat, goggles and gloves.
Internship Possibilities: No
Travel Component: None
This program is a two-quarter interdisciplinary study of light. We will explore light in
art, art history, science and mythology. All
students will do studio work in drawing and!
or painting and study how artists have
thought about and expressed light in their
work. All students will also explore the
interaction of light with matter in the
classroom as well as in the laboratory. This
integrated program is designed for students
who are willing to explore both art and
science. Our weekly schedule will include
studio and science labs, specific skill
workshops, lectures and seminars.
During fall quarter, we will focus on skill
building in art and lab science and on library
research methods. During winter quarter,
each student will have the opportunity to
design an interdisciplinary individual or
group project exploring a topic related to the
theme of light.
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Credit awarded in introductory science with
laboratory, drawing and/or painting and art
history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, art, art history and
humanities.
This program is also listed under Scientific
Inquiry.
Credit awarded in mixed media and
installation art, art history, film history, film
theory and practice, studio design project, 2D or 3-D, dance history, South Asian studies,
Eastern philosophy and Orissi dance.
Total: 12 or 16 credits each quarter. Students
may enroll in Orissi Dance or another fourcredit course each quarter.
Program is preparatory for careers and future
studies in visual arts, performing arts and
media.
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Fall, Winter/Coordinated Study
Faculty: Stephanie Kozick, Meg Hunt
Enrollment: 50
Prerequisites: Core program or equivalent
and sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Our title has two meanings. It could mean the
standard social invitation, but it could also
mean: Can I take and own a particular
behavior as an expression of my own
emotions, feelings, needs? We will inquire
about these multiple meanings through the
disciplines of psychology and dance.
We will use the metaphors of the stage on stage, off stage - and of the dance movement through time and space between
people - as a way of looking at life and art.
We will look at human development as it
involves the "dance" of self and society. We
will do dance and movement in a studio space
regularly. No previous experience in dance is
necessary.
Students who want more concentrated
work in human development/psychology can
obtain it in a workshop component of this
program. Others may take a course outside
the program with faculty approval.
Credit awarded in performance theory *,
dance aesthetics *, dance/movement, human
development*, psychology and cultural
studies.
Total: 16 credits each quarter. Students may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in dance, human development,
psychology and performing arts.
This program is also listed under Culture,
Text and Language.
Mediaworks: Experiments
With Light and Sound
Fall, Winter, Spring/Coordinated Study
Faculty: Laurie Meeker, TBA
Enrollment: 40
Prerequisites: Junior or senior standing; Core
or coordinated studies program. Transfer
students must complete at least one quarter of
coordinated studies.
Faculty Signature: Yes, written application
required (see procedure in description).
Special Expenses: $100-$300 per quarter for
film stock, processing and other production
supplies.
Internship Possibilities: Yes, spring quarter
only.
Travel Component: None
Mediaworks is the entry-level moving-image
program designed to provide students with
skills in film/video history and theory, critical
analysis and film, video and audio production. All moving-image programs emphasize
the linkage of media theory and practice,
focusing on the development of a critical
perspective for imagemaking and examining
the politics of representation.
In the 1998-99 version of Mediaworks, we
will conduct a series of experiments with light
and sound. Documentary filmmaker Laurie
Meeker will collaborate with an experimental
video artist to explore a variety of filmic
modes and communication strategies,
including autobiography, documentary and
experimental film/video. Installation and
performance with a moving image component
may also be explored. A focus on experimentation will emphasize film and/or video as
material, drawing attention to the specific
artistic properties of each medium. An
exploration of autobiography and documentary theory and practice will demonstrate the
necessity of understanding the politics of
representation. Students should expect major
periods of study devoted to reading film
theory and learning to analyze visual
material. This growing body of knowledge
will be applied to student work, both
individual and collaborative. Students will be
instructed in pre-production design,
cinematography, video production, sound
recording for film and video and postproduction techniques. Although the
development of competent technical skills will
be emphasized, the overall focus of the
program will be on experimentation and the
development of a critical and political
viewpoint with regard to one's own
imagemaking.
Students will spend fall and winter quarters
acquiring specific critical and technical skills,
exploring the design process as it applies to
the moving image, executing experiments in
visual imagemaking and screening and
evaluating films and video tapes. Seminars
will focus on both visual and written texts
that explore the history and theory of
documentary, experimental and animated
forms of imagemaking. Students are expected
to have competent research skills and will be
writing research papers as well as critical
essays analyzing visual material. Students
should expect to work collaboratively as well
as individually and to design projects
consistent with the stated themes of the
program. During spring quarter, students will
work on a complete film or videotape, or may
pursue an internship in media production.
Considerable attention will be given to the
process - as well as the product - of media
production, with frequent screenings of work
in progress and emphasis on group discussion
and critique.
Application Procedure: Junior or senior
standing required. Students may pick up an
application (available in April 1998) from the
Communication Building program secretary
or from Academic Planning and Experiential
Learning. Application deadline: 5 p.m. on
May 14, 1998 (the day following the
Academic Fair). Because this has been a
popular program, we ask that you respect
faculty commitments to current academic
programs; faculty will not be available for
interviews prior to the Academic Fair. The
final list of students accepted into
Mediaworks will be posted on Laurie
Meeker's office door on Monday, May 18.
Signature Code numbers or PINs will be
assigned on the basis of that list and available
in the program office. Transfer students will
be expected to complete at least one quarter
of coordinated studies (at Ever-green or
elsewhere) before applying to this program.
Credit awarded in film/video production, film
theory, audio production, documentary
history and theory, experimental film/video
history and theory, feminist film theory and
independent projects in film and video.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in media, visual arts and communications.
Multimedia: History,
Aesthetics, Techniques
Fall, Winter/Group Contract
Faculty: Terry Setter
Enrollment: 25
Prerequisites: One year study in Expressive
Arts.
Faculty Signature: Yes, students must submit
an audio cassette of musical work they have
done and fill out a questionnaire available at
the Academic Fair, May 13, 1998 and from
the faculty. These need to be handed in by 4
p.m. on May 15, 1998. See the questionnaire
for further details.
Special Expenses: $50 for materials.
Internship Possibilities: No
Travel Component: None
This program is designed to introduce
students to the history, aesthetics and practice
of multimedia arts. The program will be a
survey of the genre with 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 workshops on techniques. Readings on
related materials will be assigned, as will
multimedia design projects. Members of the
program will be create original works each
quarter and publicly present them at the end
of winter quarter.
Students will be required to take a related
module (Audio Recording, Photography,
Animation, Electronic Music, etc.) to
complete their 16-credit course of study.
Regional media events will be attended by
program members during both quarters.
Critical response to the works we study and
create will be an integral part of the program.
Work with computers will be done by all
students but you do not need previous
computer experience to take the class.
Credit awarded in electronic music, media
history, computer-based multimedia
technology and multimedia production
techniques.
Total: 12 credits each quarter. Students may
enroll in a four-credit course each quarter.
People of the Triangle
Spring/Coordinated Study
Faculty: Terry Setter, Ariel Goldberger
Enrollment: 50
Prerequisites: One year of coordinated
studies.
Faculty Signature: No
Special Expenses: $40 for program retreat
and supplies.
Internship Possibilities: No
Travel Component: In-state travel to program
retreat.
This intermediate-level coordinated studies
program will look at the artistic expression of
communities targeted for extermination and
made to wear triangular badges by the Nazis.
We will study the performing arts of the Rom
(Gypsies), European Jews, gay, lesbian and
transgendered people, political activists and
others. We will also study the cultural, ethnic
and sociopolitical millieu in which these
communities existed before World War II.
As part of the work for the quarter,
students will create innovative responses to
program materials that will be presented in a
performative mode at the end of the program.
Participants will also be responsible for
weekly research presentations.
Credit awarded in theater history, music
history and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future
studies in music, theater and cultural studies.
Rites of Spring: Dance
Critique and Performance
Spring/Group Contract
Faculty: Bud Johansen
Enrollment: 25
Prerequisites: Previous dance experience and
Foundations of Performing Arts or equivalent.
Faculty Signature: No
Special Expenses: Approximately $80 for
dance attire, leotards, tights and shoes.
Internship Possibilities: No
Travel Component:"None
All dancers interested in exploring 20th
century dance styles and developing pieces to
perform, come join us to do our Rites of
Spring. This group contract will focus on
dance performance, with extensive analysis of
works of past performances viewed on video
and developing choreography with performances at the end of the quarter.
Students will meet twice weekly to seminar,
critique and analyze "The Rites of Spring"
and other works of The Ballet Russe
Diaghelev Company and works by George
Balanchine, Martha Graham and other 20th
century choreographers. Dancers and
choreographers will work in groups to create
dances that will be jointly critiqued in a
weekly meeting. Everyone in the group will
also be responsible for various areas of the
production, such as costumes, publicity and
promotion, stage work and other related
areas, so experience in dance technique will
be augmented with skills in technical theater.
The performance will focus on choreography
and dance, so students will use limited
technical resources.
Students can expect to gain knowledge and
skills will be developed in dance history,
criticism, choreography, performance and
technical theater.
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Credit awarded in dance critique, dance
performance and dance history.
Total: 12 or 16 credits. Students may enroll
for a four-credit course.
Program is preparatory for careers and future
studies in performing arts and dance.
Program is preparatory for careers and future
studiesin media and arts.
* indicates
upper-division
credit
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Take a Look!:
A Study in Perception
The Empty Stage:
A Theater Intensive
Spring/Group Contract
Faculty: Bob Haft and Tom Foote
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: $60 for drawing supplies
and museum fees.
Internship Possibilities: No
Travel Component: None
Take A Look! is a one-quarter group contract
for intermediate and advanced students
interested in perception in general and visual
perception in particular. We proceed from the
premise that most people are taught at an
early age to curb their perceptual abilities;
that is, they learn to look without learning to
see. Our goal is to restructure that concept.
Students in the program will undertake
exercises in systematic observation that will
teach them to become more fully cognizant of
their environment. They will document these
exercises in their field journal, paying
particular attention to how their perception
of, and relationship to, their environment
changes as they move through the process.
To achieve these goals we will undertake a
number of activities. Through a series of
readings, workshops, lectures, films and field
trips, students will be exposed to topics
ranging from figure drawing and
sociolinguistics, birdwatching and geology.
Students will be required to keep a journal
chronicling activities and observations about
the program and about personal progress
with perceptual skills.
Over the course of the program, students
will work in teams and conduct field
observations that they will document in their
journals. At the end of the quarter, teams of
students will give a presentation to the entire
program based on their field work
Fall, Winter, Spring/Group Contract
Faculty: TBA
Enrollment: 25
Prerequisites: One year of coordinated studies.
Faculty Signature: No
Special Expenses: $210 for theater tickets,
makeup, costumes and field trips.
Internship Possibilities: No
Travel Component: Field trips to Seattle,
Washington, Portland and Ashland, Oregon.
This theater intensive program will prepare
participants to undertake more-advanced,
interdisciplinary and experimental studies of
theater. Students will explore practical and
theoretical aspects of contemporary professional theater in this country, focusing on the
Euro-American theatrical tradition. Theater
will be studied as a laboratory of the human
experience, a mirror of society and an art that
reflects social and political contexts. The
program will address the poetics of the stage
and the politics of representation. Expect to
spend a minimum of 40 hours per week in
class, in rehearsal or backstage.
Studies will cover dramatic literature whose
origins range from Ancient Greece to contemporary America and Europe. We will read
and research plays written by playwrights of
different national, cultural and ethnic origins;
focusing on American and European theater.
We will include dramaturgical research and
readings on the history and theory of theater
to place the plays in cultural and political
context. When possible, we establish connections between the theater, different currents of
thought and art movements. Spring quarter, we
will explore 20th century dramatic theory and
the politics of representation. Students will
develop collaborative skills, a theatrical
vocabulary, critical skills and writing skills.
Participants will attend skill-building
workshops that include acting, dramaturgy,
movement, stage-combat, design (scenic,
costume and lighting), scenic crafts, writing,
collaboration and technical theater. Guest
artist workshops will provide different
outlooks on particular topics. Video or film
documenting theater work will be shown and
discussed. To familiarize participants with all
aspects of the theatrical collaboration, all will
be required to gain experience on stage,
backstage and in scenic and costume shops.
Onstage work will include an informal
reading in the fall, a staged reading in winter
and a faculty-directed public production at the
end of the program. We will travel to productions at the Oregon Shakespeare Festival and
in Seattle and Portland.
Students wishing to pursue intermediate,
experimental and contract work in theater are
strongly encouraged to take this program.
Credit awarded in drawing, journal writing,
field research and studies in visual perception.
Total: 16 credits.
Program is preparatory for careers and future
studies in journalism and humanities.
This program is also listed under Culture,
Text and Language.
Credit awarded in theater, theater history,
theater theory, acting and design for the stage.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in theater, performing arts, liberal arts.
Weird and Wondrous
Fall, Winter/Coordinated Study
Faculty: Jean Mandeberg, Thad Curtz, Sarah
Williams
Enrollment: 75
Prerequisites: Junior and senior standing.
This program will accept seven first-year
students and seven second-year students who
are ambitious and hard-working.
Faculty Signature: No
Special Expenses: Up to $150 per quarter for
studio supplies, depending on your projects.
Internship Possibilities: No
Travel Component: None
Some things are weird. Some fill us with
wonder. In our world, it sometimes seems
that it's much rarer to be filled with wonder
than to call things weird. In this program we
will be both creating and thinking together
about some special situations in which
experiences are simultaneously weird and
wonderful. The program's activities will
include studying, discussing and writing
about literature, art and theory from
psychology, philosophy and other social
sciences. We'll also spend a considerable
amount of our time creating collaborative
projects about the program's themes, sharing
them with one another and reflecting on
them.
Activities will include lectures, seminars,
case studies, studio work, experiential
exercises and a film series. Throughout, we'll
be using the issue of the weird and wondrous
as a way to explore some enduring questions
about convention and creativity in the arts,
the interactions between language and
experience, crosscultural illuminations and
misunderstandings, normal and extraordinary
experience, pity, disgust, the uncanny and the
sublime.
We'll be reading books like Mr. Wilson's
Cabinet of Wonders, Weschler; Alice in
Wonderland, Carroll; Slowness, Kundera; and
Black Sun, Kristeva. We'll see films like City
of Lost Children, Smoke, 32 Short Films
About Glenn Gould and Trobriand Cricket.
We plan to work slowly and thoughtfully.
We hope to increase our own capacities for
wonder as well as develop, together, some
categories for understanding this special kind
of experience and its relations to other
aspects of our lives and our historical
situation.
Credit awarded in art theory, cultural
anthropology, literature and studio art.
Total: 12 or 16 credits each quarter. Students
may enroll in a four-credit course each
quarter.
Program is preparatory for careers and future
studies in arts, humanities and social sciences.
This program is also listed under Culture,
Text and Language.
Scientific Inquiry
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AFFILIATED FACULW
Clyde Barlow
Dharshi Bopegedera
John Aikin Cushing
Judy Bayard Cushing
George E. Dimitroff
Burton S. Guttman
Linda B. Kahan
Jeffrey J. Kelly
Robert H. Knapp, Jr.
Elizabeth M. Kutter
Albert C. Leisenring
John Marvin
Donald¥. Middendorf
Frank Motley
James Neitzel
Janet Ott
David Paulsen
Sheryl Shulman
James Stroh
Frederick D. Tabbutt
Jude Van Buren
E.J. Zita
Science and technology play an important role in modern America. It is essential that citizens be
scientifically informed in order to make responsible decisions, and that scientists be broadly
trained in the liberal arts to contribute responsibly to social issues.
The Scientific Inquiry area aims to teach students to think like scientists; that is, to collect
and evaluate data, to employ theory, to do quantitative modeling and to use appropriate
instruments and technology. This approach is embodied in the study of different scientific
domains, including the physical sciences, mathematics, computing and laboratory biology.
These subjects are studied in several ways: for their own sake, for their applications in terms of
the philosophical issues they raise, and for their place in society.
Programs offered by faculty from this area will be useful to those interested in careers or
future work in science, those interested in applying science in selected technical areas, as well as
those interested in understanding more about science by doing science as part of their general
liberal arts education. Students from this area go on to graduate study in a variety of scientific
or related areas, enroll in medical school and work in careers requiring scientific, mathematical
or computing background. High-quality introductory and advanced study provides students
with a foundation (in theory and practice) that can enable them to be part of the conversation
in these fields, as informed listeners able to effectively communicate the process and results of
scientific inquiry in speech and writing.
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Astronomy
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and Cosmologies
Spring/Coordinated Study
Faculty: E. J. Zita, TBA
Enrollment: 50
Prerequisites: Facility with algebra and
trigonometry. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $350 for field trip to New
Mexico.
Internship Possibilities: No
Travel Component: Extended spring field trip
to New Mexico.
Learn beginning-to-intermediate astronomy
through lectures, interactive workshops and
observation. Use naked eyes, binoculars and
large and small scopes. Observing opportunities are available on large telescopes on
campus and via the Internet at professional
sites. Credit is available for student research
projects.
In Cosmologies we will study how people
across cultures and throughout history have
understood, modeled and ordered their
universe. We will study creation stories and
world views, especially of ancient peoples on
this continent.
Archeoastronomy investigations may
include an extended field trip to New Mexico
to study astronomical sites, structures and
meanings. Collaboration with Llyn
DeDanaan and Marilyn Frasca's Horizons
program may be possible.
Credit awarded in astronomy, physical
science and/or philosophy of science.
Total: 8 or 12 credits. Advanced students are
strongly encouraged to take astrophysics
concurrently in Physical Systems. Beginning
students are strongly encouraged to take
Science Stories in fall and winter.
Program is preparatory for careers and future
studies in astronomy, physical sciences or
history/philosophy of science.
This program is also listed under First-Year
Programs.
Chemical Instrumentation
Laboratory
Spring/Group Contract
Faculty: Dharshi Bopegedera
Enrollment: 20
Prerequisites: At least two quarters of collegelevel general chemistry or high school
Advanced Placement chemistry required.
