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Identifier
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Eng
Catalog_2000-2001.pdf
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Title
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Eng
Course Catalog, 2000-2001
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Date
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2000
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Creator
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Eng
The Evergreen State College
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extracted text
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this catalog
you'll get the most out of the
program descriptions and your
Evergreen education if you read
pages 2-17 of the catalog first.
Contents
WHY EVERGREEN?
ACADEMIC OFFERINGS
2
Welcome to Evergreen
36
Selecting Your Program of Study
3
Core Beliefs
37
Special Features of the Curriculum
4
What Sets Evergreen Apart
39
Condensed Curriculum
6
Focus on Teaching
41
Matching Evergreen's Programs
to Your Field of Interest
8
Collaborative Learning
10
Teaching Across Differences
12
Connected Learning
14
Active Learning
16
Real-World Situations
18
Answers to Some
Frequently Asked Questions
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19
Graduates Making Important
Contributions
19
A Week in the Life
of an Evergreen Student
45
How to Read a Program Description
46
Programs for First-Year Students
58
Culture, Text and Language
74
Environmental Studies
83
Expressive Arts
93
Scientific Inquiry
100
Social Science
109
Native American Studies
111
Tacoma Campus
20
Community-Based Learning
113
Graduate Study at Evergreen
20
Seeking Diversity,
Sustaining Community
115
Trustees, Administration and Faculty
21
Student Support Services
and Activities
CAMPUS LIFE
23
The Social Contract
ENROLLMENT SERVICES
25
Admission
30
Financial Aid
31
Tuition and Fees
33
Registration and
Academic Regulations
121
Campus Life/Glossary
126
Services and Resources
GENERAL INFORMATION
129
Mission Statement
130
Campus Profile
131
Index
135
Academic Calendar
136
Contacting Evergreen
Campus Map is inside back cover
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Evergreen's differences
entire college is organized
education
but few can match Evergreen
focused
matter because the
around philosophies
and ideas about
that really work.
Evergreen's distinctive system may seem strange if you are familiar with colleges
and universities that are divided into departments and 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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the difference in how we go about teaching and learning can sometimes
mask the 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 world and preparing for a lifetime of meaningful
work.
FIRST,
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.
SECOND,
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.
THIRD,
This catalog will help you understand more about Evergreen's approach to
education, while providing details about specific programs offered during the
2000-01 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
lieve:
aood teaching
The main purpose of a college isto teach, and
involves close interaction between faculty and students.
shared learning
Collaborative or
in isolation and in competition with others.
Teaching
across differences
is better than learning
is critical to learning.
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pulling together different ideas
is better than lea'ining separatecf bits of information.
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Active learning activities -
applying what's learned to projects and
is better than passively receiving knowledge.
The only1way to t~~oughly
to
understand abstract theories is to apply them
rea -wono situations.
IF YOU ARE THINKING ABOUT ATIENDING
and want to understand
EVERGREEN
how these beliefs manifest themselves throughout
campus, we suggest you read the overview 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.
it is about creating a community
that works together to build
knowledge, experience
and insight.
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
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make the connections that lead to greater understanding. Evergreen students are
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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.
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. The foundation of our curriculum is constructed from the teamtaught, multidisciplinary courses we call PROGRAMS.
Evergreen faculty members typically work in teams of two, three or four to create
these programs. The focus on INTERDISCIPLINARY
LEARNING means program
participants might look at problems in health care from the points of view of
biology, history, philosophy, sociology, economics and literature. Or they might
study the physical world through the interplay of physics, chemistry, philosophy
and mathematics.
A singleprogram might last one, two or three quarters.
Those interactions contribute to another distinctive
That means the same group of students will learn
process central to Evergreen's educational philosophy-
togetherwith the same group of faculty members for
the NARRATIVE EVALUATION SYSTEM. At the end of a
manymonths. And since students typically dedicate all
program, students discuss their academic progress one-
of their academic time and energy to one program,
on-one with faculty and receive written evaluations of
facultymembers can SCHEDULE TIME AS A GROUP
their progress. Students also prepare self-evaluations,
without worrying about conflicting with other classes.
discussing their accomplishments, learning environment,
Facultymembers often plan activities of all kinds-
new understandings and goals for the future. And they
writing workshops, labs, lectures and field trips-
evaluate their faculty. Evergreen students don't measure
depending on what they feel offer the best ways to learn.
their success by comparing their performance to that of
Program participants are free to meet all together or in
other students. After 25 years of using evaluations, we
small groups throughout the week and students can
know our noncompetitive system is valued by employers
tackle group projects outside class. Some programs take
and graduate and professional schools.
extended field trips; some even travel abroad.
Faculty are drawn to the college because they love
Evergreenprograms emphasize SEMINARS, small
teaching-they
are interested in the process of teaching
groups (typically 23 to 25 students and one faculty
and learning, and they want to work in an environment
member) in which students learn to reflect on their
that emphasizes STUDENT-CENTERED LEARNING.
learning, present their ideas and positions and consider
Faculty members teach students, learn with them and
the ideas and positions of classmates.
evaluate their achievements, but they won't plan their
entire education for them.
Seminars and other aspects of Evergreen programs
promote ACTIVE LEARNING. We believe it is not
Working with faculty advisors and the Academic
enough for students to receive information passively in a
Advising staff, Evergreen STUDENTS DESIGN THEIR
large lecture hall. At Evergreen, students discuss ideas in
OWN ACADEMIC
seminars, write about ideas in collaborative and indi-
preparing for a vocation, pursuing a specific field of
vidual assignments, explain ideas in presentations and
study or learning about a wide array of subjects, stu-
practice applying ideas in laboratories and workshops.
dents work within a flexible framework and define their
They challenge their own and others' ideas. They learn
own academic areas of concentration. There are no
about a broad range of interconnected subjects and
prefabricated majors. The requirement for a Bachelor of
issues, and also develop skills in critical thinking, in
Arts in Liberal Studies degree is that students earn a
writing and in analysis.
minimum of 180 credits. For a Bachelor of Science
PATHWAYS. Whether they are
degree, 72 of those 180 credits must be in science,
Students learn to apply their ideas and theories and
computer science or mathematics, and 48 of those 72
skills in the "real world." At Evergreen, we call it
credits must be in upper-division programs.
BRIDGING THEORY AND PRACTICE. Students may
work with real-world communities as a program
assignment or develop an internship that allows learning
and the application of that learning to take place within
a business, public agency or a nonprofit organization.
No matter where or how learning takes place, students
work closely with faculty members during their entire
time at Evergreen.
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The main purpose of a cgllege is
to teach~.and
Ooa
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interaction be ween faculty
and students.
"Evergreen
allows,
no, demands,
an intellectual
intimacy with
my students.
Being a good teacher
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
"I've known for years that I wanted
to go to Evergreen, and working with
faculty here has lived up to all my
expectations. Every faculty I've had has
been personally invested in what I was
doing. They're always offering to help.
They're people who love to teach and
love what they're teaching."