Knowledge of organic nomenclature is
desirable but not required.
Faculty Signature: Yes
Special Expenses: Approximately $50 for lab
coat, goggles and gloves.
Internship Possibilities: No
Travel Component: None
This group contract is designed to provide
hands-on experience with analytical grade
chemical instrumentation. We will explore
several spectroscopy techniques including UVI
Visible, infra-red (IR), nuclear magnetic
resonance (NMR) and mass spectroscopy
(MS). Students will become competent in
using UVNisible, IR, NMR and mass
spectrometers in the laboratory, while
learning the theory of these techniques in the
classroom. Analysis of spectra to obtain
structural information of molecules will be
emphasized in group-oriented workshops.
The complementary structural information
provided by each technique will be investigated by probing one unknown species using
a variety of spectroscopic methods. Students
will also learn how to present spectroscopic
data in the form of technical reports.
Spectroscopic techniques are heavily used
in chemical industry and hence competence in
a variety of these techniques is highly desired
by potential employers.
Credit awarded in chemical instrumentation
laboratory*, technical writing* and spectroscopy*.
Total: 4 or 16 credits. Students may enroll for
four-credits in the Spectroscopy component of
the program.
Program is preparatory for careers and future
studies in chemistry, physics and laboratory
science.
Computability and Cognition:
The Scope and Limits of
Formal Systems
Fall, Winter, Spring/Coordinated Study
Faculty: David Paulsen, Al Leisenring
Enrollment: 50
Prerequisites: One year of college; permission
of faculty based on successful completion of
take-home entrance exam obtained from the
faculty or at the Academic Planning and
Experiential Learning Office.
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: Yes
Travel Component: None
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, as well
as various topics in formal computer science.
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. This result and others like it
establish inescapable limits to the power of
formal systems in general, and to computer
programs in particular.
The seminar will examine a variety of
issues in cognitive science. Readings during
the first half of the year will focus on the
intellectual foundations of contemporary
debates about the nature of cognition, with
particular focus on traditional philosophical
debates about the nature of mind and their
implications for artificial intelligence. The
second half of the year will concentrate on
contemporary discussions about the nature of
consciousness in the context of artificial
intelligence. 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.
Students will study several programming
languages representing different paradigms,
including Prolog for Logic Programming and
ClC++ with emphasis on artificial intelligence
as well as a functional programming
language.
Beyond intermediate algebra there are no
math prerequisites; 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.
Credit awarded in mathematical or symbolic
logic*, philosophy, computer programming *,
discrete mathematics *, formal language
theory*, theory of computability* and
cognitive science*.
Concepts of Computing
Data to Information
Spring/Group Contract
Faculty: Sheryl Shulman
Enrollment: 25
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This spring quarter offering will examine the
fundamentals of computing and the use of
computing in several application areas.
Students will study concepts of computer
science along with ideas behind application
software that make computers effective tools.
There will be hands-on lab work as well as
examination of the models, methods and
abstract concepts behind the software and
hardware. Topics may include simple graphics
and modeling, the World Wide Web,
computer organization and some aspects of
mathematics and logic.
The program is aimed at students who
have an interest in computing but limited
background in the area. It will be useful for
students who want a solid foundation for use
of computers in a variety of disciplines
(especially in the sciences) as well as those
who want to decide whether they are
interested in taking additional course work in
computer science, such as the entry-level
program Data to Information.
Fall, Winter, Spring/Coordinated Study
Faculty: George Dimitroff, TBA
Enrollment: 50
Prerequisites: Sophomore standing and
proficiency in high school algebra.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Interested in what goes on behind the scenes
of your Macintosh, 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 is an operating system and why
do I want one?
Data to Information is an entry-level
program directed toward answering these
kinds of questions. It is a program for
students interested in doing substantive work
in computer science. We will do quite a bit of
programming, and we will spend 25 percent
of our time studying the mathematics that
people need before they can understand
answers to the questions posed above. Much
of what we do is not programming, but a lot
of what we will do 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 in which we will explore issues of
the development of computers and technology and the impact of computers on society.
Fall quarter topics: a programming
language, discrete mathematics, digital logic
and machine design. Winter quarter topics:
data structures and algorithms, discrete
mathematics 2 and computer architecture.
Spring quarter topics: data structures and
algorithms 2, discrete mathematics 3 and
operating systems. Our work in winter and
spring quarters will build on the previous
quarters' work.
Credit awarded in computer science and
statistics.
Total: 16 credits.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
studies in the sciences, computer sciences and
other computer intensive areas of study.
Program is preparatory for careers and future
studies in teaching, mathematics, computer
science,philosophy and cognitive science.
This program is also listed under First-Year
Programs.
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Credit will be awarded in programming,
digital logic, computer architecture, operating
systems, data structures and algorithms,
discrete mathematics and seminar.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
This program is preparatory for careers and
future study in computer science, science and
mathematics.
* indicates
upper-division
credit
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Environmental Analysis:
Applications of Chemistry,
Geology and Biology to
a Local Environment
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Fall, Winter, Spring/Coordinated Study
Faculty: Jeff Kelly, Clyde Barlow, Jim Stroh
Enrollment: 45
Prerequisites: College algebra, college
chemistry and physical geology strongly
recommended.
Faculty Signature: No
Special Expenses: $50 for overnight field trip
to Eastern Washington.
Internship Possibilities: No
Travel Component: Overnight, in-state field
trip.
This program will engage students in the
study of various problems of environmental
pollution using both theoretical and
experimental methods. Topics in geology and
chemistry will be developed that are
appropriate to problems of aquatic and
terrestrial pollution. The program will
connect themes dealing with geology,
hydrology and chemistry. Methods of
analytical chemistry and instrumental analysis
will be applied in an advanced laboratory.
Students will participate in research on real
problems of environmental significance and
engage in reading and discussions related to
environmental policy and resource management.
During fall quarter the program will
address topics in geohydrology, biogeochemical cycles, analytical chemistry and aquatic
chemistry. Students will participate in a class
project involving analytical chemical
techniques, geographic information systems
and quantitative data analysis methods.
Physical geology will be offered to those
students without the prerequisite as lowerdivision four-credit course.
During winter quarter the focus of the class
will shift toward instrumental methods for
environmental analysis and the physical
chemical basis for geochemical processes and
their analysis. Small-group projects will be
developed that will carry through spring
quarter. Computers will be used extensively
for data analysis, simulation and control of
analytical instrumentation.
Credit awarded in instrumentation *,
environmental geology *, geohydrology*,
analytical chemistry* and physical chemistry*.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in geology, chemistry, environmental
analysis and environmental fieldwork.
This program is also listed under Environmental Studies.
Evolutionary Biology
Spring/Group Contract
Faculty: Linda Kahan
Enrollment: 25
Prerequisites: Junior and senior standing;
good reading, writing skills; one course of
college-level biology or any Evergreen
program which offers the equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
"Nothing in biology makes sense except in
the light of evolution. » ,
- T. Dobzhansky
This program will study several of the most
interesting aspects of evolutionary biology,
including the evidence for the theory of
evolution and important theoretical issues
such as adaptationism, rates of evolution and
the role of extinction. We will read Darwin's
The Origin of Species as well as a number of
more modern books. The class will be
conducted entirely on a seminar basis. One
seminar will be devoted to discussion of
assigned chapters of a standard text and two
others to the discussion of other reading.
There will be substantial weekly writing
assignments. Each student will also complete
an individual research project which will
involve reading a series of papers from the
primary research literature, writing a review
paper, and presenting the topic to the class
orally in the 10th week. All work must be
completed and submitted on time for credit to
be earned. No partial credit will be awarded.
Credit awarded in evolutionary biology *,
philosophy of biology* and independent
research in evolutionary biology *.
Total: 16 credits. Students may enroll for 8 or
12 credits with faculty signature.
Program is preparatory for careers and future
studies in any field of biology or applied
biology and science education.
Health and Human
Development
Fall, Winter, Spring/Coordinated Study
Faculty: Elizabeth Diffendal, Janice Kido,
Elizabeth Kutter, Sherry Walton
Enrollment: 96
Prerequisites: One year of college work.
Faculty Signature: No
Special Expenses: $40 for fall quarter retreat.
Internship Possibilities: Spring quarter only.
Travel Component: None
"Attitudes about health reflect the basic world
view and values of a culture, such as how we
relate to nature, other people, time, being,
society versus community, children versus
elders, and independence versus dependence."
- Joseph Hartog, M.D. and
Elizabeth Ann Hartog, M.A,
In Health and Human Development we will
investigate biological, cultural, spiritual and
social forces that influence healthy human
development so that we may develop strong
foundations for further work in the areas of
health, human services, anthropology and
education. Program material will be presented
on the basis of two important assumptions.
First, health and development are mutually
influenced by biological and social forces.
Second, culture defines and influences our
understanding and facilitation of health.
Drawing particularly from human biology,
anthropology, communication and human
development theories, the program will
examine the interactions of culture, mind,
body and spirit in the facilitation of healthy
human development. Emphasis will be on
physical and cognitive development, percep- ,
tion, interpersonal and intercultural communication, mind-body interactions and the
influences of nutrition, environment, gender,
culture and world view on human health.
An early fall-quarter retreat will enable
students begin forming a learning community.
In fall and winter quarters, through workshops, lectures, seminars, guest presentations,
group and individual projects, students will
develop skills and knowledge to support their
selection of a spring quarter project or internship in an area of interest. The program will
encourage development in reading, writing,
self-awareness, social imagination, research
and communication, as well as strategies to
facilitate students' own good health.
Credit awarded in human biology, human
development, cultural anthropology, theories
of human learning, approaches to health,
interpersonal and intercultural communication, nutrition and composition.
Total: 16 credits each quarter. Students with
strong background in science or those
pursuing language study may substitute a fourcredit course, (i.e., chemistry, college algebra,
statistics, language) with faculty signature.
Program is preparatory for careers and future
studies in the health professions, human
services and education.
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This program also listed under Social Science.
Introduction to
Environmental Modeling
Introduction To
Natural Science
Spring/Group Contract
Faculty: Robert Cole
Enrollment: 25
Prerequisites: Reasonable facility with
second-year algebra or readiness to take
calculus.
Faculty Signature: No
SpecialExpenses: No
Internship Possibilities: No
Travel Component: None
This program will investigate introductory
mathematical models of environmental and
ecological systems. We will explore several
dynamical systems in an effort to discover
relationships between constituent parts, and
to develop critical insights into issues of
ecological and social sustainability. Topics
will include population dynamics including
harvesting models in fisheries and forestry,
predator-prey interaction models, epidemic
models and the dynamics of infectious
diseases, and the diffusion of pollutants in the
environment.
In workshops we will develop many of the
mathematical tools and computer skills
necessaryto understand the models we'll
investigate. Students should be ready to take
calculus, which will be offered as a modular
part of this program. No prior background in
computing or biology is assumed.
Fall, Winter/Coordinated Study
Faculty: Michael W. Beug, Robert Cole, Jude
VanBuren
Enrollment: 75
Prerequisites: Sophomore standing and high
school algebra; well-prepared first-year
students allowed after interview with faculty.
Faculty Signature: No
Special Expenses: $120 for possible retreat.
Internship Possibilities: No
Travel Component: Possible four-day retreat
during winter quarter.
This program is designed to develop an
integrated understanding of chemistry, biology
and mathematics. We will learn sciences and
mathematics via textual study in biology and
chemistry while attempting to understand the
scientific implications of regional and global
environmental problems.
We recognize science as one of the most
powerful cultural forces in modern society.
The world of the 21st century will be largely
shaped by the scientific and technological
advances of the past, which hold 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 will depend on
widespread education and understanding of
scientific issues, as well as complex social and
economic issues. Yet the people who 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 of science in modern
society through a weekly seminar and lecture
series. We will explore issues through reading,
discussion and writing.
Each week students in the program will
spend four hours in chemistry lecture and
workshop, four hours in biology lecture and
workshop, four hours in special topics lecture
and seminar, two hours in math lecture/
workshop, three hours in math lab and three
hours in chemistry/biology lab.
The chemistry will focus on general
chemistry and will be designed for students
whose only previous chemistry was in high
school. The biology is general college biology.
The mathematics will focus first on algebra
and precalculus math skills and then move to
statistics and modeling. The math labs will
introduce students to the use of computers,
first via Excel and later via computer
modeling. In special topics lectures and
seminars we will examine our ecological
footprint, examine major global environmental
issues and then move on to environmental
health issues.
Credit awarded in calculus I, environmental
modeling and project work.
Total: 4, 12 or 16 credits. Students may enroll
in the Calculus I component (four-credits);
students who have completed Calculus I may
enrollin another four-credit course.
Program is preparatory for careers and future
studiesin environmental sciences, medicine
and physical/biological science.
Thisprogram is also listed under EnvironmentalStudies.
* indicates upper-division
credit
The program is designed for scientific
inquiry and environmental studies students
about to take their first year of college
science. Students with a strong math
background who have already completed
precalculus math should be looking at a
program like Matter and Motion. Students
who simply want to see what science is like
will find this program exceptionally
demanding and should consult with the
faculty before the program begins.
Students should expect an exciting and
challenging year, averaging 18 hours per week
in lecture, seminar, workshops and laboratory. Homework will be significant. At the
end of the winter quarter students should
expect to be well-prepared in general
chemistry, general biology and mathematics
with science prerequisites (except physics)
needed for junior and senior offerings in both
the Scientific Inquiry and Environmental
Studies areas. Students desiring to study
physics should consider the calculus-based
Matter and Motion program, which includes
physics but not biology.
Credit awarded in general chemistry, general
biology, algebra or precalculus mathematics,
statistics, modeling and environmental issues.
Total: 16 credits each quarter. Students who
have completed chemistry or biology may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in laboratory and field biology,
chemistry, environmental! earth! marine
science, health sciences and education.
This program is also listed under Environmental Studies.
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Lecture Series:
Science Stories
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Fall, Winter/Course
Faculty: E. J. Zita, TBA
Enrollment: 100
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
People have always used stories to convey
their understandings of the world. Among the
important stories we tell to make sense of
things are stories that come from science.
Ancient to modem understandings of disl
order in the universe, interactions between
bodies and other natural phenomena shape
and reflect our views of ourselves and our
place in the world. We will explore stories of
scientific understanding throughout history
and across cultures, and see how the nature
of science continues to evolve. Fields include
physics, chemistry, biology, environmental
science, mathematics, computer science and
more. Topics range from quantum theory,
cosmology, chaos and molecular biology to
genetic engineering, ecology, artificial
intelligence and beyond.
Presentations will be made by guest
lecturers from the faculty and from outside
the college. Selected readings will provide
background material on diverse topics. Credit
will be based on attendance and on successful
completion of two short exams given each
quarter. This lecture series is open to all
members of the community.
Credit awarded in introduction to science or
history/philosophy of science.
Total: 2 credits each quarter. Advanced
students are encouraged to take Physical
Systems concurrently. Beginning students are
encouraged to take Astronomy and
Cosmologies in spring.
Program is preparatory for careers and future
studies in physical, natural or computer
sciences, environmental studies, history/
philosophy of science or social sciences.
This program is also listed under First-Year
Programs.
Light
Matter and Motion
Fall, Winter/Coordinated Study
Faculty: Dharshi Bopegedera, Susan Aurand
Enrollment: 50
Prerequisites: All students must have
completed at least one year of college-level
work. All students must have high-schoollevel algebra. In addition, students must have
either one quarter of college-level studio art
or one quarter of college-level chemistry or
physics. Students with science experience
need not have prior art experience and vice
versa.
Faculty Signature: No
Special Expenses: Approximately $150-$200
for art supplies and protective lab clothing
such as lab coat, goggles and gloves.
Internship Possibilities: No
Travel Component: None
This program is a two-quarter interdisciplinary study of light. We will explore light in
art, art history, science and mythology. All
students will do studio work in drawing and!
or painting and study how artists have
thought about and expressed light in their
work. All students will also explore the
interaction of light with matter in the
classroom as well as in the laboratory. This
integrated program is designed for students
who are willing to explore both art and
science. Our weekly schedule will include
studio and science labs, specific skill
workshops, lectures and seminars.
During fall quarter, we will focus on skill
building in art and lab science and on library
research methods. During winter quarter,
each student will have the opportunity to
design an interdisciplinary individual or
group project exploring a topic related to the
theme of light.
Fall, Winter, Spring/Coordinated Study
Faculty: Fred Tabbutt, TBA
Enrollment: 50
Prerequisites: Sophomore standing; readiness
to start calculus as demonstrated by an
entrance exam obtained from the faculty or
from the Academic Planning and Experiential
Learning Office; high school physics and
chemistry very helpful but not required.
Faculty Signature: Yes
Special Expenses: Graphing calculator (TI-82
or equivalent) required.
Internship Possibilities: No
Travel Component: None
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 classwork 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 introduce 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.
Credit awarded in introductory science with
laboratory, drawing and/or painting and art
history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, art, art history and
humanities.
This program is also listed under Expressive
Arts.
Credit awarded in university chemistry,
university physics, calculus and seminar in
science and society.
Total: 16 credits each quarter. Students who
have completed some program material may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studies in medicine, environmental science,
engineering, chemistry, physics and mathematics.
Molecule to Organism
Physical Systems
Fall, Winter, Spring/Coordinated Study
Faculty: Burt Guttman, TBA
Enrollment: 75
Prerequisites: College chemistry, college
biology and college algebra.
Faculty Signature: No
Special Expenses: $50 for overnight, in-state
program retreats.
Internship Possibilities: Yes
Travel Component: Overnight, in-state
program retreats.
Molecule to Organism develops a view of
biological systems that integrates the
molecular basis of biology with more
complex structure-function relationships,
examining key topics in traditional biology
and premedical curricula. We will put
particular emphasis on aspects of biochemistry and microbiology that are most relevant
to current environmental and health issues.