Sarah Hunt-Ashley, student from Oregon
interested in literature and cultural studies
mystagogue,
but also a co-learner.
I learn something
from every student."
Llyn De Danaan, Ph.D.,
faculty
member
"Evergreen faculty
students more atte
than do faculty at I
institutions where t
is on graduate rese
professional publica
Undergraduates ha
kind of connections
faculty that graduat
students enjoy elsew
Carl Childs, student fro
Washington interested i
chemistry and oceanogr
sh a red
Collaborative or
is better than learning
in isolation and in competition with others.
learning
"The Evergreen environment is
cooperative and noncompetitive.
Students combine their ideas
with those of their peers,
their faculty and the authors of their
texts to begin a dialog that leads
to deeper understanding and
more effective communication.
I structure small-group projects and
research, and then I watch students'
confidence and knowledge build
as they learn through participation
in
a collaborative learning community."
Ross Fox, Ph.D., faculty member
"1 was always skeptical in high
school about the competitive
nature of things. When I came
here, being able to share ideas
with other students was unexpected and favorable. And I
like being handed a personal
evaluation-being
able to sit
with a professor for an hour and
discuss what you did and what
you need to work on."
Clayton Hibbert, student from
Michigan interested in computers
"When I came here in 1979
as a 30-year-old beginning
student, I don't think I would
have survived at a traditional
college. At Evergreen I found
an appreciation for my life
experience. I could be
experienced in one area and
inexperienced in another. It
was a safe place. I came back
last tall and I just turned SO."
Sanijta Kauthar, student from
Washington interested in
.theater management and
roduction
l~ai~ing
acrossis critical to
aITTerenCes
"Education
learning.
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 think
fit together."
Thad Curtz, Ph.D., faculty
member
"Sitting in seminar is a blast. You always get
more than one view of an issue or a book or
whatever you are talking about. No two people
ever see everything the same way and when you
get someone else's perspective it helps you
understand more about the world itself. It's a big
adventure for everyone in the class."
Steve Bain, student from Washington
interested in environmental
journalism
owl
her
sisgn.
content
owledge of
~p.l)11ectedlearn~pg -
pulling together
alTTerent laeas and conceptsisbetter than teaching separated
bitsof information.
"Some of the most interesting
scientific research
requires you to assemble an
interdisciplinary, collaborative
Dividing lines can
team.
obscure rather than enlighten.
You can't look at how
the human body works
on one level and understand
it.
You have to know how
the cells work,
how the body works,
how the mind works
and how they all interact."
James Neitzel, Ph.D., faculty member
This is the first place I've been where my
personal learning and academic learning
are merged. An interdisciplinary
class will
touch on several areas and that gives you
the freedom to incorporate your interests.
You're free to go off on your own as long
as you can connect it back to the subject
matter in class.
Heidi larsen, student from Montreal
interested in teaching and literature
Active l~r1in9.-
wnat s
a
rn
Iying
ea
to projects,
activities and daily living - is better than
passively receiving knowledge.
"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 more."
Virginia Darney, Ph.D., faculty
member and academic dean
"I am constantly thinking about and
talking about things that come up in
seminars. I don't leave and forget
everything or remember it only as it
relates to stuff going on in the
classroom. Friends at other schools
talk about not having the stuff they
learn actually matter in their lives
and Evergreen helps do away with
that kind ofthinking."
Paul Felten, student from Nevada
y faculty encouraged me to apply
or internships I would not have done
otherwise. Becauseof their confience, I did apply and had some
xcellent experiences. These experinces emphasize the fact I have
ained skills as a problem-solver able
o tackle real-world challenges, not
just someone who can solve homework problems."
Phoebe Smith, student fr9m W~~h~ngton
interested in math and pl1ys
'
The only way to thoroughly understand
abstractltheorie~ i~to.apply them
to
rea -wcno situations.
"There is a dynamic
between analyzing something
and doing something.
The perspective of the researcher
I
~
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 learn through
thoughtful
and experiential
work
learning.
When it's done
at its best,
the two weave
together
seamlessly."
Lee Lyttle, M.L.S., M.U.P., academic dean
"The faculty help you connect your
studies to the real world. When I
participated in a science fair at a local
school, what I was learning about the
global importance of integrating
science into teaching became real for
the first time. I realized that I believe in
what I'm learning. Now I try to make
school part of life, not a separate
event."
Josh Morse, student from Washington
interested in medical sciences
Iy 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 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, visual arts and more.
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 also be a hindrance. Coordinated
studies programs are excellent for discovering new, unexpected directions and interests.
How do I know which program to take each quarter? Where do I go for help in planning?
Advisors in the Academic Advising Office, Career Development, 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 41, is a great place to start. The
Academic Fair is another great source of information (see pages 36, 121).
Are all
2000-01 programs listed in this Catalog?
One of the greatest strengths of Evergreen's academic programs is that they are updated each year-ensuring
a
fresh approach and up-to-date information on issues relevant to today's world. Most programs listed in this
Catalog were planned more than a year ago. It's inevitable that programs will be revised, revamped or deleted,
and faculty create new programs each year to respond to student interests and needs. Information about these
changes is available from Academic Advising.
What if I want to attend part time, or enroll in a program part time and pursue other interests?
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 Academic Advising, 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 be able to enroll in their first choice program offerings, but this
is not always possible. If you don't get your first choice, don't be discouraged. Although the course content is
different, the overall intent of each program is similar-to help you meet your learning objectives. Faculty
members and academic advisors will help you find alternative programs which move you toward your educational goals. In addition, part of your education at Evergreen involves expanding your general knowledge and
learning to take risks. Since the curriculum is interdisciplinary, you will, like the majority of our students, be able
to complete your degree within four years.
Can I take more than one program at a time or take courses in addition to a full-time
program?
Since focused study in one program is part of what makes the college distinctive, taking more than one program
or a series of courses at one time is not encouraged. Each program description, however, specifies whether
additional courses may be substituted for portions of that program if they are more relevant to your academic
goals. You can also negotiate this with program faculty, but you must limit the number of credits you take to 16
per quarter.
Where can I learn more about programs, contracts, internships and other opportunities?
Check Academic Advising's informative Web site (http://www.evergreen.edu/advising),
then check with the
Academic Advising Office in the Student Advising Center, first floor, Library Building. More detailed program
descriptions, including weekly program schedules, are available there, as well as information about program and
faculty changes. Academic Advising also offers workshops to help you plan your educational career at Evergreen.
GraduatesMaking Important Contributions
Alumnifrequently tell us their Evergreen education was the
mostinfluential experience of their lives.
Thedemands on Evergreen students are perhaps both
greaterthan and different from the demands on students in
a traditional college setting. At Evergreen, they are asked to
thinkcreatively, to listen to others' ideas and defend theirs,
andto apply their knowledge. They are invited to identify
theirown goals and then find ways to achieve them.
Evergreenattracts self-starters with a commitment to
lifelonglearning and to community service. So it is not
surprisingthat Evergreen graduates tend to be creative,
innovative,entrepreneurial and committed. Many of them
work to make the world a better place-as directors of
environmental groups, community activists and social
workers.Their ranks also include a best-selling business
author, the manager of a leading technology company's
cutting-edgeunit and the creator of one of the most popular
televisionseries ever. They are mayors, judges, lawmakers
and senior government officials. They are doctors and
lawyers,research scientists and university professors, senior
managers and financial planners. They have won
GuggenheimFellowships for dance and spent weeks atop
the alternative rock charts. Across the world, they have
opened factories in China, built university computer
networks in Nigeria and studied rain forest ecosystems in
Costa Rica.
Evergreen's educational philosophy translates into high
placement rates with employers and graduate schools-and
into success on the job and during advanced studies. A
recent survey of graduates found that after a year, more
than 96 percent were working, in graduate or professional
school or doing something else meaningful to them.
When asked to rate their own preparedness in many
areas critical to postgraduate success-including
learning
independently, working cooperatively, writing effectively,
defining and solving problems, critical analysis, readiness
for advanced study-Evergreen
graduates were more
satisfied with their preparation than their peers from other
Washington state universities.
When the college surveyed employers, most ranked
Evergreen graduates as particularly well prepared in
writing, speaking, critical thinking, integrating theory with
practice, appreciating cultural differences and synthesizing
information.
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A Week in the Life of an Evergreen Student
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Becausemost Evergreen programs are full time and centered around an interdisciplinary theme, 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 might look like this:
MONDAY
9:30 a.m.-11 a.m.
All-program lecture
or film
TUESDAY
Reading day
1 p.m.-3 p.m.
Small Group Work
WEDNESDAY
9 a.m.-11 a.m.
Seminar
1 p.m.-5 p.m. *
College Governance timesno classes scheduled
THURSDAY
9:30 a.m.-11 a.m.
Workshop
FRIDAY
SATURDAY
9 a.m.-5 p.m.
Field TripIndividually
three times per
scheduled lab times
quarter
1 p.m.-5 p.m.
Lab
3 p.m.-5 p.m.*
College Governance timesno classesscheduled
* Some students participate in college governance activities, which take place on Monday and Wednesday afternoons.
If you are interested in becoming involved, contact the Office of the Vice President for Student Affairs, Library 3236, ext. 6296.
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Community-Based
Learning-From
Classroom to Community
Evergreen's educational approach provides a unique
opportunity for students to go into local communities and
engage in research, education and problem-solving
projects that are as beneficial to those communities as they
are to our students.
Our emphases-interdisciplinary
understanding and
analysis, collaborative learning, communication, problemsolving skills, multicultural richness and seeing the
connections between global issues and personal or
community action-provide
our students with community-building tools that are needed and appreciated
outside our walls.
Our two- and three-quarter programs allow students to
take concepts and skills learned in the classroom and
apply them in local communities to address real-world
problems. Over the past three decades, Evergreen students
and faculty have worked on a remarkable number of
significant community-based research, organizational
development, education and advocacy projects. They
typically work with community partners--citizens, nonprofit organizations, local and state government agencies
and small businesses-to
identify and address community
needs.
A few of the hundreds of examples of community-based
projects embedded in coordinated studies programs
include: helping the City of North Bonneville plan and
design its new town when forced to relocate; working
with concerned citizens to plan for a shelter for abused
women and children; helping oyster growers research the
impact of upland development on tidelands; creating
community gardens; helping small farmers research and
implement direct marketing strategies for their produce;
helping neighborhood organizations and community
groups learn how to effectively participate in growth
management and other pojicy discussions; and assisting
public school teachers develop innovative curricula in
environmental education and the arts.
In addition, most students negotiate at least one
internship learning contract during their junior or senior
years as another opportunity to apply their on-campus
learning to real-world issues. More than 800 students each
year earn some of their academic credit through internships with community organizations of all sizes and types.
Seeking Diversity,
Sustaining Community
Evergreen is committed to diversity because we believe
strongly that our students' educational experiences are
enhanced and their lives enriched in a multicultural environment. Within academic programs and without, Evergreen faculty and staff work with students to create a
welcoming environment, one that embraces differences,
fosters tolerance and understanding, and celebrates a
commitment to cultural, ethnic and racial awareness.
We believe that the attitudes, behaviors and skills needed
to overcome intolerance and to create healthy individuals,
communities and nations begin when people engage in
dialogues that cut across ethnic, cultural, class and lifestyle
differences. Seminars, collaborative projects, individualized
evaluation of students' progress and opportunities to work,
both on campus and off, with people who have different
world views, ethnic or class backgrounds, and life experiences are the foundations of teaching and learning at
Evergreen-and
all promote what we call "teaching and
learning across differences."
We put our ideas about diversity into practice in many
ways-there is a wide variety of student organizations
working on issues of justice and cultural expression and a
diverse faculty and staff. Primary texts and guest lectures by
scholars and activists from different ethnic and cultural
communities are employed and field trips and community
projects are designed to engage students and faculty in
dialogue with diverse segments of our communities.
Internships with social change organizations, study abroad
opportunities that include immersion in local culture and
reciprocity of learning and service, and support services for
students of color further our committment.
This is difficult work. Evergreen, like the rest of the
world, has much to learn. But we invite everyone who
comes to Evergreen-student,
staff and faculty-to join
with us in working toward honest and earnest exploration
of real issues and problems. Together we can nurture a
community in which people feel safe to explore, to grow, to
interact and to find meaningful connections in today's
world.
tU
Evergreen'slearning environment is profoundly engaging and challenging. Ideally, the education you receive here will bridge the
gapsbetweenacademic 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
theexperiencemost valuable if you look carefully at the many decisions you'll be making about your education, if you take
responsibilityfor your own learning and keep your eyes wide open for the rich and varied opportunities Evergreen offers.
Evergreen'scommitment to you means more than just making all this available. We're committed to helping you make the most
ofyouracademic career, your social development and your physical well-being. Sound advice, genuine support, good information
andeasilyaccessible resources are invaluable tools for students making their way through this community of learners. We
encourageyou to take advantage of these services. For information on other services and resources, see page 126.
Academic Advising
Kitty Parker, Director
LIB 1401, ext. 6312, www.evergreen.edu/advising
Academic Advising provides academic advising and information. Check out our bulletin boards and Web
page 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. We can help you set up an internship, plan your academic pathway and answer all kinds of questions. Stop by!
Access Services for Students with Disabilities
Linda Pickering, Director
LIB 1407D, ext. 6348, TDD: 866-6834, www.evergreen.edu/access
Access Services for Students with Disabilities provides students, staff and faculty with assistance and
information in meeting the requirements of Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act (ADA), and in integrating students with disabilities into the Evergreen
community. In all activities, the office of Access Services for Students with Disabilities seeks to establish
and maintain a balance of rights and responsibilities for both students with disabilities and The Evergreen
State College. E-mail: pickeril@evergreen.edu.
Career Development Center
Wendy Freeman, Director
LIB 1407, ext. 6193, www.evergreen.edu/career
The Career Development Center supports students and alumni in their career and life-work planning
process. It 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 practice testing, a 300-file Web site and a 4,OOO-volumelibrary. The extensive job board is
updated daily.