The experimental basis of our rapidly
growing knowledge in these fields will be
emphasized, as well as the use of scientific
literature. Laboratories will playa major role
in the program and will explore microbiology,
enzymology, nucleic acid chemistry and
molecular genetics, as well as special projects.
Molecule to Organism is Evergreen's
introduction to experimental (laboratory)
biology and to organic and biochemistry. It is
designed for students who have already
learned general chemistry (usually through a
program such as Matter and Motion or
Introduction to Natural Science) and who
plan to go on to advanced work in chemistry
and field or laboratory biology. It includes
organic chemistry and the upper-division
topics of anatomy, genetics, microbiology,
physiology, immunology, molecular and
cellular biology and biochemistry in a
yearlong sequence.
The program begins with two separate
themes - one at the "cell" level and the
other at the "molecule" level. In the cell
theme we start with the cell and microbiology
and proceed to the whole organism with
examinations of structure and function
through anatomy, physiology and histology.
In the molecular theme we will examine
organic chemistry, the nature of organic
compounds and reactions, and carry this
theme into biochemistry and the fundamental
chemical reactions of living systems. As
the year progresses, the two themes merge
through studies of cellular and molecular
processes in molecular biology and
immunology.
Fall, Winter, Spring/Coordinated Study
Faculty: E. J. Zita, TBA
Enrollment: 50
Prerequisites: Junior or senior standing;
successful completion of at least one year of
college-level calculus-based physics (such as
Matter and Motion); facility with integration
and differentiation.
Faculty Signature: No
Special Expenses: $350 for field trip.
Internship Possibilities: No
Travel Component: Extended spring field trip
to New Mexico.
This yearlong program will examine the
principal concepts and theories by which we
describe and understand the physical world,
from the realm of our immediate senses
(classical physics) to that of the very small
(quantum mechanics) to the vast (astrophysics and cosmology). We will emphasize
understanding the nature and formal
structure of quantitative physical theories.
We will focus on the unifying concepts
and common mathematical structures that
organize various physical theories into a
coherent body of knowledge. This approach
is necessarily mathematical; required
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 is one of the
core intellectual issues in this program.
Quantitative problem solving will be
emphasized.
This program will be organized around
components in classical mechanics, electromagnetism, thermodynamics, astrophysics
and selected topics in contemporary physics.
Mathematical topics will include multivariable calculus, linear algebra and differential
equations. Computers and computer graphics
will be used as appropriate for obtaining
numerial solutions and for gaining qualitative
insight into physical processes.
Students will be responsible for library
research on topics of particular interest and
for peer instruction in the classroom.
Laboratory investigations will also be
encouraged. Faculty and student presentations will include lectures, seminars, hands-on
workshops and group problem solving
workshops.
Seminars on history, literature, philosophy
and cultural studies of science will encourage
ongoing consideration of the contexts and
meanings of science knowledge systems and
practices, throughout history and across
cultures. All students will participate in
Lecture Series: Science Stories during fall and
winter quarters.
All Physical Systems students will
participate in the spring components of
Astronomy and Cosmologies which will be
offered in conjunction with astrophysics as
part of the Physical Systems enrollment.
Refer to the Astronomy and Cosmologies
description on' page 84.
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.
Students will need to devote a minimum of 40
hours per week to their academic work.
Credit awarded in physics", mathematics*,
numerical methods" and philosophy of
scrence,
Total: 16 credits each quarter, including
Lecture Series: Science Stories and Astronomy
and Cosmologies.
Program is preparatory for careers and future
studies in physical sciences, engineering and
applied mathematics.
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Credit awarded in physiology", cell biology*,
molecular biology':', organic chemistry I,
organic chemistry II and III", biochemistry",
microbiology* and development biology".
Total: 16 credits each quarter. Students who
have completed some program material may
enroll in a four-credit course each quarter
with faculty signature.
Program is preparatory for careers and future
studiesin biology, chemistry, health sciences,
environmental studies and education.
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Seeing the Forest
and the Trees
Undergraduate Research in
Scientific Inquiry
Fall, Winter, Spring/Coordinated Study
Faculty: Nalini Nadkarni, Martha Henderson,
Judy Cushing
Enrollment: 50
Prerequisites: Junior and senior standing.
Students must have one of the following prerequisites with preference given for two or
more.Three quarters of whole-organism
biology (e.g., natural history, ecology); two
quarters of social science and one quarter of
regional studies (e.g., geography, GIS,
community studies); three quarters of computer
science (any computer science program).
Faculty Signature: Yes. Prior to the Academic
Fair on May 13, 1998 students must submit a
one-page letter to a faculty member that states
relevant course work and work experience.
Special Expenses: $150 for field trips to the
Olympic Peninsula and Eastern Washington.
Internship Possibilities: No
Travel Component: Overnight, in-state field
trips.
Trees and forests are dynamic, three-dimensional, living entities that interact in complex
ways with the physical environment and with
human societies. Understanding forests and
human interactions with them requires us to
gather and interpret quantitative, qualitative
and symbolic information.
Our upper-division program will emphasize
forest ecosystems of the Pacific Northwest,
with a focus on forests of The Evergreen State
College campus. We will focus on the relationships between forests and humans. Lectures,
workshops, seminars and small-group research
projects will help us develop skills in the
contributing disciplines of forest ecology,
geography and database and computer science
to: 1) explore ways of visually representing·
trees and forests; 2) assess factors that describe
and affect tree architecture and forest structure;
and 3) measure and interpret the relationships
between trees, forests and humans within local
and regional perspectives.
We will do readings and writing exercises to
compare United StateslPacific Northwest-based
concepts of forests with those of other cultures
through study of regional geographies around
the world. Students will work in teams to map,
describe and understand a forested area of the
Evergreen campus, collect data using tools
developed at other field research stations and
prepare representations of these forests for
presentations. Throughout the program, we
will visit other Pacific Northwest forests to
place our findings within a broad geographical
and ecological perspective.
Fall, Winter, Spring, Summer/Group Contract
Faculty: Betty Kutter, Clyde Barlow, Dharshi
Bopegedera, Judith Cushing, Burt Guttman,
Jeff Kelly,Jim Neitzel, Janet Ott
Enrollment: 15
Prerequisites: Negotiated individually with
faculty; laboratory experience such as
Molecule to Organism.
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: No
Travel Component: None
A number of the faculty in this planning
group are engaged in research projects that
offer collaborative research opportunities for
advanced students. These provide an
important mode of advanced work in the
sciences, taking advantage of faculty
expertise, Evergreen's flexible structure and
excellent equipment purchased through
grants from the National Science Foundation
and the Murdock Foundation. In general,
students begin by working in apprenticeship
mode with more senior personnel and
gradually take on more independent projects
within the context of the specific program.
These projects generally run 12 months a
year; a signature is required from the faculty
with whom students will be working.
Betty Kutter (molecular biology) and Jim
Neitzel (biochemistry), study Bacteriophage
T4 which has been a key model organism in
molecular genetics for more than 50 years. Its
infection of E. coli leads to rapid cessation of
host DNA, RNA and protein synthesis. We
are working to clone and overexpress the
many host-lethal genes that are responsible,
purify and characterize their protein
products, determine their specific functions,
look at ways in which they can be used to
better understand bacterial metabolism and
examine the infection process under a variety
of environmental conditions. We are also the
center for genomic analysis and database
development for these phages.
Judith Bayard Cushing studies how
scientists use distributed computing and data
to conduct research. She would like to work
with students who have background in
computer science or molecular biology, forest
ecology, chemistry or physics and a strong
motivation to explore new computing
paradigms, such as object-oriented systems
and multi-platform computing.
Credit awarded in forest ecology, social and
regional geography, computer imagery and
databases and visual arts.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in forestry, community development,
geography and computer sciences.
This program is also listed under Environmen___
90---.::.Jb tal Studies.
Jeff Kelly and Clyde Barlow work with
biophysical applications of spectroscopy to
study physiological processes at the organ
level, with direct applications to health
problems. Students with backgrounds in
biology, chemistry, physics, mathematics or
computer science can obtain practical
experience in applying their backgrounds to
biomedical research problems in an interdisciplinary laboratory environment.
Dharshi Bopegedera is interested in
studying vibration-rotation spectra of
unstable molecules. Students with a solid
background in chemistry can get experience
in synthesizing unstable gaseous molecules
and recording their infra-red spectra with her
newly acquired mR spectrophotometer.
Janet Ott studies alternative healing
methods, especially the mechanisms involved
in acupuncture and acupressure, by measuring changes in such physiological processes as
EEG, ECG, EMG and respiration during
treatments. Students with strong backgrounds
in biology, chemistry, physics or statistics can
obtain laboratory experience applying their
expertise to this growing field. Students with
an interest in alternative medicine may also
find this laboratory experience of use to their
training.
Credit will be awarded in lab biology' and
chemistry,' health sciences', teaching and
environmental sciences.*
Total: 4-16 credits each quarter.
This program is preparatory for careers and
future study in lab chemistry and biology,
health and teaching.
Social Science
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II
AFfiLIATED FACULTY,
Don Bantz
Peter G. Bohmer
PriscillaV. Bowerman
Bill Bruner
Stephanie Coontz
Elizabeth Diffendal
Carolyn E. Dobbs
Kenneth Dolbeare
John Robert Filmer
Theresa L. Ford
George Freeman,Jr
Laurence R. Geri
Angela Gilliam
Jose Gomez
Jeanne E. Hahn
Peta M. Henderson
Taylor E. Hubbard
Heesoon Jun
Janice Kido
Lowell Kuehn
Gerald Lassen
Daniel B. Leahy
Russell M. Lidman
Carrie Margolin
Earle W. McNeil
Lawrence J. Mosqueda
Raul Nakasone (Suarez)
Alan Nasser
Mark Papworth
Alan R. Parker
Yvonne Peterson
Zahid Shariff
Niels Skov
Masao Sugiyama
PaulTamburro
Michael Vavrus
Sherry L.Walton
Gregory Weeks
Social Theory, Social Change and Public Policy integrates anthropology, economics, history,
law, public policy, labor studies, management, political science, philosophy, sociology, health
sciences and psychology as a set of tools for understanding society and the individual's role in
society.
The area has a diverse range of faculty who look at ways societies are organized and
governed and the ramifications for class, race and gender in global, national and local contexts.
Through our various academic offerings, we explore the evolution of historical and contemporary problems: how they are understood, how and why certain decisions are made and what
difference various solutions make for the quality of societal and individual existence. We also
examine strategies for social change in historical, present and alternative future time frames.
Depending on which programs are undertaken in this area, students can learn management
skills, including values and ethics and the public interest; social, psychological and biological
forces that affect human health and behavior; and policy formulation and implementation.
Since all major social problems are deeply grounded in cultural, philosophical, social
economic and political theories, history and practice, the understanding and integration of these
areas will prepare students for solving contemporary problems and anticipating new and
changing realities.
This area also works collaboratively with the faculty assigned to the Master in Teaching
Program and Graduate Program in Public Administration to develop the curriculum in the
social sciences.
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Contested Realities:
Power and Representation
in Nations and Communities
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Fall, Winter, Spring/Coordinated Study
Faculty: Therese Saliba, Anne Fischel, Larry
Mosqueda
Enrollment: 75
Prerequisites: Sophomore standing and above;
critical reading and writing skills as demonstrated in the application process.
Faculty Signature: Yes, Faculty will assess
student's training in media, political economy
and writing. Students must submit a one-page
writing sample and supporting material at
least one week prior to the Academic Fair,
May 13, 1998.
Special Expenses: $100 or more for research,
video and film production.
Internship Possibilities: Yes, with faculty
signature.
Travel Component: None
This program will examine the contested
terrain of "reality" - who defines it, which
views are dominant and how we can redefine
reality by making alternative images. We will
examine how narratives of collective identity
are constructed through literature, film,
history, the mass media and other representational forms. While paying critical attention
to mainstream media and alternative
representations, we will explore the development of national and community identity, the
power relations underlying representations of
these identities and the forms of conflict they
create. Finally, we will learn skills in video
production, oral history and political analysis
with the goal of working with community
groups struggling to represent their own sense
of identity, history and reality.
Our approach will be international,
national and local, developing case studies of
local communities and national movements.
The study of Jewish, Arab, Latin American
and United States nationalisms exposes the
ways narratives of identity construct and
manipulate representations of gender, class
and ethnicity. By analyzing the IsraeliPalestinian conflict, the Lebanese War and
U.S.-Latin American conflict and tensions, we
can understand how power relations are
deployed to construct "contested realities."
We will also look at contested realities within
social movements, as, for instance, in
struggles over gender relations within Arab
and Jewish societies. Finally, we will look at
class, labor and ethnic struggles within
Washington state, exploring how social
movements have historically been represented, and how those forms of representation shape community identity and experience
today.
Some major goals of this program will be
to develop critical skills in viewing and
reading mainstream media and to develop the
skills necessary to make images that challenge
dominant forms of representation. We will
look closely at films and other media forms
that support dominant versions of reality, as
well as films, literature, histories and
analytical texts that resist these "master
narratives." We are interested in documentary
and experimental forms of representation that
question accepted notions of reality and
singular historical perspectives and that are
actively constructing alternative versions of
history and collective identity.
Central to our work will be a focus on
community activism. Students will engage in
long-term collaborative projects within
communities that enable those communities
to participate in producing their own
representations. These projects may take the
form of a documentary or experimental
video, an oral history, a research report, a
community-based project or another
appropriate form of representation.
Credit awarded in cultural studies *,
community research *, video production,
media studies, comparative literature,
political economy and oral history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in video production, community
organization and graduate work in political
economy, media studies, gender studies and
cultural studies.
This program is also listed under Culture,
Text and Language and Expressive Arts.
Family, Community
Public Policy
and
Fall, Winter, Spring/Coordinated Study
Faculty: Stephanie Coontz, Peta Henderson,
Greg Weeks
Enrollment: 75
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter
with faculty signature.
Travel Component: None
This three-quarter foundation program for
the social sciences will study how families and
communities respond to economic trends and
government policies, and how both public
policy and the economy have changed (or not
changed) to accommodate transformations in
family and community conditions.
This program is designed to help students
improve their general academic skills and to
develop specific research expertise. Qualitative and quantitative research methods will be
an important focus of the program. Consequently, students will cover ethnographic
research methods, statistics and expository
writing for the social sciences.
During the fall and winter quarters we will
emphasize building a foundation for
independent research projects or internships
that will take place during spring quarter.
These research projects may involve original
ethnographic studies of families in economically distressed areas, analyses of public
policies that affect families and communities,
or internships in public, private or nonprofit
organizations that deal with family and
community issues.
Credit awarded in anthropology, history,
public policy, quantitative and qualitative
methods.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in public policy, teaching and social
service.
Health and Human
Development
Management in a
Changing World
Fall, Winter, Spring/Coordinated Study
Faculty: Elizabeth Diffendal, Janice Kido,
Elizabeth Kutter, Sherry Walton
Enrollment: 96
Prerequisites: One year of college work.
Faculty Signature: No
Special Expenses: $40 for fall quarter retreat.
Internship Possibilities: Spring quarter only.
Travel Component: None
"Attitudes about health reflect the basic world
view and values of a culture, such as how we
relate to nature, other people, time, being,
society versus community, children versus
elders, and independence versus dependence. "
Fall, Winter, Spring/Coordinated Study
Enrollment: 50
Faculty: John Filmer, TBA
Prerequisites: Junior standing, microeconomics
or equivalent, statistics encouraged.
Faculty signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This yearlong program focuses on developing
leaders, not just managers. Business, government and nonprofit organizations face
unprecedented challenges and their survival
depends upon visionary leaders who can build
sustainable, adaptable organizations. To create
organizations that are effective, humane and
strategically positioned, we will study
management through three distinct tracks:
organizational dynamics (strategic planning,
marketing, teamwork, communications and
quality management), finance (managerial
accounting) and global challenges (international
business, macroeconomics and trade). Students
may enroll full-time or part-time.
- Joseph Hartog, M.D. and
Elizabeth Ann Hartog, M.A.
In Health and Human Development we will
investigate biological, cultural, spiritual and
social forces that influence healthy human
development so that we may develop strong
foundations for further work in the areas of
health, human services, anthropology and
education. Program material will be presented
on the basis of two important assumptions.
First, health and development are mutually
influenced by biological and social forces.
Second, culture defines and influences our
understanding and facilitation of health.
Drawing particularly from human biology,
anthropology, communication and human
development, the program will examine the
interactions of culture, mind, body and spirit
in the facilitation of healthy human development. Emphasis will be on physical and
cognitive development, perception, interpersonal and intercultural communication, mindbody interactions and the influences of
nutrition, environment, gender, culture and
world view on human health.
An early fall-quarter retreat will enable
students to begin forming a learning community. In fall and winter quarters, through workshops, lectures, seminars, guest presentations,
group and individual projects, students will
develop skills and knowledge to support their
selection of a spring quarter project or internship in an area of interest. The program will
encourage development in reading, writing,
self-awareness, social imagination, research
and communication, as well as strategies to
facilitate students' own good health.
Credit awarded in human biology, human
development, cultural anthropology, theories
of human learning, approaches to health,
interpersonal and intercultural communication, nutrition and composition.
Credit will be awarded in the sociology of
complex organizations, organizational
psychology, social change, public policy, the
cultural and political environments of
international organizations, strategic planning,
issues management, quantitative and qualitative
analysis, organizational diagnostics, personnel
management, budgeting, finance and operational cost analysis, international business and
international trade theory, marketing and
macroeconomics.
Total: 8, 12 or 16 credits each quarter. Consult
the Evergreen Times for part-time options.
Program is preparatory for careers and future
studies in business and management.
Multicultural Psychological
Counseling: A New Way
to Integrate and Innovate
Psychological Theory
and Practice
Fall, Winter, Spring/Group Contract
Faculty: Heesoon Jun
Enrollment: 25
Prerequisites: Senior standing with background psychology or related areas. Students
who have taken courses in Theories of
Personality, Developmental Psychology
and Abnormal Psychology will be given
preference.