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Counseling and Health Centers
Elizabeth Nyman, Director
Counseling: SEM 2109, ext. 6800; Health: SEM 2110, ext. 6200
The Counseling and Health centers provide safe, confidential environments for enrolled students to discuss
concerns. Counseling visits are typically for anxiety, depression, interpersonal relationship issues and stress
management. The Health Center, a small general practice clinic, provides a range of medical services,
including colds and flu care, chronic disease management, women's health services, yearly exams, birth
control and STD testing. Visits are covered by the $35 quarterly Health and Counseling fee; there may be
small charges for lab work or prescriptions. The centers make referrals to community providers as needed.
First Peoples' Advising Services
Holly Colbert, Director
LIB 1415, ext. 6467, www.evergreen.edu/fpas
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
welcomes you. Situated in the Student Advising Center, FPAS offers 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.
Housing
Mike Segawa, Director
Building A, Room 301, ext. 6132, www.evergreen.edu/housing
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. Most
units are equipped with cable TV and Internet access. 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.
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KEY Student Services
Niki Amarantides, Director
LIB 1407, ext. 6464, www.evergreen.edulkey
KEY (Keep Enhancing Yourself) Student Services is a federally funded academic support program. You are
eligible for KEY if: 1) neither parent has a four-year college degree; 2) you have a physical disability or
documented learning disability; or 3) you meet federal guidelines for low-income status. The KEY staff
will work with you to provide academic and personal advising; free tutoring; academic and study skills
development; financial aid advocacy; career guidance; referral; cultural enrichment; and institutional
advocacy.
Pol ice Services
Steve Huntsberry, Director
SEM 2150, ext. 6140
Evergreen's officers, who are state-commissioned and hold the same authority as county and municipal
officers, see themselves as part of the college educational process and are committed to positive interactions with students. Police Services offers community-based, service-oriented law enforcement. Officers
assist students with everyday needs, providing escorts, transportation, personal property identification and
bicycle registration, vehicle jump-starts and help with lockouts.
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Recreation, Wellness and Athletics
CRC 210, ext. 6770, www.evergreen.edu/recwellath
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 ll-lane pool
with separate diving tank; indoor and outdoor rock climbing practice walls; a three-court gymnasium; a
wide array of leisure and fitness education courses offered every quarter; a 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.
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Student Activities
Tom Mercado, Director
CAB 320, ext. 6220, www.evergreen.edu/activities
At Evergreen, learning doesn't end when you leave the classroom. Students are involved in a wide range of
activities and services that bring the campus to life. By becoming involved, you can gain experience,
knowledge and invaluable practical skills such as event planning, budget management, computer graphics,
coalition building, volunteer management and community organizing. 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. Or attend one of our events and just enjoy yourself.
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Student and Academic Support Services
Phyllis Lane, Dean
Lffi 1414, ext. 6034
Advice on Evergreen policies and procedures is available in this office, which is situated in the Student
Advising Center. This office also offers mediation services and coordinates new student programs, such as
fall, winter and spring orientation sessions. The dean provides referrals to campus and community
resources and conducts an ongoing assessment of students' needs, satisfaction and educational outcomes.
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Student Affairs
Art Costantino, Vice President Lffi 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, Recreation, Wellness and Athletics and Police Services.
Writing Center
Olivia Archibald, Director
LIB 3407, ext. 6625, www.evergreen.edulwriting
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 Learning Resource 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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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).
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Student Conduct Code/Grievance
and Appeals
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 describes 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.
Copies of Evergreen's policy on sexual harassment are available from the Equal
Opportunity Office, LIB 3103, or on the Web at http://www.evergreen.edu/userl
pol_proc/g-sexhar.htm.
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RIGHT TO PRIVACY: All members of the college community
have the right to organize their personal lives and conduct
according to their own values and preferences, with an
appropriate respect for the rights of others to organize their
lives differently.
All members of the Evergreen community are entitled to
privacy in the college's offices, facilities devoted to educational programs and housing. The same right of privacy
extends to personal papers, confidential records and personal
effects, whether maintained by the individual or by the
institution.
Evergreen does not stand in loco parentis for its members.
INTELLECTUAL FREEDOM AND HONESTY: Evergreen's
members live under a special set of rights and responsibilities,
foremost among which is that of enjoying the freedom to
explore ideas and to discuss their explorations in both speech
and print. Both institutional and individual censorship are at
variance with this basic freedom. Research or other intellectual efforts, the results of which must be kept secret or may be
used only for the benefit of a special interest group, violate
the principle of free inquiry.
An essential condition for learning is the freedom and right
on the part of an individual or group to express minority,
unpopular, or controversial points of view. Only if minority
and unpopular points of view are listened to and given
opportunity for expression will Evergreen provide bona fide
opportunities for significant learning.
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Honesty is an essential condition of learning, teaching or
working. It includes the presentation of one's own work
in one's own name, the necessity to claim only those
honors earned, and the recognition of one's own biases
and prejudices.
OPEN FORUM AND ACCESS TO INFORMATION: All
members of the Evergreen community enjoy the right to hold
and to participate in public meetings, to post notices on the
campus, and to engage in peaceful demonstrations. Reasonable and impartially applied rules may be set with respect to
time, place and use of Evergreen facilities in these activities.
As an institution, Evergreen has the obligation to provide
open forums for the members of its community to present and
to debate public issues, to consider the problems of the
college, and to serve as a mechanism of widespread involvement in the life of the larger community.
The governance system must rest on open and ready access to
information by all members of the community, as well as on
the effective keeping of necessary records.
In the Evergreen community, individuals should not feel
intimidated or be subject to reprisal for voicing their concerns
or for participating in governance or policy making.
Decision-making processes must provide equal opportunity to
initiate and participate in policy making, and Evergreen
policies apply equally regardless of job description, status or
role in the community. However, college policies and rules
shall not conflict with state law or statutory, regulatory and!
or contractual commitments to college employees.
POLITICAL ACTIVITIES: The college is obligated not to take a
position, as an institution, in electoral politics or on public
issues except for those matters which directly affect its
integrity, the freedom of the members of its community, its
financial support and its educational programs. At the same
time, Evergreen has the obligation to recognize and support
its community members' rights to engage, as citizens of the
larger society, in political affairs, in any way that they may
elect within the provision of the general law.
Admission
Evergreenis committed to fostering individual and collective growth in a democratic society. To that end, we welcome
students of diverse cultures, races, ages, previous educational and work experiences, geographical origins and socioeconomic 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.
The college desires students who also express an interest in campus or community involvement, a respect and tolerance
for individual differences and a willingness to experiment with innovative modes of teaching and learning.
Admission Deadlines
Commitment to Diversity
FALL 2000: MARCH
Because the college seeks a diverse
student body, special recognition will be
given to applicants who are 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.
1, 2000
Applicationswill be accepted from
September1, 1999 through March 1,
2000. All application materials must be
receivedin the Admissions Office by 5
p.m. on March 1,2000. The target date
for notification of admission is April 3,
2000.
WINTER 2001: OCTOBER 2, 2000
Washington Residents
Applications will be accepted from
April 1, 2000, through October 2, 2000.
Allapplication materials must be
receivedin the Admissions Office by 5
p.m. on October 2, 2000. The target
date for notification of admission is
November 1, 2000.
Washington residents may be given
admissions priority.
SPRING 2001: DECEMBER 1, 2000
Applications will be accepted from
June 1, 2000, through December 1,
2000. All application materials must be
receivedin the Admissions Office by 5
p.m. on December 1,2000. The target
date for notification of admission is
January 3, 2001.
Late Applications
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
for full consideration, 2.8 or above
recommended);
Test scores in the Scholastic Aptitude Test
(SAT) or American College Testing (AG);
The college will 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.
First-year students are required to have
completed the following collegepreparatory program in high school:
Notification and Deposit
English
4 years
Social studies
3 years
Foreign language (single language)
2 years
Mathematics (Algebra I and above)
3 years
Science (at least one lab science)
2 years
Fine, visual and performing
1 year
Oncethe college notifies you of your
eligibility,you will be asked to send a
nonrefundable tuition deposit of $50 by
a stated deadline to assure your place at
the collegefor the quarter of admission.
Admissionand deposit do not guarantee
your enrollment in a particular program,
contract or course. Offers of admission
cannot be deferred or transferred from
one quarter to another. Applicants
should contact the Admissions Office for
more information.
Good standing of any college work
attempted.
arts or
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).
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 or American
Sign Language are required. A course in
a foreign language or American Sign
Language taken in the eighth grade may
satisfy one year of the requirement if the
second year of study is completed in
high school. The foreign-language
requirement will be considered satisfied
for students from non-English-speaking
countries who entered the United States
educational system at the eighth grade or
later.
Mathematics: Three years of mathematics, at the level of algebra, geometry
and advanced (second-year) algebra, are
required. 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.
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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 provisionally 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.
Criteria for Transfer Students
Other Criteria
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:
Applicants 18 years of age or older who
have not graduated from an accredited
high school but have completed GED
tests will be considered. 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 taken prior
to June 1, 1989).
GPA (minimum 2.0 cumulative);
Good standing at the last institution
attended; and
Satisfactory completion of a variety of
courses in the liberal arts and the sciences.
--~
Course work should include classes in
the humanities, social sciences, natural
sciences and art.
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 29).
Applicants from other institutions
who have completed 40 quarter credits
of transferable work (see Transfer of
Credit section, page 28) 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, test
scores from either the SAT or ACT or
WPC (if the WPC was taken prior to
June 1, 1989) along with official transcripts from every college or vocational
institute attended, regardless of credit
earned or nature of the program.
Note: Evergreen encourages transfer
students to complete a variety of courses
in the arts, the humanities, mathematics,
the sciences and the social sciences that
give the student a solid foundation for
intermediate and advanced work. We
strongly encourage all transfer students
to complete the English composition
course sequence (including research
paper) at their present college if currently enrolled.
Former students planning to return to
Evergreen after withdrawing or taking a
leave of absence of more than four
quarters must complete the application
process and submit transcripts from all
institutions attended since Evergreen.
Applicants 25 years of age or older
who have fewer than 40 quarter credits
of transferable work are not necessarily
subject to the freshman criteria and
may be evaluated through alternative
criteria. Please contact the Admissions
Office.
International students must meet the
minimum entrance requirements for
universities in their native country and
provide evidence of English proficiency.
International students transferring from
a college or university must show
satisfactory completion of courses at a
minimum achievement level of C+, 75
percent or equivalent. Applicants must
score at least 525 on the Test of English
as a Foreign Language. They must also
show evidence of having at least
$19,000 (U.S.) to pay normal expenses
for one year at Evergreen. Interested
students should request, in writing,
specific information about applying
from the Admissions Office by February 1. All application materials for
international students must be received
in the Admissions Office by March 1.
Applicants who have completed
secondary schooling through homeschooling are evaluated individually.
Documentation that outlines the
curriculum used by the applicant is
required along with official SAT or
ACT test results. Documentation is
most often provided in the form of a
transcript from a recognized
homeschooling agency or public or
private high school that verifies
academic preparation comparable to
general first year admission requirements. If documentation is not possible,
the applicant must submit official GED
test scores.
High school students who have
earned college credit or are participants
in Washington's Running Start program
are considered for admission under the
first-year criteria, 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 official transcripts, will be considered under transfer student criteria.
To Apply for Admission
Asubstantialamount of time is needed
to processand evaluate each application.
Westronglyrecommend you send your
applicationand all other required
materialsas far in advance of the
deadlineas possible. To be considered
foradmissionas a matriculated student
youmustsubmit all of the following
itemsby the stated deadline.
Allapplicants must submit:
The Washington Uniform Undergraduate
Application;
$35 nonrefundable application fee
(check or money order only).
First-yearstudents entering directly
fromhigh school must also supply:
An official high school transcript
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.
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.
By taking this precaution, you can avoid
unnecessary delays and reduce the
chance of not completing your file on
time.
Transfer students who have accumulated 40 or more transferable quarter
credits 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.
Official test scores from the SAT or ACT.
First-yearstudents who have taken the
GEDmust submit:
Official set of GED test scores
Official test scores from the SAT or ACT.
Studentsnot coming directly from
highschool who have accumulated
(completed)fewer than 40 transferable
quartercredits by the application
deadlinemust submit:
An official high school transcript
Official test scores from the SAT or ACT
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.
JESSEWELCH
Dean of Enrollment
Services
Other credit, such as that earned through
the Colleqe-Level Examination Program
(CLEP), Proficiency Examination Program
(PEP), AP or international baccalaureate
(lB) 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.
Students who have already earned a
B.A. or B.S. must submit:
Only an official transcript from the
institution awarding the degree as long
as the degree confirmation is indicated
on the transcript. If the degree included a
large number of substitutions (CLEP,
military training, prior learning, nonaccredited institutions, etc.), Admissions
may require the student to submit all
transcripts.
CHRISTINE LICHT
Senior Admissions
Officer
General transcript information
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.
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
Admissions Office; or
to the
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.
Facsimilies (fax copies) of any of the
application materials (the application,
transcripts or 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.
If admitted to the Evergreen, high
school seniors must provide an official,
final high school transcipt prior to the
start of the quarter showing that they
have graduated and successfully
completed all college entrance requirements. High school seniors cannot
complete their high school course work
as matriculating students at Evergreen.
Right to Deny Admission
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.
ILEANA DaRN
Admissions Counselor
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Eligibility for Admission
Transfer of Credit
Eligible applicants are ranked by means
of formulas that combine academic
factors, such as grade-point average and/
or test scores, and diversity factors.
Because the number of qualified
applicants generally exceeds the number
of spaces available in the entering class,
we are unable to offer admission to all
qualified applicants.