Faculty Signature: Yes, submit application,
essay and portfolio to the faculty by Friday,
May 15, 1998. Portfolio should include all
Evergreen evaluations (faculty and self),
college transcripts and major papers. The
essay (double-spaced, typed, maximum of five
pages) should describe you, your motivation
for enrolling and your ability to be on time,
attend consistently and meet all deadlines.
Special Expenses: Travel to and from
internship site and possible retreat fee.
Internship Possibilities: 16 hours each week
required for winter and spring quarters.
Travel Component: Traveling to internship
and retreat site.
This is a senior-level program requiring
internships in psychological counseling. It
allows students to make a commitment to
counseling ethnically and culturally diverse
clientele - and then to test that commitment.
The goals of this program are: 1) to
incorporate multicultural awareness with
psychological theories, intervention, assessment, treatment, research interpretation and
ethical guidelines, and 2) to increase
multicultural counseling competency in
psychological counseling.
Program participants will examine the
effectiveness of existing psychological
counseling theories and techniques when they
are used to counsel individuals with culturally
and ethnically diverse backgrounds.
Students will explore their self-knowledge
by studying the counselorltherapist in order
that they might better understand that selfawareness is a prerequisite to any particular
technique or skill.
They will build psychological counseling
skills that promote cultural empathy through
the operationalization of their conceptual
understanding of psychological counseling
theories, through counseling practice with
peers and through videotaping.
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Total: 16 credits each quarter. Students with
strong background in science or those
pursuing language study may substitute a
four-credit course, (i.e., chemistry, algebra,
statistics, language) with faculty signature.
Program is preparatory for careers and future
studies in the health professions, human
services and education.
This program also listed under Scientific
Inquiry.
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from previous page)
Students will learn basic techniques for to
interpreting research articles and
,
incorporateing research findings into practice.
Ethics in multicultural settings will be
explored through examining Ethical
Principles of Psychologists and Code of
Conduct, American Psychological Association' Code of Ethics and Standards of
Pra~tice American Counseling Association;
The La~ Relating to Psychologists, Washington State Department of Health; and The
Law Relating to Counselors, Washington
State Department of Health.
Internships will entail a minimum
commitment of 16 hours each week for six
months. They will require 1) supervision by a
qualified professional; 2) experience with
psychological development, mental,health
and counseling; 3) direct contact with an
ethnically diverse clientele; 4) work in an area
in which the student has not had previous
significant experience. Obtaining placement
in an internship is a prerequisite for
continuing winter and spring quarters.
Instructional strategies will include
lectures, hands-on workshops, films,
seminars, role-playing, group discussions,
videotaping, field trips, guest speakers"
internship case studies, paper and pencil tests.
Credit will be awarded in multicultural
counseling theories" , multicultural psychological counseling skill building", abnormal
psychology" (including use of DSM-IV),
developmental psychology", person~lity .
theories", ethnic studies", sexual onentanon
and adoption", studies of "isms'" (ageism,
classism, racism, sexism), psychological
research interpretation, ethics in the helping
professions", group process* and internship'.
Total: 16 credits each quarter.
Program is preparatory for c~eers a~~ future
study in psychological counseling, cbmc.al
psychology, social work, school counseling,
crosscultural studies, research psychology,
class, race, gender and ethnicity studies.
Political Economy and
Social Change:
The End of Prosperity
Fall, Winter/Coordinated Study
Faculty: Alan Nasser, TBA
Enrollment: 75
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program will examine the nature and
dynamics of contemporary capitalism with
the U.S. experience as our primary focus. We
will be especially interested in historical
developments that have brought about the
current crises of the U.S. political and
economic system: declining wages and
salaries increasing inequality and poverty, the
increasing irrelevance of a college education
to the chances of a higher income, corporate
downsizing and restructuring, the successful
effort by political and business elites to make
government less responsive to the needs of
working people, a grim job market, and
widespread cynicism about the political,
system reflected in declining voter parncipation in electoral politics. It is widely
acknowledged that the U.S. politicaleconomic systems is in the midst of a
fundamental reorganization the impact of
which on working people has been strikingly
negative. What historical forces have brought
this crisis about? And is there anything we
can do about it?
In fall quarter we will trace the etiology of
this problem by studying the origins of
modern capitalism and identifying the
principal economic, political, social, cultural
and philosophical forces that have shaped It.
This will involve tracing the historical
evolution of the modern global economy with
special emphasis on its development from a
system based on small, family-run businesses
to one based on large multinational corporations. We will study not only objective social,
political and economic forces that have
shaped our current predicament but also ,
"subjective" factors that have played a major
role: what have these developments meant to
the people involved, how did they experience
these historical transformations and what
effect did their experiences have on history
itself?
In winter quarter we will focus on two ,
major issues. First, we will analyze the ?etalis
of the present crisis, its impact on our lives
and the realistic possibilities of making things
different. Second, we will analyze the
emergence of two related phenomena that
have exactly paralleled the decline of the U.S.
political-economic system. The first is the
new temperance/moral crusade movement in
America - the hysteria about "family
values," the war on drugs, the anti-smoking
campaign, the concern with violence and sex
on TV and in the movies, the diet!fat!
cholesterol obsession, the campaign against
teen sex. The second is the rise of "identity
politics," evidenced by ubiquitous conflicts
and struggles around issues such as political
correctness and affirmative action. These two
developments include major race and gender
components, while political-economic decline
is mainly about the slowing of economic
growth and the redistribution of wealth and
income between classes. What ISthe
importance of class to our understanding of
controversies about race and gender? We shall
examine arguments on different sides of these
issues.
Credit awarded in political economy,
international political economy, political
theory, and contemporary social and political
issues.
Total: 16 credits each quarter.
Program is preparatory. for caree~s.and ~ture
studies in economics, history, political SCience,
public service, government and law.
Regeneration:
A Celebration With the Land
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Alan Parker
Enrollment: 50
Prerequisites: Junior and senior standing.
Faculty Signature: Yes
Special Expenses: Up to $50 for materials.
Internship Possibilities: With faculty
permission.
Travel Component: Field trips.
Regeneration is a major concept in understanding the relationship indigenous people
have to land, the politics of people and land
and policies governing land use. This
program will combine focused study of
Native American culture (including an
analysis of the effects of natural resource
policies on nature and people, tribal and
aboriginal rights) with project work and
academic research. To design these projects,
students are asked to reflect on: What do I
need to do? How do I propose to do it? What
do I plan to learn? What difference will my
work make? All students will answer these
four questions and propose individual or
group projects relating to the program theme
by Monday of the third week of each quarter.
Students will share common activities:
reading, reviewing and discussing texts and
articles, court cases, films and slides that
represent images of regeneration and
indigenous culture. This material will
combine studies in natural resource policies,
indigenous history, federal policy and
literature, as well as a discussion of human
beings/relationships in the natural world.
Thesestudies are expected to raise issues for
students and provide context as they
formulate projects.
Individuals and groups will discuss projects
with faculty and colleagues to share expertise
and help one another maximize learning. The
program will allow people from a variety of
communitiesto learn about the culture and
issuesimportant to indigenous people and to
createintercultural understanding.
Creditawarded in Native American policy,
natural resource policy, Native American
studiesand credits tailored to student's
projects.
Total: 12 or 16 credits each quarter. Students
mayenroll in a four-credit course each
quarterwith faculty signature.
Programis preparatory for careers and future
studiesin Native American studies, natural
resources,tribal policy, cultural studies and
AmericanIndian law.
Thisprogram is also listed under Native
AmericanStudies.
Self and Community
Fall, Winter, Spring/Coordinated Study
Faculty: TBA
Enrollment: 50
Prerequisites: Core program or equivalent;
preference given to sophomores and juniors.
Faculty Signature: No
Special Expenses: Travel to internship, $30
for retreats.
Internship Possibilities: Yes
Travel Component: Retreats.
This program is intended to prepare students
for further study in the area of human
services, psychology, the social sciences and
the field of education. It will provide a broad
background that will integrate both theory
and practice. This program is part of the
preparation of students for graduate study
although it primarily targets sophomore- and
junior-level students. The program will cover
psychology and its interface with other social
sciences and additional areas related to
human growth and development. It will
include qualitative and quantitative methods
and the application of theory into practice.
Credit will be awarded in several areas of
psychology, such as developmental, social,
gender studies, research methodology, family
systems and theory and group dynamics.
Total: 16 credits each quarter. Students may
enroll in a four-credit course with faculty
signature.
Program is preparatory for careers and future
study in psychology, counseling, childhood
education, educational psychology and
teaching, social work and private and publicsector organizations.
Social Movements and Social
Change: Theory and Practice
in Comparative Perspective
Fall, Winter/Group Contract
Faculty: Jeanne Hahn
Enrollment: 25
Prerequisites: Junior or senior standing;
previous work in political economy, political
sociology, history.
Faculty Signature: Yes, based on portfolio and
interview. Portfolio should contain evaluations and writing examples; interviews will be
conducted before or at the Academic Fair.
Contact Jeanne Hahn, (360) 866-6000, ext.
6014.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
We will investigate social movements and
social change and their relationship historically and in the late 20th century, both
theoretically and comparatively. We will also
be interested in the vision of a future
desirable society held by various movements
and the ways in which those movements have
or have not furthered that vision. Our
comparative lens will be the United States and
India (student research will investigate
additional areas).
Our focus will be on studying a series of
concrete social movements from large
collective movements to small-scale and local
actions. We will see social movements as
collective attempts to construct and reconstruct the theory and practice of power and
will be interested in various theoretical
perspectives developed to explain and
understand social movements and social
change, the specific historical contexts out of
which social movements arise, the development of the movements and the relationship
between social movements and the state.
Among others, we will investigate the
North American and the South Asian
independence movements, various working
class social movements, populism of the left
and right, Hindu fundamentalism, the U.S.
civil rights movement, movements in India
against big development projects, women's
movements and indigenous peoples'
movements. We will study the post-1960s
"new social movements" and investigate the
global context of social movements emerging
as new economic conditions in the world
capitalist system undermine traditional social
and political forces.
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Credit awarded in sociology, South Asian
studies, political economy, history and
political sociology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in history, political economy,
sociology, teaching and law.
* indicates upper-division
credit
Q(95
Native American Studies
~t
Native American Studies at The Evergreen State College offers a variety of pathways to prepare students for meaningful and
important work in indigenous communities and on indigenous issues. In Native American Studies, students work to develop ~
individual identity, group loyalty, personal authority and community responsibility. Having developed these strengths and
skills, they return to their communities to make a positive impact on the world around them.
Programs are organized into 20-year cycles that 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 second 20-year cycle,
which began in 1994-95.
During the 1998-99 academic year, the program will be Regeneration: A Celebration With the
Land. This is a student-centered program offering an open, alternative education opportunity
designed to provide an academic framework for students to clarify and validate their educational
experience in the genuine spirit of hospitality and reciprocal respect.
Other programs, like the Reservation-Based, Community-Determined program, focus on
developing leadership in indigenous communities. The Natural Resource programs focus on
developing the skills and abilities of people both inside and outside of indigenous communities
who want to learn about work on native issues and policies. Such programs help students
develop skills to work in a variety of fields and prepare themselves for graduate school or
professional opportunities.
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 on
inherent resources and motivation for developing the whole person, and design important selfreliant, life-foundation 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 students: 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 self-determined education, includes programs to
complement various cognitive styles. Additionally, collaboration with other areas of the college
offers many interdisciplinary opportunities. Examples of such collaboration include studies in
history, science, environmental studies, health and expressive arts.
In addition to these academic programs, the college also has a Longhouse Education and
Cultural Center, which 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 students, the college, indigenous communities and the community at
large. The facility provides classroom space on campus, houses Native American Studies
programs, serves as a center for multicultural and crosscultural interaction and hosts conferences, cultural ceremonies, performances, exhibits and community gatherings. One important
current Longhouse initiative is the Native Arts Economic Development Initiative, which works
with indigenous groups in Washington to identify and support native artists.
Regeneration:
A Celebration With the Land
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Alan Parker
Enrollment: 50
Prerequisites: Junior and senior standing.
Faculty Signature: Yes
Special Expenses: Up to $50 for materials.
Internship Possibilities: With faculty
permission.
Travel Component: Field trips.
Regeneration is a major concept in understanding the relationship indigenous people
have to land, the politics of people and land
and policies governing land use. This
program will combine focused study of
Native American culture (including an
analysis of the effects of natural resource
policies on nature and people, tribal and
aboriginal rights) with project work and
academic research. To design these projects,
students are asked to reflect on: What do I
need to do? How do I propose to do it? What
do I plan to learn? What difference will my
work make? All students will answer these
four questions and propose an individual or
group project directly relating to the program
theme by Monday of the third week of each
quarter.
Students will share common activities:
reading, reviewing and discussing texts and
articles, court cases, films and slides that
represent images of regeneration and
indigenous culture. This material will
combine studies in natural resource policies,
indigenous history, federal policy and
literature, as well as a discussion of human
beings/relationships in the natural world.
These studies are expected to raise issues for
students and provide context as they
formulate projects.
Individuals and groups will discuss projects
with faculty and colleagues to share expertise
and help one another maximize learning. The
program will allow people from a variety of
communities to learn about the culture and
issues important to indigenous people and to
create intercultural understanding.
Credit awarded in Native American policy,
natural resource policy, Native American
studies and credits tailored to student's
projects.
Total: 12 or 16 credits each quarter. Students
may enroll in a four-credit course each
quarter with faculty signature.
Program is preparatory for careers and future
studies in Native American studies, natural
resources, tribal policy, cultural studies and
American Indian law.
This program is also listed under Social
Science.
Tribal: Reservation Based/
Community Determined
Fall, Winter, Spring/Coordinated Study
Faculty; Paul Tamburro, TBA
Enrollment: 50
Prerequisites: Consult coordinator.
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: Yes
Travel Component: None
This community-determined program seeks
students who work or live on a reservation
and are tribal members or Indian.
The program emphasizes community building
within the Native American communities in
which classes are held. The curriculum is a
direct result of students and tribal officials
determining what an educated member of an
Indian nation who wants to contribute to the
community needs to know. The interdisciplinary approach provides opportunity for
students to participate in seminars while also
studying in their individual academic interest
areas.
Development of the curriculum for the
academic year begins with community
involvement the previous spring. Students and
tribal representatives work to identify
educational goals and curriculum topics for
the program. A primary goal of this process is
the development of students' ability to be
effective inside and outside the Native
community. After the suggestions are
received, the faculty develop an interdisciplinary curriculum and texts, methods and
resources to assist the learning process.
Students playa major part in making the
learning appropriate to them in their
community.
Within the framework of the identified
curriculum is the overall premise that 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
often the topics of discussion.
For program information, contact Paul
Tamburro, program director, The Evergreen
State College, LAB I, Olympia, WA 98505.
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Credit distribution relates to specific
curricular foci and topics adopted in the
program.
Total: 12 or 16 credits each quarter. Students
may enroll in a four-credit course each
quarter with faculty signature.
Program is preparatory for careers in human
services, tribal government/management,
education and community development.
This program is also listed under Environmental Studies.
* indicates
upper-division
credit
d97
Tacoma Campus
Director: Dr.W.J. Hardiman
The Tacoma campus of The Evergreen State
College is committed to providing its students
with an interdisciplinary, reality-based,
community-responsive liberal arts education.
The campus operates from a frame of
reference that values family, community,
collaboration, inclusivity, hospitality and
academic excellence. 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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Situated 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 achieved junior status
(90 hours of transferable college-level
courses) and who are interested in personal
and professional advancement or preparation
for graduate school are invited to apply.
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. 6004
The Art of Leadership:
Studies in Collaboration and
Coalition Building
Fall, Winter, Spring/Coordinated Study
Faculty: Willie Parson, Artee Young, Duke
Kuehn, Joye Hardiman, Richard Brian
Enrollment: 125
Prerequisites: Junior standing.
Faculty Signature: Yes
Special Expenses: $50 for CD-ROM, video
and audio tapes.
Internship Possibilities: Yes, for seniors in
their last quarter
Travel Component: None
The goal of this yearlong interdisciplinary
program is to study the art and craft of
leadership on both the individual and
community level.
Fall quarter, the program will focus on
social constructions of historical and
contemporary leadership theories and
practices. Issues of race, class, gender and
cultural hegemony will be integral to this
exploration. Winter quarter, the focus will be
current leadership necessities and how law,
media, science, organizational culture,
statistics and the arts have been and can be
used in the service of emerging leadership.
Spring quarter, the focus will be on applying
the conceptual and theoretical foundations
gained in the previous quarters to specific
leadership experiences.
By the end of the program, students will be
expected to be able to do advanced-level
bibliographic and electronic research and
identify diverse resources that are essentialto
the development and practice of effective
leadership. Students will also be expected to
identify funding sources, assume advocacy
positions in their communities and implement
community-responsive activities or projects.
The program format will consist of largegroup lectures and dialogues, small-group
book seminars, workshops and collaborative
projects. Data collection, analysis and oral,
written and multimedia presentation will
occur each quarter as will skill development
in the areas of autobiographical and
biographical reflection, collaboration and
coalition building.
Credit awarded in organizational development, community and cultural studies, law
and governmental policy, scientific inquiry,
research methodology, multimedia and
leadership studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in community development, cultural
advocacy, organizational leadership, law and
public policy, education, social and human
service administration; and the creative and
media arts.
{{ "Enter to learn, depart to serve."
Graduate Study at Evergreen
~ MASTER IN TEACHING
{
(MIT)
Director: Michael Vavrus
Admissions Officer: Susan Hirst
[lField Services Officer: Lyndel Clark
Graduate Teacher Education
The Master in Teaching Program at
Evergreen is a full-time, six-quarter, two-year
professional teacher preparation program
leading to the MIT degree and initial teacher
certification in Washington state.
The MIT Program reflects the Evergreen
coordinated studies model; the curriculum is
organized around integrated themes. An
interdisciplinary team of faculty and a cohort
of a maximum of 60 full-time students form a
community of learners to investigate
curricular themes.
The MIT Program is centered around the
exploration of how public education might
meet the needs of the diverse groups of people
who live in this democracy. We examine what
it means to base teacher education and public
education on a multicultural, democratic,
developmental perspective and how performance-based assessment can promote these
values.
The program interrelates theory and
practice by including two full quarters of
student teaching and substantial field
experiences. During the first year of the
program, approximately one-fourth of
program time is spent in the field observing
and working with students and the remaining
time is devoted to on-campus seminars,
workshops and lectures. During the second
year, nearly 70 percent of MIT student time is
allocated to direct involvement in K-12
schools.
Year one of each MIT cycle begins
according to the Evergreen schedule in late
September. Year two begins in late August in
accordance with the public school calendar.
Prerequisites for MIT Admission
Teaching Endorsements
An endorsement identifies the subject
matter and grade level an individual may
teach in Washington's schools. Before
beginning the MIT program, students should
have their endorsement course work
completed or nearly completed (within 12
quarter hours).
4-12: Subject-area endorsement for teaching
grades four through 12 within a departmentalized classroom. MIT applicants must have
a major endorsement and are encouraged to
add a minor endorsement as well.
K-8: "Kindergarten through grade eight
endorsement shall be granted in the subject
area of elementary education which shall
include all subject areas taught in such
grades." (Washington Administrative Code.)
MIT applicants must fulfill either (a) one
major subject-area endorsement (see "4-12"
above) or (b) two minor endorsements.
Some major and minor subject-area
endorsements are available through the
Evergreen undergraduate curriculum;
eligibility for others can be reviewed by a
qualified Evergreen faculty member on the
basis of a transcript from another institution.
For complete information on endorsements, please consult the current Master in
Teaching Catalog.
1. A bachelor's degree from a college or
university accredited by its regional accrediting body.
2. A 3.0 GPA in the final 90 hours of an
undergraduate transcript or the equivalent
level of scholarship on narrative transcripts.
3. Graduate Record Examinations (GRE)
scores.
4. General education requirements:
Successful completion of the following
(successful is equivalent to C level-2.0 on a
4.0 system-or above):
• 12 quarter hours in college-level writing.
• 8 quarter hours in college-level natural
science, including lab or field work.
• 8 quarter hours in college-level social
science.
5. Subject-area requirements:
Within 12 quarter hours of completion of
endorsement requirements (see Master in
Teaching catalog).
Program Location
Application Review Process
The application deadline for early
admission is January 15. After that date,
applications will be considered as they are
received and completed.
Admission to the MIT program is
competitive and the 60 available slots are
offered to the most qualified candidates as
applications are reviewed.
For complete information on admissions
requirements and procedures, please consult
the current Master in Teaching Catalog.
The two-year MIT cycle for 1998-2000,
although based in Olympia; is tentatively
scheduled to have field placements at schools
with significant populations of Native
American learners. These field sites are all
outside of Olympia.
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The Evergreen Master in Teaching Catalog is
available from the Admissions Office, The
Evergreen State College, Olympia, WA
98505, (360) 866-6000, ext. 6170.
MASTER IN TEACHING
MASTER OF ENVIRONMENTAL
STUDIES
MASTER OF PUBLIC ADMINISTRATION
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Graduate Program in
Environmental Studies (MES)
Graduate Progam in
Public Administration (MPA)
Director: Richard Cellarius
Director: Carolyn Dobbs
The Graduate Program in Environmental
Studies (MES Program) 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 1984, the program has
prepared students for employment in the
public and private sectors or continuing
graduate study in related fields.
The MES Program is open to part-time and
full-time students. To accommodate working,
students, course work is concentrated in the
evening and late afternoon. Part-time students
enroll for eight credits per quarter, while fulltime students enroll for 12. The 72-credit
completion requirement can be met by parttime students in nine quarters, while full-time
students can complete it in as few as six
quarters. Students are expected to have recent
course work in the social and natural sciences
and in statistics before entering the program.
The MES Program consists of three parts:
required core courses, elective course work
and a thesis. The core is taught by an
interdisciplinary team of faculty, representing
the natural and social sciences. The core
sequence is eight credits per quarter and runs
for four quarters: Political, Economic and
Ecological Processes (fall); Population, Energy
and Resources (winter); Quantitative Analysis
for Environmental Studies (spring); and Case
Studies: Environmental Assessment, Policy
and Management (fall).
Electives are in-depth, four-credit courses
that focus on specific topics of environmental
analysis and problem solving. Part-time
students enroll in electives after completing
core courses. Full-time students enroll in both
core courses and electives. Typically, three or
four elective courses are offered each quarter.
All students are required to complete a
thesis. The MES Program offers an eightcredit and 16-credit thesis option. The eightcredit thesis is completed during winter and
spring quarter. Students selecting the eightcredit thesis option complete the MES degree
with 32 credits of core courses, 32 credits of
elective course work and eight 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, LAB I, The Evergreen State
College, Olympia, WA, 98505, (360) 8666000, ext. 6707.
The primary commitment of the Graduate
Program in Public Administration (MPA
Program) is to challenge and thoroughly
prepare students to seek democratic, equitable,
practical solutions to problems facing public,
private and non-profit sectors and citizens in
the Pacific Northwest.
The program welcomes students intending
to pursue a public sector career as well as
those already working for government or
organizations involved in public issues. We
also encourage students with career interests in
the non-profit or private sectors to consider
the MPA Program. Most MPA students are
employed full time in the public, non-profit or
private sectors. To accommodate working
students, classes are offered in the evenings.
A student can complete the 60-credit degree
requirement in six to eight academic quarters.
Students lacking significant public-sector
experience are expected to complete an
internship for at least one quarter. Students are
required to have recently completed course
work in statistics and micro/macro economics.
Both are offered in Evergreen's summer school.
To satisfy the degree requirement, a student
must participate in a sequence of six core
programs and complete 12 hours of elective
courses. 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 issues of race and
gender in the workplace and in public policy.
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; and the Application Project.
The eight-credit application project is
completed during spring quarter of the second
year. It is typically a group-authored research
effort with practical impact for current public
policy issues. Topic, form and content 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.
Elective courses allow a student to broaden
the study of public administration beyond the
range of the core programs.
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
The MES/MPA
Graduate Catalog
The MES/MPA Graduate Catalog contains a
full description of the curriculum, academic
policies, admissions procedures and requirements for both programs, plus an application
form. Please consult the MES/MPA Graduate
Catalog before applying for admission.
Individuals interested in receiving a copy or
applying to either program should contact the
Admissions Office, The Evergreen State
College, Olympia, WA 98505, (360) 8666000, ext. 6170.
Admissions
First admissions decisions are made on
applications completed by February 15. After
that date, applications will be considered as
they are completed until the programs are
filled.
Admission is competitive. Admission
decisions are based on a thorough review of
the following (see the MES/MPA Graduate
Catalog for complete details regarding these
procedures):
1. MES/MP A application for admission
2. Official academic transcripts certifying
receipt of a bachelor's degree
3. Statement of interest
4. Letters of recommendation
5. Brief essay by the applicant (MPA only)
6. GRE score (MES only)
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.
Financial Aid
Limited financial aid is available in the form
of fellowships, assistantships, scholarships,
tuition waivers, work-study assistance and
guaranteed student loans. The Free Application for Federal Student Aid must be completed before any financial aid decision can be
made. Financial aid forms should be mailedto
the central processor by February 15. Later
applicants who qualify for financial aid will
compete for remaining monies. In some cases,
the MPA or MES programs can assist a
student in obtaining part-time public-sector
employment. Information on financial aid is
available from the assistant to the directorsfor
the MES/MPA programs and the FinancialAid
Office.
Trustees, Administration and Faculty
{
BOARD OF TRUSTEES
SEPTEMBER 1997
Billy Frank Jr.
Olympia
Lila S. Girvin
Spokane
Frederick T. Haley
Tacoma
Dwight K.lmanaka
Seattle
David F. Lamb
Secretary, Hoquiam
Christina A. Meserve
Vice Chair, Olympia
Carol Vipperman
Chair, Seattle
ADMINISTRATION
Jane L. Jervis
President
Arthur A. Costantino
Vice President for Student
Affairs
Barbara Leigh Smith
Provost and Academic
Vice President
Ruta E. Fanning
Vice President for Finance
and Administration
John Aikin Cushing
Academic Dean
Virginia Darney
Academic Dean
Susan Fiksdal
Academic Dean
Robert Knapp
Academic Dean
Masao Sugiyama
Academic Dean
William E. Bruner
Dean of Library Services
Shannon Ellis
Dean of Student and Academic
Support Services
This is a listing of Evergreen's ~
faculty as of summer 1997.
A more extensive detailing
of Evergreen faculty members'
areas of expertise can be found]
in the Student Advising Handbook, available at Academic
Planning and Experiential
Learning.
Richard W. Alexander, Emeritus, English and Literature,
1970; Assistant Academic Dean, 1980-82; B.A., English,
Emory University, 1956; M.A., English, Tulane University, 1961; Ph.D., English, University of Illinois, 1966.
Nancy Allen, Literature and Languages, 1971; B.A.,
Comparative Literature, Occidental College, 1963; M.A.,
Spanish, Columbia University, 1965.
William Ray Arney, Sociology, 1981; B.A., Sociology,
University of Colorado, 1971; M.A., Sociology, University of Colorado, 1972; Ph.D., University of Colorado,
1974.
Susan M. Aurand, Art, 1974; B.A., French, Kalamazoo
College, 1972; M.A., Ceramics, Ohio State University,
1974.
Marianne Bailey, Languages and Literature, 1989; B.A.,
Foreign Languages and Literature, UniversityofNevada,
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.
Frederica Bowcutt, Ecology, 1996; B.A. Botany, University of California, Berkeley, 1981; M.S., Botany, University of California, Davis, 1989; Ph.D., Ecology, University of California, Davis, 1996.
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, Emeritus, 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 and Environmental Policy, 1972; Director of Graduate Program
in Environmental Studies 1994-present; 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 and Television, 1978; B.S., Syracuse University, 1969; M.A., Theater, Ohio State University, 1971; Ph.D., Communications-Film, Ohio State Uni~
versity, 1974.
~
Robert Cole, Physics, 1981; B.A., Physics, University of
~
California at Berkeley, 1965; M.S., Physics, University of
u..
Washington, 1967; Ph.D., Physics, Michigan State Unio
versity,1972.
z
«
Stephanie Coontz, History and Women's Studies, 1974;
z
B.A., History, University of California at Berkeley, 1966;
M.A., European History, University of Washington, 1970.
~
Doranne Crable, Expressive Arts, Performance Theory
a::
land Practice, Comparative Mythology, Women's Studies
V>
and Laban Movement theory and practice, 1981; B.A.,
Z
University of Michigan , 1967;M.A., Wayne State University, 1973; Fellow, Edinburgh University, Scotland, 1975;
o
«
Ph.D., Wayne State University, 1977; C.M.A., University
v>
of Washington.
w
w
Thad B. Curtz, Literature, 1972; B.A., Philosophy, Yale
lV>
University, 1965; M.A., Literature, University of Califor~
a::
nia at Santa Cruz, 1969; Ph.D., Literature, University of
ICalifornia at Santa Cruz, 1977.
John Aikin Cushing, Computer Science, 1976; Director of
Computer Services, 1976-84; Academic Dean, 1993present; B.A., Physics, Reed College, 1967; Ph.D., Cognitive Psychology, Brown University, 1972.
Judith Bayard Cushing, Computer Science, 1982; B.A.,
Math and Philosophy, The College of William and Mary,
1968; M.A., Philosophy, Brown University, 1969; Ph.D.,
Computer Science, Oregon Graduate Institute, 1995.
Argentina Daley, American Studies, 1988; B.A., Comparative Literature, University ofWashington, 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, Emeritus; 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.
[{IOI
o
I:
Llyn DeDanaan, Anthropology, 1971; Academic Dean,
1973-76; B.A., Anthropology, Ohio State University,
1966; M.A., Anthropology, University of Washington,
1968; Ph.D., Cultural Anthropology, The Union Graduate School, 1984.
Elizabeth Diffendal, Applied Anthropology, 1975; Academic Dean, 1981·85; A.B., Social Anthropology, Ohio
State University, 1965; M.A., Cultural Anthropology,
University of California at Los Angeles, 1968; Ph.D.,
Applied Anthropology, The Union Institute, 1986.
George E. Dimitroff, Mathematics, 1973; B.A., Mathematics, Reed College, 1960; M.A., Mathematics, University of Oregon, 1962; Ph.D., Mathematics, University
of Oregon, 1964.
Carolyn E. Dobbs, Urban Planning, 1971; Academic
Dean, 1987-1991; Interim Vice President for Student
Affairs, 1991-1992; Academic Dean, 1992-1994; Director of Graduate Program in Public Administration 1994present; 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, Emeritus; Political Science, 1981;
Director of Graduate Program in Public Administration,
1984-85; B.A., English, Haverford College, 1951; L.L.B.,
Brooklyn Law School, 1958; Ph.D., Political Science,
Columbia University, 1965; Fulbright Scholar, Denmark, 1989-90.
Fred Dube, Emeritus; Psychology, 1989; B.S., Psychology and Sociology, Natal University, South Africa, 1966;
Ph.D., Psychology, Cornell University, 1976.
Larry L. Eickstaedt, Emeritus; Biology, 1970; Academic
Advisor, 1978-81, 1986-88; B.S., Biology, Buena Vista
College, 1961; M.S., Zoology, State University of Iowa,
1964; Ph.D., Biology, Stanford University, 1969.
Betty R. Estes, History of Science, 1971; Academic
Advisor, 1988-90;B.S., Mathematics, University of Ok lahoma, 1957; M.A., Mathematics, University ofPennsylvania, 1960.
Joe Feddersen, Printmaking, 1989; B.F.A., Printmaking,
University of Washington, 1983; M.F.A., University of
Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages, 1973;
Academic Dean, 1996-present; B.A., French, Western
Washington University, 1969; M.A., French, Middlebury
College, Vermont, 1972; M.A., Linguistics, University of
Michigan, 1983; Ph.D., Linguistics, University of Michigan, 1986.
John Robert Filmer, Management and International
Business, 1972; B.S., Agriculture, Cornell University,
1956; B.A.E., Agricultural Engineering, Cornell University, 1957; M.S., Hydraulic Engineering, 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 and 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.
Theresa L. Ford, M.l.T., 1997; B.A., English,
Whitman College, 1983; Ed.M., Secondary Education,
Washington State University, 1988; Ph.D., Literacy
Education, Washington State University, 1993.
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 Plant. ning, University of Washington, 1971.
102jl
----'-'
.
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.
Laurance R. Geri, Master of Public Administration,
1997; B.A., Economics, University of Washington, 1980;
MPA, Policy Analysis and Evaluation, George Washington University, 1982; DPA, University of Southern California, 1996.
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.
Ariel Goldberger, Theatrical Design, 1996; B.Arch.,
Temple University, 1987; M.F.A., Brandeis University,
1993.
Jose Gomez, Social Sciences and Law, 1988; Assistant
Academic Dean, 1988-90; Associate Academic Dean
1990-1996; B.A., Spanish, Journalism, Education, UniversityofWyoming, 1965; Fulbright Scholar, Universidad
Nacional Autonoma de Nicaragua, 1967;J.D., Harvard
Law School, 1981.
Margaret H. Gribskov, Emerita, 1990; Journalism and
Education, 1973; Ph.D., Education, University of Oregon,1973.
Thomas Grissom, Physics, 1985; B.S., Physics, University of Mississippi, 1962; M.S., Physics, University of
Mississippi, 1964; Ph.D., Physics, University ofTennessee, 1970.
Burton S. Guttman, Biology, 1972; B.A., Interdisciplinary Science, University of Minnesota, 1958; Ph.D.,
Biology, University of Oregon, 1963.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A., Photography, Washington State University, 1975.
Jeanne E. Hahn, Political Science, 1972; Assistant Academic Dean, 1978-80; B.A., Political Science, University
of Oregon, 1962; M.A., Political Science, University of
Chicago, 1964;A.B.D., Political Science, Chicago, 1968.
W. Joye Hardiman, Literature and Humanities, 1975;
Director, Tacoma Campus, 1990'present; B.A., Literature, State University of New York at Buffalo, 1968;
Graduate Studies, Literature, State University of New
York at Buffalo, 1968-70; Ph.D., Literature and Education, The Union Graduate School, 1986.
Phillip R. Harding, Emeritus; 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, Emeritus; Environmental Design,
1974; B., Architecture, University of California at Berkeley, 1965; M., Architecture, University of California
at Berkeley, 1970.
Ruth Hayes, Animation, 1997; B.A.,Animation, Harvard
and Radcliffe Colleges, 1978; MFA, Experimental Animation, California Institute of the Arts, 1992.
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.
PatrickJ. 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., Journalisml
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 l. Hunt, Dance, 1976; B.F.A., Dance, Ohio
State University, 1969; M.Ed., Dance, Temple University,1972.
Ryo Imamura, Psychology, 1988; B.A., Mathematics,
University of California, Berkeley, 1967; M.S., Counseling, San Francisco State University, 1978; Ed.D., CounselinglEducational Psychology, University of San Francisco, 1986.
Winifred Ingram, Emerita, 1981; Consultant to M.LT.
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 ofthe Mary
Ingraham Bunting Institute of Radcliffe College, 197172.
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.
Heesoon Jun, Clinical/Counseling Psychology, 1997;
B.S., Psychology, Washington State University, 1971;
M.A., Clinical Psychology, Radford University, 1972;
Ph.D., Educational Psychology, University of Washington, 1982.
Linda B. Kahan, Biology, 1971; A.B., Zoology, University of California at Berkeley, 1963; M.A., Biology,
Stanford University, 1965; Ph.D., Biology, Stanford University,1967.
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 ofWashington, 1985.