The most important factor in the
admissions process is academic achievement, demonstrated by the nature and
distribution of academic course work,
grade point average or narrative
evaluation of progress and scores from
ACT or SAT (when required). Applicants may submit additional materials
they believe will strengthen their
applications. Such materials could
include personal statements, letters of
recommendation and essays. Submissions should be limited to one page and
should clearly address the applicant's
academic history and educational goals.
Artwork, videos and audio recordings
will not be considered.
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.
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.
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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.
TANYA VELASQUEZ
DIANE KAHAUMIA
CLARISSE LEONG
Admissions Counselor
Senior Officer for
Enrollment Programs
Admissions Counselor
First Peoples' Recruitment
UpsideDown Program
If you hold a vocational or technical
associate'sdegree from an accredited
Washingtontwo-year community
college,you may be eligible for the
UpsideDown Program.
Workingwith a faculty or staff
academicadvisor, you create a plan for
interdisciplinary study designed to
assurea level of general education
comparable to other bachelor's degree
recipients.Upon successful completion
of the plan, 90 transfer credits will be
postedand you will be recommended
for a bachelor's degree. Noncompletion
of the recommended 90 Evergreen
creditsresults in a course-by-course
evaluation of your course work, which
usuallyproduces 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 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 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.
Generally, associate's degrees in
forestry,fisheries, business, computer
programming, social services, nursing,
education, communications and health
servicesare 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.
Housing Applicants
Admission to the college does not assure
you a room assignment in college
housing. Please contact the Housing
Office for information about on-campus
housing. Housing has a first-come, firstserved application process. You may
complete the housing application
process even before notification of
admission to establish a Housing
priority award date.
Scholarship Applicants
Scholarship information is available
from the Dean of Enrollment Services
the beginning of October. The deadline
for scholarship application is February
1. To be eligible for a scholarship, you
must be offered admission to Evergreen
or be currently enrolled. Therefore, it is
critical that new students complete the
application for admission as soon as
possible and prior to the scholarship
deadline. If "demonstrated
financial
need" is part of the scholarship selection
criteria, you must apply for financial aid
no later than February 1 in order that
information may be received by Evergreen for consideration in the selection
process.
Retention of Records
Credentials, including original documents submitted in support of an
application for admission, become the
property of the college and are not
returnable or reproducible. Transcripts
of students who do not register for the
term for which they applied will be held
two years before being discarded. You
must request transcripts of work done
at other schools directly from those
schools, not from copies in Evergreen's
files.
Special Students
and Auditors
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 37 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.
Summer Quarter
Summer quarter enrollment is handled
through the Office of Registration and
Records and does not require formal
admission.
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 27) or if they register
through Part-Time Studies as a special
student. If you are interested in PartTime Studies, please review the preceding
section titled Special Students and
Auditors as well as the Part-Time Studies
description on page 37.
For more information about admission,
call (360) 866-6000, ext. 6170, or send e-mail to
admissions@evergreen.edu. On the Web, visit
http://www.evergreen.edu/admissions
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Financial Aid
Evergreen participates in most federal
and state financial aid programs. You
must apply for these programs every year.
Financial aid application packets are
generally available by mid-December.
Because funds are limited, it is recommended you submit your 2000-01 Free
Application for Federal Student Aid
(FAFSA) to the processor by February 15,
2000 to receive full consideration for all
available campus-based financial aid.
Evergreen also requires that you read and
complete additional paperwork by March
15,2000. For more information, please
contact the Financial Aid Office.
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 degree.
Financial aid is awarded on an
academic year basis by the Financial Aid
Office. The awards are credited to a
student's account quarterly 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 aid counseling and maintains a
listing of part-time employment opportunities both on and off campus.
Evergreen's Title IV school code is
008155.
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 a temporary need by providing
short-term loans of up to $400. Apply at
the Financial Aid Office.
For more information about financial aid, call
(360) 866-6000, ext. 6205 or send
e-mail to finaid@evergreen.edu.
MARLA SKELLEY
Director of Financial Aid
BRIAN SHIRLEY
Technical Support/Financial
Counselor
Aid
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, such
as high academic achievement, community service, or artistic or musical talent,
etc. For more information about these
scholarships, please write or call the
Office of the Dean of Enrollment
Services, (360) 866-6000, ext. 6310.
Scholarship information is available
from the dean of Enrollment Services
after October 1, 1999. The application
deadline for these scholarships is
February 1, 2000. Scholarship information will also be available on Evergreen's
Web site at 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.
Tuition and Fees
Residency Status
for Tuition and Fees
To be considered a resident for tuition
and fee purposes, a nonresident must
first establish a domicile in the state of
Washington in compliance with state
laws. You must also establish your
intention to remain in Washington for
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.
Billing and Payment
Procedures
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 for
each quarter. Cash, check, money order,
Visa and MasterCard are all acceptable
forms of payment. Credit card payments
can be made by calling (360) 866-6000,
ext. 6445.
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 registering for the first time
after a quarter begins 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 2000-01 nine-month academic year. Tuition and fees are based on
1999-2000 rates. Rates for 2000-01 were not available when this Catalog went to print.
Tuition and Fees
Resident
$2,757
Non-resident
$9,759
Books and supplies
780
780
Housing and meals
5,136
5,136
Personal needs
1,971
1,971
In-state travel
1,200
1,200
$11,844
$18,936
Total
Note: Full-time undergraduate
tuition figures do not include the quarterly
mandatory for students attending the Olympia campus.
health fee, which is
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:
.100 percent to Friday of the first week of quarter;
.50 percent to 30th calendar day;
• no refund after the 30th calendar day.
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 other charges must be made to the unit assessing the charge.
Estimated Tuition and Fees
Rates are set by the Washington State Legislature and the Evergreen Board of Trustees. They are subject to change without
notice. The rates below are estimates for the 2000-2001 academic year.
Enrollment status
Quarter credit hours
Washington resident tuition*
Nonresident tuition*
Full-time undergraduate
10-16
$952 per quarter
$3,370 per
Part-time undergraduate
9 or fewer
16 MIT;
10-12 MPA and
Full-time graduate
Part-time graduate
quarter
$95.20 per credit;
$337.00 per credit;
2 credits minimum
2 credits minimum
$1,522 per quarter
$4,621 per
$152.20 per credit;
$462.10 per credit;
2 credits minimum
2 credits minimum
quarter
MES
9 or fewer
For other fees, see the Miscellaneous Fees chart below.
" Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
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Miscellaneous Fees
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Mandatory health fee (quarterly)§
$35
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Mandatory bus pass (quarterly)
$2 per credit
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WashPIRG (quarterly, waivable)t
$4
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Housing/administrative
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up to
$20
fee
$45
$75
Rental contract
Unit lease
$10
$5
Transcript
Extra copies ordered at same time
ID card replacement
$5
Returned check
$15
Application fee (nonrefundable)
$35
Admission deposit (nonrefundable)
$50
Reinstatement/late-registration
$50
fee
Graduation fee
$25
Specialized facility use fee (varies)*
$5-$150
Leisure Education (varies)
$5-$100
Parking
Automobiles
Motorcycles
Daily
$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) 628-8305.
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.
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Registration and Academic Regulations
Registration
Newand Continuing Student
EnrollmentProcess
Ifyou are a new or continuing student,
registrationinformation will be mailed to
youeach quarter. When registering for
fallquarter, you should select your
academicprogram in mid-May.
If you are a new student, you will be
askedto participate in an academic
advisingsession. The college will inform
youabout these activities in your
registration packet.
Entrance into a program is based on
your registration priority. Registration
appointments are determined by class
standing.
Beforethe start of a quarter, most
registration is conducted using EARSEvergreen'sAutomated Registration
System.Once the quarter is underway,
students must register in person.
Some programs require a faculty
interview or audition for entry. You will
need to obtain a six-digit signature code
from the faculty member to register using
EARS.Otherwise, you must bring a
registration form with the faculty
member's signature to Registration and
Records. Early registration will increase
your chances of getting into the program
of your choice.
As a full-time Evergreen student, you
typically will be enrolled in only one fulltime learning activity. When you enroll,
you will designate the duration of your
program or contract by specifying the
quarter or quarters. You also will specify
the number of credit hours you'll take
per quarter during that period.
There will be no need to re-enroll each
quarter during this designated period if
you continue in the same program or
contract. Changes in enrollment or the
amount of credit you will receive each
quarter may result in a reassessment of
tuition and fees and eligibility for
financial aid.
Special registration periods are held
for those desiring to enroll as nondegree-seeking special students or
auditors. These special registration
periods, which usually follow the
registration period for continuing
students, are announced in publications
distributed on and off campus.
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 durationon file with the Office of Registration
and Records throughout your stay at the
college. (See also Billing and Payment
Procedures on page 31.)
To Drop or Change a Program
If you want to change the program or
courses for which you are registered,
you should complete your change of
registration by the 10th day of the
quarter. During or after the third week
of the quarter, you must petition to
change a program or course (as opposed
to changing your credits or dropping).
If you want to reduce the number of
credits for which you are registered or
drop a program or course, 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 31.)
Withdrawal
You may withdraw any time up to the
30th calendar day of the quarter, but
you must inform the Office of Registration and Records. (See the tuition and
fee refund schedule on page 31.)
Leave of Absence
If you have been regularly admitted
and registered and have attended at least
one quarter, but need to "stop out" for a
while, you are eligible for a leave of
absence of no more than one year. If you
are not enrolled in a program or
contract by the enrollment deadline, you
are considered to be on leave (up to one
year).
Academic Credit
General Policies
You accumulate academic credit for
work well done and levels of performance reached and surpassed. Credit,
expressed in quarter hours, will be
entered on the permanent academic
record only if you fulfill academic
obligations. Evergreen will not accept
credit twice for the same course work.
Partial Credit Options
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.
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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 information,
see page 5.
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
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ANDREA COKER-ANDERSON
Registrar
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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, Library
2211. Changes cannot be made to an
evaluation once it has been sent out as
part of a transcript.
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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
records of your academic achievement at
Evergreen. Maintained by the Office of
Registration and Records, your transcript will list 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.
For more information about
academic regulations,
call (360) 866-6000, ext. 6180.
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 in
writing, although graduate students who
also attended Evergreen as undergraduates may request transcripts of only their
graduate work. Please allow two weeks
for processing between the time you
make your written request and pay the
$10 fee and the time when your
transcript is mailed. 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 or Evergreen's Web
site.
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.
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.
Enrollment Status
Undergraduate
students
Graduate students
Full-time
Part-time
12-16 credits
11 credits or fewer
10-12 credits
9 credits or fewer
Full-time enrollment must include any credit earned concurrently at another college for transfer to Evergreen.
Enrollment may not exceed the quarterly credit totals indicated above.
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 threefourths of the credit for which she or he
is registered, will be required to take a
leave of absence, normally for one full
year. A waiver of required leave can be
granted only by the academic dean
responsible for academic standing upon
the student's presentation of evidence of
extenuating circumstances. A student
returning from required leave will reenter on academic warning and be
expected to make satisfactory progress
toward a bachelor's degree. Failure to
earn at least three-fourths credit at the
first evaluation period will result in
dismissal from Evergreen.
Dismissal and Readmission
A student who is dismissed from the
college for academic reasons will not be
allowed to register for any academic
program or course at the college during
any subsequent quarter. A student who
has been so dismissed may only be
readmitted to the college by successfully
petitioning the academic deans. The
petition must convince the deans that
there are compelling reasons to believe
that the conditions that previously
prevented the student from making
satisfactory academic progress at
Evergreen have changed.
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, natural science or computer 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.
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Selecting Your Program of Study
At Evergreen, you will have the privilege and responsibility 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:
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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 specific in 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 Advising.
CONTACT ACADEMIC ADVISING: Academic Advising provides a wide range of advising services. Full-time advisors
and specialists in international programs and services are available to meet by appointment or on a drop-in basis. The staff also
leads workshops and visits programs to provide advice. The Prime Time Advisor is an academic advisor with an office in Housing
who keeps late afternoon and early evening hours to answer advising questions and help students improve their academic skills.
Academic Advising publishes the Catalog Update and posts information about curriculum changes and program schedules on
bulletin boards and on the Web at www.evergreen.edu/advising.
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 Support Services and Activities section on page 21 for more information.
DO IT YOURSELF: 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 Academic Advising in several formats. Academic
Advising has also developed an outline you can use on your own to create your academic plan.
Study this Catalog
First-year students should carefully consider the Core and all-level programs described on pages 46-57. 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 Description section on page 45. 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 41.
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.
Ask them anything. If one program's not right for you, they might suggest an alternative. Academic Fairs are held quarterly;
contact Academic Advising for dates.
Select a 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!
Special Features of the Curriculum
Individual Study/Internships
While Evergreen emphasizes collaborative studies within learning communities,
students also have many opportunities
to personalize their education. Students
at all levels and in all areas of the
curriculum will find academic offerings
that incorporate independent and
applied learning into program activities.
As students progress in their education,
some may decide to earn credits through
Individual Learning Contracts and
Internship Learning Contracts-two
options typically reserved for junior- and
senior-level students.
Individual Learning Contracts:
Independent contracts are studentgenerated 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 learning 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 Academic Advising.
Internship Learning Contracts:
Internships are a way to gain specialized knowledge, learn from real-world
experiences and serve the community.
They require a three-way partnership
among the student, the faculty sponsor
and the field supervisor. The contract
documents the role of each member of
the partnership. Evergreen students have
conducted paid and unpaid 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 Advising is the
central source of current information
about internships. It provides listings
and referrals for internship opportunities
locally, nationally and internationally.
Academic Advising staff members assist
students, sponsors and internship host
supervisors in planning, arranging and
conducting internships.