Lovern Root King; Emerita, Social Sciences, 1977; Affirmative Action Officer, 1984-85; B.A., English, Seattle
Pacific College, 1972; M.C., Communications, University of Washington, 1976; Ed.D., Policy, Governance
and Administration, University of Washington, 1984.
Robert H. Knapp, Jr., Physics, 1972; Academic Dean,
1996-present; 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
DevelopmentlFamily 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, 1968.
Patricia Labine, Ecological Agriculture, 1981; B.A., Zoology, Mount Holyoke College, 1961; Ph.D., Biology,
Stanford University, 1966.
Kaye V. Ladd, Emerita, 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.,
SanJose 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.
DanielB. 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., Marhematics,YaleUniversity, 1960; Ph.D., Mathematics, The
Universityof London, 1967.
MarkA. Levensky, Philosophy, 1972; B.A., Philosophy,
Universityof Iowa, 1959; A.M., Philosophy, University
of Michigan, 1961; Ph.D., Philosophy, University of
Michigan, 1966.
RussellM. Lidman, Economics, 1974; Director of Graduate Program in Public Administration, 1981-83; Director, Washington State Institute for Public Policy, 198590;AcademicVice President and Provost, 1990-94; B.S.,
ElectricalEngineering, Cornell University, 1966; M.P .A.,
PrincetonUniversity, 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.
LeeLyttle, Library Sciences, 1992; B.F.A., Architecture,
Universityof New Mexico, 1974; M. Urban Planning,
Universityof Washington, 1985; M. Library Sciences,
UniversityofHawaii, 1991.
Jean Mandeberg, Fine Arts, 1978; B.A., Art History,
Universityof Michigan, 1972; M.F.A., MetalsmithingJewelryMaking, Idaho State University, 1977.
Carrie Margolin, Psychology, 1988; B.A., Hofstra University,1976; Ph.D., Dartmouth College, 1981.
DavidMarc, American Studies and English, 1971; AcademicDean, 1984-87; B.A., English, University of Iowa,
1965;M.A., English (American Civilization), University
ofIowa, 1967; Ph.D., English (American Studies), WashingtonState University, 1978.
S.R. Martin, Jr., Emeritus; English and American/African-AmericanStudies, 1970; Academic Dean, 1973-76;
A.B.,English,University of California at Berkeley, 1957;
M.A.,English,San Francisco State College, 1961; Ph.D.,
AmericanStudies, 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, Film and Video, 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.
DavidH. Milne, Biology, 1971; B.A., Physics, Dartmouth
College, 1961; Ph.D., Entomology, Purdue University,
1967.
Maxine Mimms, Emerita, 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., EducationAdministration, 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.
Artbur 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.
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, SI. 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 ofTechnology, 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. ,
Spanish, Duke University, 1994.
Lin Nelson, Environmental Health, 1992; B.A., Sociology, Elmira College, 1970; M.A., Sociology, The Pennsylvania State University, 1975; Ph.D., Sociology, The
Pennsylvania State University, 1981.
Charles T. Nisbet, Economics, 1971; B.A., Economics,
Kalamazoo College, 1958; M.B.A., Business, Indiana
University, 1959; Ph.D., Economics, University of Oregon, 1967.
Sandra Lewis Nisbet, Drama and Theater, 1988; B.A.,
Speech and DramalEnglish, San Jose State University,
1958; M.A., Theater Arts, Indiana University, 1962.
Dean Olson, Management, 1988; B.A., International
Business, University of Washington, 1964; M.A., International Business, University of Washington, 1965;
Ph.D., Business Finance, University of Washington,
1968.
Janet Ott, Biology, 1985; B.S., SI. Lawrence University,
1975;Ph.D., Biology, University of Southern California,
1982.
Charles N. Pailthorp, Philosophy, 1971; Academic Dean,
1988-1992; B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
Mark Papworth, Emeritus, Anthropology, 1972; B.A.,
Central Michigan College, 1953; M.A., Anthropology,
University of Michigan, 1958; Ph.D., Anthropology,
University of Michigan, 1967.
Alan R. Parker, Native American Policy, 1997; B.A.,
Philosophy, SI. Thomas Seminary, 1964; Juris Doctor,
University of California, Los Angeles, 1972.
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.
Peter Pearman, Zoology, 1996; B.A., Biology, University of Colorado, Boulder, 1981; M.A., Zoology, Duke
University, 1988; Ph.D., Zoology, Duke University,
1991.
Sarah Pedersen, English Literature and Library Science;
Dean of Library, 1986-92; B.A., English, Fairhaven
College, 1973; M.S.L.S., College of Library Science,
Lexington, Kentucky, 1976; M.A., English Literature,
Northern Arizona University, 1979.
John H. Perkins, Biology, History of Technology and
Environment, 1980; Academic Dean, 1980-86; B.A.,
Biology, Amherst College, 1964; Ph.D., Biology, Harvard
University, 1969.
Yvonne Peterson, Education, 1984; B.A., Elementary
Education, Western Washington University, 1973; B.A.,
Ethnic Studies, Western Washington University, 1973;
M.A., Political Science, University of Arizona, 1982.
Rita Pougiales, Anthropology and Education, 1979;
Academic Dean, 1985-88; B.A., Liberal Arts, The Evergreen State College, 1972; M.A., Education, University
of Oregon, 1977, Ph.D., Anthropology and Education,
University of Oregon, 1981.
David L. Powell, Literature, 1972; B.A., English, Pennsylvania State University, 1960; Ph.D., Literature, University of Pennsylvania, 1967.
Brian Price, History, 1987; B.A., American and English
Literature, University of East Anglia, England, 1977;
M.A, History and American Studies, Purdue University,
1980; Ph.D., Economic and Labor History, Purdue
University, 1987.
Thomas B. Rainey, History, Environmental and Russian Studies, 1972; A.B., History, University of Florida,
1962; M.A., History, University of Illinois, 1964; Ph.D.,
History, University of Illinois, 1966.
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dl03
Bill Ransom, Creative Writing, English, Sociology, Education, 1997; B.A., Education/Sociology, University of
Washington, 1970; M.A., English, Utah State University.
Hazel J. Reed, Mathematics, 1977; B.A., Mathematics,
Reed College, 1960; M.S. and Ph.D., Mathematics,
Carnegie Mellon University, 1968.
Sara Rideout, Librarianship, 1987; B.A., The Evergreen
State College, 1978; M.A., Literature, University of
Puget Sound, 1982; M.L.S., University of Washington,
1984.
Evelia Romano de Thuesen, Spanish Language and
Culture, 1992; B.A., Literature and Linguistics, Catholic
University of Argentina, Buenos Aires, 1983; Graduate
Research Student (Kenkyusei), Traditional Japanese Theater;Kabuki,Sophia University, Tokyo, 1986-87; Ph.D.,
Hispanic Language and Literatures, University of California, Santa Barbara, 1992.
Ratna Roy, Dance and English, 1989; B.A., English,
Ranchi University, 1962; M.A., English, Calcutta University, 1964; Ph.D., English, University of Oregon,
1972.
David Rutledge, Psychology, 1988; B.A., Philosophy
and Psychology, University of Nebraska, 1970; M.S.,
Human Development, University of Nebraska, 1975;
Ph.D., Counseling Psychology, University of California,
Berkeley, 1986.
Gilbert G. Salcedo, History, 1972; B.A., U.S. History,
San Jose 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, 1995; B.A., English, University
of California, Berkeley, 1983; M.F.A., Fiction Writing,
University of Washington, 1989; Ph.D., English, University of Washington, 1993; Fulbright Scholar, 1995.
Samuel A. Schrager, Folklore, 1991; B.A., Literature,
Reed College, 1970; Ph.D., Folklore and Folklife, University of Pennsylvania, 1983.
Terry A. Setter, Music and Audio, 1983; B.A., Music
Composition, University of California, San Diego, 1973;
M.A., Music Composition, Theory, Technology, University of California, San Diego, 1978.
Zahid Shariff, Public Administration, 1991; M.P.A.,
Karachi University, Pakistan; D.P.A., New York University, 1966.
Sheryl Shulman, Computer Science, 1997; B.A., Natural
Science, Shimer College, 1973; M.S., Computer Science,
Illinois Institute ofTechnology, 1977; Ph.D., Computer
Science, Oregon Graduate Institute, 1994.
Leon R. "Pete" Sinclair, Literature, 1971; B.A., University of Wyoming, 1964; Ph.D., Literature, University of
Washington, 1970.
Niels A. Skov, Emeritus, Management, 1972; B.S., Mechanical Engineering, Teknikum, Copenhagen, Denmark, 1947; M.S., Physical Oceanography, Oregon
State University, 1965; Physical Oceanography, Oregon
State University, 1968.
Robert R. Sluss, Emeritus, 1991; Biology, 1970; B.S.,
Zoology, Colorado College, 1953; M.S., Entomology,
Colorado State University 1955; Ph.D., Entomology,
University of California at Berkeley, 1966.
Barbara L. Smith, Political Science, 1978; Academic
Dean, 1978-94; Director, Washington Center for Improving the Quality ofUndergraduate Education, 198594; Provost and Academic Vice President, 1994-present;
B.A., Political Science, Lawrence University, 1966; M.A.,
Political Science, University of Oregon, 1968; Ph.D.,
Political Science, University of Oregon, 1970.
Matthew E. Smith, Political Science, 1973; Academic
Dean, 1987-90; B.A., Political Science, Reed College,
1966;M.A.T.,Social Science, Reed College, 1968; Ph.D.,
Political Science, University of North Carolina, 1978.
Oscar H. Soule, Biology, 1971; Director of Graduate
Program in Environmental and Energy Studies, 198186; Associate Academic Dean, 1972-73; Academic Advisor, 1983; B.A., Biology, Colorado College, 1962;
M.S., Zoology, University of Arizona, 1964; Ph.D.,
Ecology-Biology, University of Arizona, 1969.
Paul J. Sparks, Art and Photography, 1972; B.A., Art,
San Francisco State College, 1968; M.A., Art-Photography, San Francisco State College, 1971.
Gregory Stuewe-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.
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.
Linda Moon Stumpff, Natural Resource Policy, 1997;
B.A., Political Science, University of California, Berkeley; M.A., Public Administration and Regional Planning, University of Southern California, 1991; Ph.D.,
Public Administration and Regional Planning, Land
Management and Public Policy, University of Southern
California, 1996.
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.
Kenneth D. Tabbutt, Environmental Geology, 1997;
B.A., Geology and Biology, Whitman College, 1983;
M.S., Geology, Dartmouth College; Ph.D., Geology,
Dartmouth College.
Paul R. Tamburro, Native American Studies, 1997; B.A.,
Social Service and Sociology, University of New Hampshire, 1980; M.A., English Language and Linguistics,
University of New Hampshire, 1982; M.S.W., Child and
Family Services, Salem State College, 1990.
Nancy Taylor, History and Education, 1971; A.B.,
History, Stanford University, 1963; M.A., Education,
Stanford University, 1965.
Peter B. Taylor, Emeritus, Oceanography, 1971; B.S.,
Bio-chemistry, 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. lung Institute,
1975-77 and University of Washington, 1986-87.
Erik V. Thuesen, Marine Invertebrate Zoology. 1997;
B.S. Biology, Antioch College, Yellow Springs, 1983;
M. A., in fisheries, Ocean Research Institute, University
of Tokyo, 1988; Ph.D., Biological Sciences, University
of California, 1992.
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 and Culture,
1985; B.A., Psychology; Teaching License in English
and Guidance and Counseling, 1965; M.A., English,
1978; Ph.D., Comparative Literature, 1985.
Gabriel F. Tucker, Natural Resources, 1996; B.S., For-
est Management, Oregon State University, 1976; M.S.,
ForestResources, University ofWashington, 1983;Ph.D.,
Natural Resources, Cornell University, 1990.
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, 1996.
Michael Vavrus, Instructional Development and Technology, 1995; Director, Graduate Program in Teaching,
1996-present; 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, Emeritus, Native American Studies, 1978; B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School Administration,
Western Washingron 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, Emeritus; 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, 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.
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.
Artee F. Young, Law and Literature, 1996; B.A., Speech
and Theatre, Southern University, 1967; M.A., Children's
Theatre, Eastern Michigan University, 1970; Ph.D.,
SpeechCommunication and Theatre, University ofMichigan, 1980; ].D., University of Puget Sound School of
Law, 1987.
E.J. Zita, Physics, 1995; B.A., cum laude, Physics and
Philosophy, Carleton College, 1983; Ph.D. Physics,
University of Wisconsin-Madison, 1993.
The heart of the Evergreen campus is Red Square, where students gather when the weather is nice (which happens more often
than the locals like to admit). Most buildings are clustered around Red Square within easy walking distance of one another.
Learning extends outside the classroom. Everywhere you turn - from comfortable sitting areas in the hallways to Red Square
to large venues like the Lecture Halls and the Gymnasium - students discuss and debate classroom concepts and current
issues.
Housing offers an array of rooms with a view, wooded walkways, a community center, recreational opportunities
more, all within an easy walk of central campus. You can even purchase food and other items at the The Branch.
SPEAKING OF EVERGREEN: A GLOSSARY
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 distractions 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 allthat Evergreen
has to offer.
and much
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. It is
a great opportunity to get information about upcoming programs, explore possible contracts and
talk to people 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 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.
dl05
Students congregate in the College Activities Building to eat, relax, study and talk. "The CAB" also houses the college Bookstore, your source for art materials, office supplies, computers and software, sundries, gifts, Geogear and books of all kinds including, of course, program textbooks.
Evergreen's festive outdoor graduation ceremony is attended by family and friends of approximately a thousand graduates.
Graduation is followed by Super Saturday, the largest one-day festival in Washington state. More than 25,000 people a year
enjoy the music, crafts and food
The Longhouse Education and Cultural Center reflects Evergreen's commitment to multicultural learning. Designed to reflect
the architecture of historical structures of the Pacific Coastal tribes, it connects Evergreen with tribal communities, houses
classes from across the curriculum and hosts conferences and cultural and social events.
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 Building.
106h
Chaos Around here, it's spelled KAOS and it's the
college's FM community radio station.
Contracts Evergreen offers three kinds of academic contracts: Group Contracts, Individual Learning Contracts and Internship Contracts. Talk to an
APEL advisor or faculty member to learn more.
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 on a particular theme or topic.
Core Programs Designed for first-year students.
Think of Core programs as coordinated studies
for beginners because they emphasize studying in
several disciplines and improving college-level skills.
Courses Part-time courses, each with a single disciplinary focus, supplement the main curriculum.
They can be combined with programs, contracts
and internships.
CPJ It's the Cooper Point Journal, Evergreen's student newspaper.
Evergreen students learn by doing; in the arts, doing often means performing live. A performance might take place in one of the
theaters or outside in front of the entire campus. It could be dance, theater or music - even a performance of the gamelan, the
college's Indonesian orchestra.
Evergreen has a wealth of specialized facilities where students put theory into practice. These include editing studios for media
work, research laboratories and art studios for painting and drawing, metalworking, woodworking, pottery, printmaking and
glass blowing.
Evergreen students read a lot and write a lot. Much of what they learn comes from books and from their faculty, but they also
learn from one another. In seminar, they learn how to contribute to group discussions - and how to listen. Collaborative
projects help them learn about teamwork.
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 of the student's academic performance.
DTF DTFs are Disappearing
Task Forces.
Evergreen's planners wanted to avoid permanent
committees, so they created DTFs to study problems, make recommendations and then disappear.
Several DTFs are active each academic year and
students are encouraged to participate. Contact
the Office of the Vice President for Student
Affairs.
EARS Evergreen's Automated Registration System lets currently admitted students register for
classes over the phone. Appointment information
will be mailed to you each quarter.
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 self-evaluation.
These become official documents, making up your
permanent transcript Students also write evaluations of faculty members, which become a part of
the faculty member'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 II th and final week
of each quarter.
Whether lecturing, participating in seminars, or working with students one-on-one, Evergreen faculty spend more time with
students than their peers at most comparable colleges and universities. Faculty members work full time each quarter with one
group of 23 to 25 students.
Day and night, the Computer Center buzzes with quiet intensity as students pursue projects on more than 100 Macintosh and
PC computers. In the Graphics Imaging Lab, students manipulate digital images. In the Computer Applications Lab, they use
computers as scientific tools, acquiring and crunching data and building maps from databases.
Whether its searching through books, periodicals, newspapers, films, recording and on-line databases in the Library or staring
down the barrel of a microscope in a science lab, students are constantly seeking knowledge. Evergreen prides itself on
providing resources for student research.
Faculty Sponsor A student's primary instructor
during any given quarter in a group contract, individual contract or internship.
FieldTrips Trips off campus are regularly integrated
into the schedule of program activities -just
like lectures, seminars, etc.
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
1081. 21.See also the First Peoples' Recruitment staff in
-----'~
the Admission section on page 27.
Geoduck The campus mascot -a legacy from
Evergreen's early humorists. Pronounced "gooeyduck;' the geoduck is an oversized clam native to
this area and noted for digging deep and fast.
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 discipllnes, 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.
At KAOS Community Radio, students line up to create an eclectic mix of weekly shows. And if print is your medium of choice,
there's the Cooper Point Journal, the weekly student newspaper, and Slightly West, the literary magazine.
Charting your own course doesn't mean going it alone. Evergreen faculty and the advisors at Academic Planning and Experiential Learning will help you design an academic pathway. And at Academic Fairs you can meet with faculty to gather information
about their programs.
Opportunities to take in cultural events on campus are plentiful and varied. Performers'come from close by - from the thriving
alternative music scene in Olympia, say, or from Native communities around Puget Sound - or as far away as India, home of
Orissi dance.
Individual Learning Contract
An individual
study plan agreed to by a student and a faculty
sponsor. May include readings, writing, painting, photography, field studies and research -whatever
suits your academic needs and interests. Requires
well-defined goals, self-discipline, lots of motivation and the ability to work with minimal supervision. For advanced students and available only in
limited numbers.APEL has information on how to
proceed and which faculty members might be appropriate sponsors.
Internships Supervised experience in a work situation for which a student receives academic credit.
Internships require advance planningthroughAPEL
Seniors are generally given priority, as are students
.in academic programs that require internships.
Part-Time Program These half-time evening and
weekend programs are designed as a way for working adults or others who cannot attend regular
programs to earn credit toward a Bachelor of Arts
degree.
Part-Times
Studies Evening and weekend offerings that include part-time programs and some
two- to six-credit classes on specific subjects.
Planning Group An interdisciplinary grouping of
Evergreen faculty, all of whom are interested in a
specific set of disciplines or issues. Faculty within
each Planning Group meet regularly to plan curriculum and often teach together. Evergreen's five
Planning Groups are listed in the Condensed Curriculum, pages 38 and 39.
Potluck A tradition
member and his or
lunch or dinner; often
These occasions are
and social life.
at Evergreen where a faculty
her students bring food for
at a seminar member's home.
perfect for mixing academic
From the open central campus, where buildings never rise above the surroundings trees, you can take trails through the forest
to the beach or the 13-acre Organic Farm. Forest, sound and farm are all living laboratories and the Farmhouse is an inviting
venue for potlucks and other events.
Student athletes, both men and women, enjoy intercollegiate competition in soccer, swimming, basketball and tennis.There are
also intramural sports leagues and men's and women's club rugby.
You can climb the walls at Evergreen - literally. Recreation opportunities include climbing walls, a pool, weight rooms, racque
ball courts, athletic fields, sailing and kayaking on Puget Sound and access to rental equipment for outdoor pursuits.
Prior Learning From ExperienceAlso
known
as PLE.Practical knowledge of a subject that is the
equivalent of academic learning in that field, and
for which Evergreen may award academic credit.
Contact APEL for further information.
Programs
To distinguish Evergreen's offerings
from traditional courses or classes at other institutions, we use the term "programs" to indicate
an academic offering that is multidisciplinary and
full- or half-time. Students enroll in one program
at a time, often for a full year of study.
Retreat Many academic programs go on retreats
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 1996.
Self-Evaluation Your evaluation of your own academic work as measured against your objectives
at the beginning of a quarter and the requirements
of your program, contract or internship. Student
self-evaluations
are part of formal academic
records.
Seminars A central experience of an
education. Seminar participants usuallymeet
to discuss assigned readings. The group, a
member and 22 to 25 students, prepares by
ing and analyzing the material to be discu
Social Contract
Evergreen's planning
wanted the college to function as a commu '
they wrote their ideas about social ethics and
ing together into the Social Contract. See
The StudentAdvising
Handbook Pub!'
APEL, this handbook is an invaluable source
formation and a tool for planning your
Evergreen and beyond. Available from APa
Campus Services and Resources
Access for Students
With Disabilities
Evergreenwelcomes students with
disabilities.The Access Services for Students
with Disabilities Office is committed to
providing equal access to the benefits, rights
and privilegesthe college offers students
through its services, programs and activities.
To help AccessServices identify services
appropriate to your needs, please contact us
as soon as possible upon admission to the
college.Written documentation of a disability
must be received by Access Services prior to
provisionof services.
In addition to the services provided by this
office,you will find valuable help from the
on-campusstudent organization, The
EvergreenState College Union for Students
WithDisabilities.Volunteers are available for
guidedtours of the campus.
Officesthat will assist you:
AccessServices,LIB 1407D,
ext. 6368, TOD: 866-6834
Union for Students With Disabilities,
CAB320, ext. 6092
Campus Bookstore
The Evergreen Bookstore, in the College
ActivitiesBuilding, is the place to find all
programbooks and materials. The Bookstore
alsofeaturesgeneral reading and reference
books;video, computer and software sales;
filmprocessing;ticket sales; novelty items and
the latest in Geoduck leisure wear. For latenightneeds, including books, magazines,
snacksand school supplies, check out the
Branch,a subsidiary of the Bookstore in
Housing'sCommunity Center.
Campus Parking
Motor vehiclesmust display valid parking
permits.Permit prices are as follows:
Automobiles
Motorcycles
Daily
$1
$1
Quarterly
$25
$12.50
Academic Year
$65
$35
FullYear
$75
$37
Dailypermits can be purchased at the
informationbooth on the front entrance road
to campus.Longer-term permits can be
purchasedat the Parking Office, SEM 2150.
Parkingis permitted in designated areas only.
Parkingin or alongside roadways is
hazardousand prohibited. Illegally parked
vehicleswill be cited or impounded at the
expenseof the vehicle owner or driver.
The collegedoes not assume responsibility
for any vandalism or theft while vehicles are
parkedon campus.
Convenientparking is available for persons
withdisabilities.A Washington state disabled
parkingpermit must be displayed when a
vehicleis parked in a disabled parking space.
Persons with temporary disabilities may
obtain a permit through the Parking Office.
Additionally, an Evergreen daily parking pass
or parking permit must be purchased and
displayed.
For more information on campus parking,
call ext. 6352.
Campus Police Services
The Campus Police Services staff is
responsible for providing services that
enhance the safety and welfare of Evergreen
community members and maintain the
security of campus buildings and property,
both public and private. Campus Police
Services 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 can be easily identified.
The Campus Police Services Office is open
24 hours a day, seven days a week and is
staffed by state-commissioned police officers
trained in law enforcement and problemresolution skills. While charged with
enforcing laws and regulations, the staff
works to resolve issues using the college's
Social Contract whenever possible. The office
is located in SEM 2150. Reach them by
telephone at ext. 6140 or 866-6832.
Center for
Mediation Services
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-toface, the mediation process is free of charge,
voluntary and confidential. Training
opportunities are available.
For more information, call the center at
ext. 6656.
Child Care Center
The Child Care Center is licensed by the
Washington State Department of Social and
Health Services. Breakfast, lunch and a snack
are served daily and funded by the USDA
Child Care Food Program.
The center is open Monday through
Friday, 7:30 a.m. to 5:30 p.m. and enrolls
children of students and staff (18 months to
six years). Student rates depend on family size
and income level; please contact the center for
more information at ext. 6060.
Computing 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 and the Internet resoures such as the
World Wide Web 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. Computer Center student consultants
provide general assistance and consultation
on the use of Computer Center resources.
Resources include microcomputer
laboratories, clusters of microcomputers,
workstations and minicomputers. These offer
a diversity of computer languages (such as
C++, 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, including the
World Wide Web.
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 printers, peripherals and
application resources and provide students
with graphics, word processing, imaging and
scanning and desktop publishing capabilities
for academic projects.
The Computer Center also provides
equipment for the physically challenged
including scanners, sound synthesizers and
image enlargement. Microcomputers designed
for science applications are available in the
Computer Applications Lab, located in
Laboratory Building II. The Graphic Imaging
Lab in the Library provides facilities for
graphics and imaging projects.
Evergreen has been able to maintain stateof-the-art computing resources through grant
assistance from the National Science
Foundation, AT&T, Apple, Digital Equipment Corp., Microsoft Corp. and other
organizations.
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The Evergreen State College expressly
prohibits discrimination against any person
on the basis of race, color, religion, creed,
national origin, gender, sexual orientation,
marital status, age, disability or status as a
disabled or Vietnam-era veteran.
Responsibility for protecting this commitment extends to students, faculty, administration, staff, contractors and those who develop
or participate in college programs at all levels
and in all segments of the college. It is the
responsibility of each and every employee of
the college community to ensure that this
policy is a functional part of the daily
activities of the college.
Copies of the equal opportunity policy are
available in the Equal Opportunity Office,
LIB 3103. For information on equal
opportunity 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.
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. However, rooms in the residence halls
and modular units are considered private
homes and drinking is legally permissible for
students 21 years of age or older. For students
choosing to live in a substance-free environment, Housing provides alcohol- and drugfree 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 211, 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 in the College Activites
Building 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 one
table per day and three days per quarter.
Vendor space in other buildings or
outdoors may be scheduled with Conference
Services. Similar fees apply.
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 Police Services. A special
written explanation must accompany the
retention request and be filed with the
Director of Campus Police Services. Persons
in possession of unchecked firearms on
campus will be subject to immediate
expulsion from Evergreen or to criminal
charges or both.
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
at various locations around campus. They
should not be placed in or alongside buildings
and should not be locked to railings. Bicycle
registra tion licenses that aid in recovery of
lost or stolen bicycles are available at Campus
Police Services for a small fee.
Smoking
No smoking is allowed inside main campus
buildings or near building entrances.
In campus housing, smoking is prohibited
in public areas, including lobbies, laundry
rooms, TV rooms, elevators and public
hallways. Smoking is allowed within
apartments with roommates' permission.
Members of the campus community are
expected to respect smoking restrictions and
accept shared responsibility for enforcement.
Food Services
Located in the College Activites Building,
the dining services are designed to meet your
food-service needs. The Deli, the Greenery
and burrito 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 freedom of choice
without carrying cash. A Geobuck card can
be purchased at the Food Services Office,
CAB 107.
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) more than
240,000 books, 30,000 reference volumes,
four well-equipped 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 materials through interlibrary
loan 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 outgoing mail needs. Direct questions to
Receiving and Mail, LIB 1321, ext. 6326.
Public Service at Evergreen
Student Governance
Evergreen operates four public-service
organizations funded by the Washington
Legislature to carry out 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
principal foci are curriculum development
through integration, classroom assessment of
learning and organizational change.
The Evergreen State College Labor Education
and Research Center, established in 1987,
offers credit and non-credit classes in 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 LIB 2102, ext. 6525.
The Washington Center for Improving the
Quality of Undergraduate Education was
established in 1985 and includes 46
participating institutions - all of the state's
public four-year institutions and community
colleges, 10 independent colleges and one
tribal college. 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 curriculumreform 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 State
Legislature and state agencies.
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 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.
Student Organizations
In addition to providing financial support
. to the College Recreation Center, 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:
American Indian Science and Engineering Society
Amnesty International
Anime
Asian Students in Alliance
Bike Shop
Camarilla
Community Gardens
Environmental Resource Center
Evergreen Animal Rights Network
Evergreen Community of Parents
Evergreen Political Information Center
Evergreen Queer Alliance
Evergreen Students for Chlorine-Free Paper
Evergreen Students for Christ
Gaming Guild
International Student Association
Irish American Student Organization
Jewish Cultural Center
Latin American Student Association
LinuxiUnix User's Group
MEChA (Chicano student movement)
Men's Center
Middle East Resource Center
Mindscreen (film group)
Multi-Ethnic Students in Solidarity
Native Student Alliance
Pacific Islander Association
Peace and Conflict Resolution Center
Percussion Instrument Club
Pre-Medical Association
Rape Response Coalition
S&A Fee Allocation Review Board
S&A Productions
Slightly West (literary magazine)
Society for Creative Anachronism
Spring Arts Festival
Student CD Project
Students on Drug Awareness
Prevention of Pain (SODAPOP)
Students at Evergreen for Ecological Design
Student-Produced Art Zone (SPAZ)
Student Workers Organization
Talking About Race
The Evergreen Math Network
Umoja (African American student organization)
Unified Graduate Student Association
Union of Students with Disabilities
Women of Color Coalition
Women's Center
Yoga Club
Young Democrats at Evergreen
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The Student Activities Office, Cooper Point
Journal, KAOS-FM (Olympia Public Radio)
and student organizations are located on the
third floor of the College Activites Building.
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Campus Profile
FACULTY
170
Olympia
campus
3,554
STUDENTS
3,715
Ph.D. or terminal degree
75%
Undergraduate
3,489
94%
Female
45%
Graduate
226
6%
Graduate
Male
55%
Female
2,128
57%
Female
56%
Male
1,587
43%
Male
44%
84%
Students of color
13%
Faculty of color
Undergraduate
94%
6%
Total
22%
Full-time
Olympia campus
20%
Part-time
16%
Students living on campus
961
Tacoma campus
67%
18-24 age group
63%
Tacoma campus
137
Instructional student/faculty ratio
22: I
25-29 age group
14%
Undergraduate
STAFF
419
30-39 age group
10%
Female
75%
40+ age group
13%
Male
25%
100%
Students of color
15%
Students of color
Asian/Pacific Islander
4%
Tribal program
Black/African American
3%
Female
75%
Mexican/Latino/Hispanic
4%
Male
25%
Native American/I ndian
4%
Native American
64%
Students with disabilities
10%
Entering
64%
24
class
1,585
Applicants, degree seeking
3,525
Admitted
2,964
Enrolled
84%
1,356
Nondegree-seeking
enrollment
229
Washington residents
1116
Residents of other states
447
Residents of other countries
22
Financial aid recipients
Students receiving aid
2,000
Average award
GRADUATES
$7,000
(1996 graduate placement after one year)
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Graduate school
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Other or no response
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GPA AND SAT SCORES (distribution
FIRST-YEARSTUDENTS
for students admitted and enrolled for 1996-97)
GPA
Admitted
Enrolled
6%
8%
SAT Verbal
2.50-2.99
27%
28%
3.00-3.49
38%
40%
3.50-4.00
29%
24%
500-649
53%
51%
650-800
24%
23%
No SAT
10%
15%
No SAT
10%
15%
Admitted
200-349
1%
Enrolled
1%
350-499
12%
10%
Admitted
200-349
1%
350-499
23%
500·649
53%
Enrolled
1%
23%
51%
650·800
13%
10%
2.50·2.99
30%
31%
3.00·3.49
37%
37%
3.50·4.00
20%
18%
SAT Math
TRANSFER STUDENTS
Admitted
Enrolled
114h
2.00-2.49
GPA
2.00·2.49
13%
14%
Contacting Evergreen
Inquiries about admission should be
directed to:
Dial (360) 866-6000, then dial or ask for the
extension or name listed.
Office of Admissions
The Evergreen State College
Olympia, Washington 98505
or (360) 866-6000, ext. 6170
Campus Location
Academic Planning and Experiential Learning
ext6312
ext 6870
ext6170
ext.6205
ext.6132
ext.6100
ext.6530
ext.6180
(APEL)
Academic Deans
E-mail: admissions@elwha.evergreen.edu
Admissions
Direct other correspondence to the
appropriate office.
Financial Aid
Housing
President's Office
Recreation Center
Registration and Records
ext.6447
ext.6312
Student Accounts
Student Advising Center
ext.6004
ext.6296
Tacoma Campus
Vice President for Student Affairs
The Evergreen State College is an hour's drive
from Seattle-Tacoma International airport.
Olympia is also served by the Greyhound and
Trailways bus companies and Amtrak.
Evergreen and the state capital are just a
short, scenic drive from most Western
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
Evergreen Parkway to the campus entrance
(on the left).
Evergreen on the Web
You can also find The Evergreen
State College in cyberspace. On the
World Wide Web, direct your browser to
http://www.evergreen.edu.
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Index
Picking an academic program? Two indexes elsewhere in this catalog are specifically d~signed to help you
identif academic programs that meet your interests and needs. The Condensed CUrriculum, on page 38,
lists p:ograms by the Planning Groups that offer them and the type of students they are g~ared toward.
Matching Evergreen's Programs to Your Field of Interest, on page 40, lists programs according to
traditional academic subjects areas.
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A Week in the Life of an
Evergreen Student, 19
Academic Calendar, 120
Academic Fair, 35, 105
Academic Honesty, 33
Academic Pathways,S,
105
Academic Regulations, 32
Academic Standing Policy, 34
Access, 20, 111
Accreditation,
32, 120
Acting, 40
Address Changes, 32
Administration,
101
Admission, 24
Advanced Ecology and
Conservation Biology, 69
Aesthetics, 40
Aesthetics:
Music as Discourse, 45, 56
African-American Studies, 40
Agriculture, 40
Allen, Nancy, 60, 101
American Fictions, 56
American Indian Law, 40
American Indian Science and
Engineering Society, 113
American Studies, 40
Amnesty International,
113
Anime, 113
Answers To Some
Frequently Asked Questions, 18
Anthropology, 40
APEL, 18, 20, 35, 37, 106
Application Deadlines, 24
Applied Geology:
Hazards and Resources, 69
Apply for Admission, 26
Arney, Bill, 47,58,101
Art, 40
Art History, 40
Art/Media Theory, 40
Asian Students in Alliance, 113
Asian Studies, 40
Astronomy;
40
Astronomy and Cosmologies, 45, 84
Auditors, 28
Aurand, Susan,
79, 88, 101
B}}
Bailey, Marianne, 57, 65, 101
Balderrama, Justino, 46, 50, 62, 101
Bantz, Don, 51, 101
Barlow, Clyde, 70, 86, 90, 101
Beug, Michael, 72, 87, 101
Bike Shop, 113
Biodiversity and Global Change, 69
Biology, 40
Biology in the 21st Century, 45
Black Literary Beacons:
Essayists, 56
Board of Trustees, 101
Bookstore, 111
Bopegedera, Dharshi, 79, 84, 88,
90, 101
Botany, 40
Bowcutt, Frederica, 52, 63, 74, 101
Bowerman, Priscilla, 53, 101
Brian, Richard, 98, 101
British Literature, 40
Brown, jovana,
70, 101
Buchman, Andrew, 46, 101
Business, 40
Butler, Paul Ray, 69, 72, 73, 101
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CAB, 106
Calculus, 40
Calendar, Academic, 120
Camarilla, 113
Campus Location, 120
Campus Profile, 114
Campus Police Services, 111
Campus Regulations, 112
Campus Services and Resources, 111
Carlson, Craig, 67, 101
Celebration: Myth, Ritual and Culture,
Quebec-Haiti,
57
Chemical Instrumentation,
40
Chemical Instrumentation
Laboratory, 84
Chemistry, 40·
Child Care Center, 113
Child Welfare, 46
Chin-Leo, Gerardo, 69, 101
Classics, 40
Cline, Caryn, 49, 61, 78, 101
Cloninger, Sally, 51, 101
Cognitive Science, 40
Cole, Robert, 71, 72, 87, 101
Communication,
40
Community Action Group
at Evergreen, 113
Community College Transfer, 27
Community Studies, 40
Comparative Mythology, 40
Computability and Cognition:
The Scope and Limits, 84
Computer Science, 40
Concepts of Computing, 46, 85
Condensed Curriculum, 38
Conservation Biology, 40
Contacting Evergreen, 115
Contested Realities:
Power and Representation in Nations
and Communities, 57, 77, 92
Contracts, 106
Coontz, Stephanie, 92, 101
Cooper Point Journal, 106, 113
Coordinated Study Programs, 18, 43,
106
Core Programs, 44, 106
Counseling, 40
Courses, 106
CPJ, 106, 113
Credit Limit, 33
Credits, 107
Critical Reasoning, 40
Cultural Studies, 40
Culture, Text and Language, 55
Curtz, Thad, 67, 82, 101
Cushing, Judith, 75, 90, 101
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DTF, 107, 113
Dance, 40
Data to Information,
85
De Danaan, Llyn, 43, 60, 78, 102
Design, 41
Design For The Stage, 41
Diffendal, Elizabeth, 86, 93, 102
Dimitroff, George, 85, 102
Drawing, 41
Drop or Change a Program, 32
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EARS, 107
East Timor Action Network,
113
Ecology, 41
Economics, 41
Education, 41
Eligibility for Admission, 27
Enduring Stories, 46
English Literature, 41
Enrollment Status, 32
Entomology, 41
Environmental Analysis:
Applications of Chemistry, 69, 86
Environmental Change and Community:
Regional Policy and Politics, 70
Environmental Policy, 41
Environmental Science, 41
Environmental Studies, 41, 68
Envisioning Home:
Finding Your Place Through Art
and Music, 77
Equal Opportunity,
111
Equivalencies, 43, 107
Estimated Expenses, 30
Ethics, 41
European Studies, 41
Evaluation,S,
33, 107
Evaluation Conference,S,
107
Evening Program, 36, 109
Evergreen Animal Rights
Network, 113
Evergreen Center for
Educational Improvement,
112
Evergreen Queer Alliance, 113
Evergreen Students for Christ, 113
Evergreen Zen Center, 113
Evergreen's Social Contract, 22
Evolution, 41
Evolution and the Herpetofauna,
70
Evolutionary Biology, 86
Expository Writing, 41
Expressive Arts, 76
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Faculty, 101
Faculty Sponsor, 108
Family, Community and
Public Policy, 92
Family Studies, 41
FAQ's, 18
Feddersen, Joe, 77, 102
Fictional Sociology, 47, 58
Field School to Chile, 47, 59
Field Trips, 108
Film, 41
Financial Aid, 29
Finkel, Don, 67, 102
First Peoples, 21, 108
First-Year Students 25 or Older, 25
Fischel, Anne, 57, 77, 92, 102
Folklore, 41
Food Services, 112
Foote, Tom, 57, 65, 82, 102
Forestry, 41
Forests:
Natural and Human Communities in
the Pacific Northwest,
48
Fou~dations of Performing Arts, 49
Foundations of Visual Arts, 77
Foundations of Visual Arts:
Sculpture, 78
Frasca, Marilyn, 43, 60, 64, 78, 102
French Studies, 41
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Geoduck, 108
Geography, 41
Geography of the
Pacific Northwest,
71
Geology, 41
Gilbert, Jorge, 48, 54, 102
Goldberger, Ariel, 51, 81, 102
Gomez, Jose, 60, 102
Governance, 19, 108
Government, 41
GPA and SAT scores, 24, 25, 26,
114
Graduate Study at Evergreen, 99
Graduation Requirements, 34
Great British and Irish Moderns:
Poetry and Fiction, 59
Greener, 108
Grissom, Tom, 56, 102
Guttman, Burt, 89, 90, 102
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Haft, Bob, 65, 77, 82, 102
Hahn, Jeanne, 95, 102
Hardiman Joye, 98, 102
Harrison, Lucia, 53, 102
Hayes, Ruth, 79, 102
Health, 41
Health and Human Development, 86
Henderson, Martha,
71, 75, 90, 102
Henderson, Peta, 92, 102
Herman, Steve, 69, 102
Herpetology, 41
Hill, Virginia, 66, 102
Hispanic Forms in Life and Art, 60
History, 41
History of Dance, 41
History of Science, 41
Hitchens, David, 51, 102
Horizon:
Where Land Meets Sky, 60, 78
Housing, 28, 30, 31, 112
How to Get Here, 120
How to Read a Program
Description, 43
Human Development, 41
Hunt, Meg, 63, 80, 102
Hydrology, 41
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Images in Context, 49, 61, 78
Imagining Movement:
Art in a Social Context, 79
Individual Learning Contract,
18, 20,
36, 109
Interdisciplinary, 4, 108
Interdisciplinary Study
of Humanities, 41
International Student Association, 113
International Students, 25
International Studies, 41
International Studies and
Opportunities to Study Aboard, 37
Internships, 18 20, 36, 109
Interpreting English Literature:
The Bible, Donne and Milton, 61
Introduction to Environmental
Modeling, 71, 87
Introduction to Environmental Studies:
Land, 71
Introduction to Environmental Studies:
Oceans, 50, 72
Introduction To Geology, 72
Introduction To Natural Science,
72, 87
Invertebrate Zoology and
Evolution, 73
Irish American Student
Association, 113
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Jang, Rose, 49, 102
Japan Today, 62
Japanese Studies, 41
Jewish Cultural Center, 113
Johansen, Bud, 49, 81, 102
Jun, Heesoon, 93, 102
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Master of Public Administration
(MPA), 100
Matching Evergreen's Programs
to Your Field of Interest, 40
Mathematics,
41
Matter and Motion, 88
May I Have This Dance?, 63, 80
McCann, Charles, 59, 103
Media, 41
Mediaworks:
Experiments With Light and
Sound, 80
Meeker, Laurie, 80, 103
Men's Center, 113
Metapatterns,
51
Mexico's National Character, 63
Microbiology, 42
Middle East Resource Center, 113
Milne, Dave, 45, 74, 103
Minugh, Carol, 95, 97, 103
Molecular Biology, 42
Molecule to Organism, 89
Moruzzi, Harumi, 62, 103
Mosqueda, Larry, 57, 77, 92, 103
Multicultural Psychological Counseling:
A New Way to Integrate and Innovate
Psychological Theory and Practice,
93
Murphy, Ralph, 71, 103
Music, 42
Mutimedia:
History, Aesthetics, Techniques, 81
Kahan, Linda, 45, 86, 102
KAOS-FM, 106, 113
Kawasaki, Hiro, 49, 61, 78, 102
Kelly, Jeff, 70, 86, 90, 102
Kido, Janice, 86, 93, 102
Kozick, Stephanie, 63, 80, 103
Krafcik, Patricia, 54, 64, 103
Kuehn, Duke, 98, 103
Kutter, Elizabeth, 86, 90, 93, 103
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Labine, Pat, 75, 103
Labor Education and
Research Center, 112
Landscape Processes:
Shaping the American West, 73
Language Studies, 41
Lassen, Jerry, 51, 103
Latin American Short Story, 62
Latin American Student
Organization,
113
Latin American Studies, 41
Law and Governmental Policy, 41
Leadership Studies, 41
Leave of Absence, 32
Lecture Series:
Science Stories, 50, 88
Leisenring, AI, 84, 103
Levensk~Mark,
64, 103
Library, 112
Library Research, 41
Light, 79, 88
LinuxfUnix User's Group, 113
Literature, 41
Longhouse Education and Cultural
Center, 37, 96
Longino, John, 69, 103
LovelViolence, 50, 62
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Making Modern America:
1820-1970,
51
Management,
41
Management in a Changing World,
Mandeberg, Jean, 67, 82, 103
Marine Life:
Marine Organisms and Their
Environment,
74
Marine Science, 41
Marr, David, 56, 103
Martin, S.]. (Rudy), 56, 103
Master in Teaching
(MIT), 99
Master of Environmental Studies
(MES), 100
93
Nadkarni, Nalini, 75, 90, 103
Nasser, Alan, 94, 103
Native American Studies, 42, 96
Natural Histories:
Botany, Biography, Community,
52, 63, 74
Natural History, 42
Natural Resources/Policy, 42
Neitzel, Jim, 53, 90, 103
Nelson, Alice, 49, 61, 78, 103
Nelson, Lin, 70, 103
Nisbet, Charles, 66, 103
Nontraditional high schools, 25
Not By Bread Alone:
A Look at the Elements of Life, 53
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Odyssey, 64
Olson, Dean, 48, 103
Ordinary People, Extraordinary Lives:
Making Meaning, 53
Organic Farm Power Project, 113
Other Minds, Other Bodies:
From Sappho to Jupiter, 64
Ott, Janet, 53, 90, 103
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Pailthorp Charles, 45, 47, 56, 58,
103
Painting, 42
Parker, Alan, 95, 97, 103
Parking, 31, 111
Parson, Willie, 98, 103
Part-Time Studies, 18, 28, 36, 109
Paulsen, David, 84, 103
Peace and Conflict
Resolution Center, 113
Pearman, Peter, 69, 70, 103
People of the Triangle, 81
Performance Theory, 42
Philosophy, 42
Philosophy of Mind, 42
Philosophy of Science, 42
Photography, 42
Physical Systems, 89
Physics, 42
Physiology, 42
Planning Group, 109
Poetry, 42
Political Economy, 42
Political Economy and Social Change:
The End of Prosperity, 94
Political Philosophy, 42
Political Science, 42
Politics and Ideologies From
The Americas, 54
Potluck, 109
Pougiales, Rita, 46, 103
Powell, David, 66, 103
Practice of Sustainable Agriculture, 74
Price, Brian, 48, 103
Prior Learning From Experience, 37,
110
Programs, 110
Programs for First-Year Students, 44
Psychology, 42
Public Administration,
42·
Public Policy, 42
Public Service at Evergreen, 112
R}}
Rainey, Thomas, 54, 64, 103
Rape Response Coalition, 113
Record Keeping, 33
Refunds, 30
Regeneration:
A Celebration With the Land,
95, 97
Registration, 32
Religion, 42
Retention of Records, 28
Retreat, 110
Returning Students, 25
Rideout, Sara, 47, 58, 104
Rites of Spring:
Dance Critique and Performance, 81
Romano, de Thuesen Evelia, 62, 65
104
Roy, Ratna, 79, 104
Russia, 54, 64
S }r
S & A Board, 113
S & A Productions,
113
Salcedo, Gilbert, 63, 65, 104
Saliba, Therese, 57, 77, 92, 104
Scholarships, 28, 29
Schrager, Sam, 52, 63, 74, 104
Science, 42
ScienceFiction, 42
Scientific Inquiry, 83
Sculpture, 42
Seeing the Forest and the Trees, 75
Seeking Diversity, Sustaining
Community, 19
SelectingYour Program of Study, 35
Selfand Community, 95
Self-Evaluation,S,
33, 110
Seminars,S,
110
Setter,Terry, 81, 104
Shulman, Sheryl, 46, 85, 104
Sinclair,Pete, 61, 64, 104
SlightlyWest literary magazine, 113
Smith, Matthew, 52, 63, 74, 104
Social and Cultural History, 42
SocialContract, 22, 110
SocialMovements and Social Change:
Theory and Practice in Comparative
Perspective, 95
SocialScience, 42, 91
Societyfor Creative
Anachronism, 113
Sociology, 42
Soule,Oscar, 71, 104
Sourcesof Transfer Credit, 27
SouthAsian Studies, 42
SpecialFeatures of the Curriculum, 36
SpecialStudents, 28
SpringArts Festival, 113
Statistics, 42
Stroh, Jim, 70, 86, 104
Student Advising Handbook,
110
Student Conduct Code, 23
Student Organizations,
113
Student Produced Art Zone
(SPAZ), 113
Student Support Services and
Activities, 20
Student Workers Organization,
113
Students on Drug Awareness, 113
Summer Quarter, 28
Sustainable Development:
Learning From the Past,
Creating the Future, 75
T}
Tabbutt, Fred,
88, 104
Tabbutt, Kenneth, 69, 72, 73, 104
Tacoma Campus, 98
Take a Look!:
A Study in Perception, 65, 82
Tamburro, Paul, 75, 97, 104
Taylor, Nancy 46, 104
Technical Writing, 42
Television Production, 42
The Art of Leadership:
Studies in Collaboration and
Coalition Building, 98
The Empty Stage:
A Theater Intensive, 82
The Evans Chair, 37
The French-Latin American
Connection: Arts and Literature, 65
The Meaning of History, 65
Theater, 42
Theater History and Theory, 42
Thompson, Kirk, 61, 104
Thuesen, Erik, 50, 72, 73, 104
Transfer of Credit, 27
Tremblay, Gail, 79, 104
Tribal Policy, 42
Tribal: Reservation Based/Community
Determined, 75, 97
Tucker, Gabe, 48, 104
Tuition and Fees, 30, 31, 120
vJr
VanBuren, Jude, 72, 87, 104
Victim Rhetoric:
Chained, Choice, Change, 66
Victorian Studies:
British Culture and Society, 66
Video, 42
Visual Perception, 42·
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Walton, Sherry, 86, 93, 104
Washington Center for Improving
the Quality of Undergraduate
Education,
112
Washington State Institute for
Public Policy, 112
Weeks, Greg, 92, 104
Weird and Wondrous, 67, 82
When Words Lose Their Meaning:
An Essay Writing Community, 67
Why Evergreen?, 2
Wildlife Management,
42
Williams, Sarah, 67, 82, 104
Williams, Sean, 77, 104
Withdrawal,
32
Womeldorff, Tom, 50, 72, 104
Women of Color Coalition, 113
Women's Center, 113
Women's Studies, 42
Wong, York, 50, 62, 104
World Wide Web, 120
Writing, 42
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Young, Artee,
98, 104
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Zita, E.J., 45, 50, 84, 88, 89, 104
Zoology, 42
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Undergraduate Research in Scientific
Inquiry, 90
Unified Graduate Student Association,
113
Union of Students With
Disabilities, 113
Upside Down Program, 28
d(119
1998-99 Academic Calendar
FALL
WINTER
SUMMER
SPRING
First Session
Second
Session
Orientation
Sept. 21·25
Academic Fair
Sept. 22
Dec.3
March 10
May 12
May 12
Quarter Begins
Sept. 28
Jan.4
March 29
June 21
July 26
Evaluations·
Dec. 14·19
March 15·20
June 7·11
July 26·30
Aug. 30·Sept 3
Quarter Ends
Dec. 19
March 20
June II
July 30
Sept. 3
Vacations
Thanksgiving
Nov. 22·29
Martin Luther King Day
Jan. 18
Memorial Day
May 31
Independence Day
July4
Winter Break
Dec. 20·Jan. 3
Presidents' Day
Feb. 15
Commencement
June II
Spring Break
March 21·28
Super Saturday
June 12
»
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»
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»
1998-99 Estimated Tuition and Fees
Rates are set by the Washington State Legislature and are subject to change without notice.
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Enrollment status
Quarter credit hours
Washington resident tuition*
Nonresident tuition*
Full-time undergraduate
10·16
$879 per quarter
$3, II 0 per quarter
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Part-time undergraduate
9 or fewer
$87.90 per credit;
2 credits minimum
$311 per credit;
2 credits minimum
Full-time graduate
16 MIT;
10 MPA,
$1,405 per quarter
$4,265 per quarter
Part-time graduate
9 or fewer
$140.50 per credit;
2 credits minimum
$426.50 per credit;
2 credits minimum
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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.
t For purposes of financial aid, graduate students are considered full time and eligible for financial
Accreditation The Evergreen State College is accredited by the
Commission on Colleges, Northwest Association of Schools and
Colleges.11130 NE 33rd Place, suite 120, Bellevue, WA 98004
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 rhe
college. Changes become effective when Evergreen so determines
and apply to prospective students as well as those currently enrolled.
aid if enrolled
The Evergreen State College Catalog Production Team
Editing: Craig Mclaughlin, Virginia Darney
Copyediting and Production Assistance: Pat Barre, Kasia Stuck,
Debbie Waldorf, Mike Wark
Design: Mary Geraci, Judy Nunez-Pinedo
Cover and Interior Photography: Steve Davis, Lindha Narraez,
Melissa Schomaker, TESC Photo Services
This Catalog could not have been produced without the ideas and
contributions of dozens of staff and faculty members across campus. In particular, the production team would like to thank Debbie
Waldorf, who worked tirelessly to assemble and edit the 1998-99
curriculum, and Kitty Parker and Arnaldo Rodriguez, who provided
valuable feedback throughout the production cycle.
for eight or more credits.
This Catalog is published by The Evergreen State College Officeof
College Advancement © 1997 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. TOD: (360) 866-6834
route
through basement
Accessible
[QJ Automatic Door
[I Elevator
ffi)] Incline
[EJ Parking
[ill Ramp
!!!!I Stairs
IKl Curb Cut
DRIfTWOOD ROAD
Campus Map
Parking lot B
I. Library (LIB)
2. Seminar (SEM)
3. Longhouse
Key
down the road.
Organic Farm
1.2 miles from Overhufse
and Driftwood.
Directions:
Travel Driftwood until
Lewis Rd. is reached.
Turn left here and look
for Organic Farm sign on
the left about a half mile
~
4. Lecture Hall (LH)
5.Arts and Sciences (LAB I)
6.Arts and Sciences (LAB2)
Parking late
7.Arts Annex (LabAnnex)
8. Communications Lab (COM)
9. Recreation Center (CRC)
10.College Activities Building (CAB)
II. Childcare Center
12. Central Plant
Recreation Fields
13.Pavilion
14. Modular Housing
15. Student Housing
16. Residence Halls
17.Community Center
18. IT Bus Stop
19.Campus Public Safety
Admissions Office
{
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Olympia,WA 98505
w. RANDOLPH STILSON
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L2300
Nonprofit Org.
U.S. Postage
PAID
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Permit No. 65
Catalog_1998-1999.pdf