Independent Study Incorporated into
Academic Programs:
Academic programs often provide
opportunities for personalizing your
studies. Students might, for example,
extensively research a topic touched on
briefly in readings and seminars, or they
might tackle a project that explores
connections between a program's theme
and an area of personal interest. Other
programs might encourage students to
arrange an internship as an individualized component of a program. Internships provide students with opportunities to apply classroom-based
knowledge
in a hands-on learning environment
while serving the community and
gaining experience in the workplace.
More information about these study
options can be found in the Student
Advising Handbook, on the Web
(www.evergreen.edu/advising)
and by
attending Academic Advising workshops.
Part-Time Studies
Interdisciplinary
study, 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 in the
evenings and on 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,
investigating different aspects of the
central theme throughout the academic
year. Faculty design each quarter so that
students may enter in 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-,
four- and sixcredit 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 full-time students. Full-time students
are generally discouraged from substituting several courses for a full-time
interdisciplinary
program.
Working adults can expect to find both
intermediate and advanced programs and
courses in six curricular pathwaysBusiness and Management; Environmental Studies; Human Services and Psychology; Labor; Government and Politics; and
Literature and History. Programs in each
area give students experience in writing,
presenting material orally, 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 students a foundation in
human development theory and an
opportunity 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 parttime 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 at an Academic Fair
(contact Academic Advising for dates)
and on the dates specified in the Evergreen Times, the catalog of Part-Time
Studies offerings. 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 25 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 at www.
evergreen.edu.
For more information about Part-Time
Studies contact the outreach coordinator
for Part-Time Studies by calling (360)
866-6000, ext. 6164, or e-mail
pts@evergreen.edu.
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Prior Learning
from Experience (PLE)
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Evergreen recognizes that adult students
returning to college have acquired
knowledge from their life and work
experiences. If students want to document this knowledge and receive
academic credit, Prior Learning from
Experience provides one appropriate
pathway.
Documenting your knowledge means
describing what you have learned within
a theoretical framework, not simply
detailing a job description.
You should enroll in Writing from
Life, taught by PLE Coordinator Kate
Crowe, to prepare you for writing your
document. Because a substantial written
document is required, you should enroll
in additional courses and programs to
improve your research and writing skills.
Preparation of the document generally
takes students up to one academic year.
Once submitted, your document will be
evaluated by a faculty team and credit
equivalencies will be noted. You must
pay for this credit just as if you had
enrolled in a course.
Interested students are encouraged
to contact the PLE office after they have
been admitted to the college.
For more information, call PLE
Coordinator Kate Crowe at (360) 8666000, ext. 6415, or see the Evergreen
Web site at www.evergreen.edu/ple.
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"House of Welcome"
Longhouse Education and
Cultural Center
The Longhouse-the first building of its
kind on a public campus in the United
States--exists to provide service and
hospitality to students, the college and
the surrounding Native Tribes. With a
design based in the Northwest Indigenous Nations' philosophy of hospitality, its primary functions are to provide
classroom space (including the Native
American Studies Program, see page
109) and host cultural ceremonies,
conferences, performances, art exhibits
and community events. The primary
work of the Longhouse as a public
service center is the administration of
the Native Economic Development Arts
Initiative (NEDAI). The mission of the
NEDAI is to promote education,
cultural preservation and economic
development for Native American artists
residing in the Northwest.
Evans Chair Scholar John deGraaf
John deGraaf is a producer, writer
and editor of documentary films dealing
with a host of environmental and social
topics. He has produced an extensive
and impressive list of documentary films
including the critically acclaimed,
"Affluenza" (1997) and "Escape from
Affluenza" (1998). Mr. deGraff will be
based in the Core program From Lab to
Living Room: Science, Public Policy and
Personal Behavior. He will also bring his
expertise in filmmaking and investigation of environmental and social issues
to many of the Core programs offered
this year.
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.
Every other year, the Environmental
Studies Planning Group offers the
Tropical Rainforests program with field
work in Costa Rica. Other programs
with an emphasis on sustainability,
community development, agriculture,
natural history and conservation
provide opportunities for projects and
internships in developing countries.
Most notable is our sister county study
abroad program, a community partnership with the village of Santo Tomas,
Nicaragua, the Thurston-Santo Tomas
Sister County Association and the
college.
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.
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
Great Britain, Ireland, Australia, New
Zealand, Costa Rica, Chile and Argentina.
• Interweave; Russian culture and
environmental science programs.
• The School for International
Training; more than 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, Washington.
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 Academic
Advising Office, located in Library
1401.
Programs in the 2000-01 curriculum
with a strong international focus include:
The Development
of Sail Power
page 48
From Classic to Modern: A Traveling Seminar in Europe
page 57, 91
Museums, Monuments and Backpacks
page 57, 72
Imagining the Middle East and South Asia
page 50, 64
The Evans Chair
Hispanic Forms in Life and Art
page 62
Funded by a state grant and donations
from many people, the Daniel J. Evans
Chair in Liberal Arts was established to
support Core programs, with which
each year a distinguished scholar is
selected to work.
Japanese Language and Culture
page 65
Diaspora, A Journey Toward Destiny
page 48,61
Irish Spring: Living in Rural Ireland
page 72, 92
Russia
page 68
Condensed Curriculum 2000-01
These pages feature the titles of programs planned during the spring of 1999 for the 2000-01 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, groups of faculty with similar interests who offer topical groupings of academic offerings. Within the offerings of
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 senior-level 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 may be appropriate, depending on your academic goals. Some programs will be listed in
more than one planning group.
Key
F-fall
quarter
W-winter
quarter
S-spring
SPECIAL FEATURES OF THE CURRICULUM
Page
Individual Study
Part-Time Studies
Prior Learning From Experience
Longhouse Education and Cultural Center
Evans Chair
International Studies and
Opportunities to Study Abroad
37
37
38
38
38
PROGRAMS FOR FIRST-YEAR STUDENTS
Page
47
55
57
48
49
49
All Level
All Level
About Time
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
Diaspora, A Journey Toward Destiny
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AboutTime
Astronomy and Cosmologies
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
Concepts of Computing
Diaspora, A Journey Toward Destiny
From Classic to Modern:
A Traveling Seminar in Europe
Imagining the Middle East and South Asia
Museums, Monuments and Backpacks: The Prehistoric
World Museums and Monuments XXII;A Traveling
Seminar in Europe
Natural Histories: Botany, Biography, Community
The Physicist's World
Reinhabitation
47
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57
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America
Awakening Ireland: From the Power of the
Bards to the Call of the Euro
Blake's Magic
Doing History
The English Romantics: Poetry and Fiction
Hype and Hucksters: Media Campaigns
as Popular Culture
I Want Burning: Ecstatic Poetry and Images
Irish Spring: Living in Rural Ireland
Mushrooms, Culture and History
Observations: Perceiving the World Around Us
Russia
Text and Culture in America 1965-1995
All Level
F
F
F
F
Page
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
Crime
Crime and Punishment
Design for the Stage 2000
Health and Human Development
Hispanic Forms in Life and Art
Homicide
"How Can You Tell an American?"
Indigenous Peoples:
Identities and Social Transformation
Japanese Language and Culture
Museums, Monuments and Backpacks:
The Prehistoric and Ancient World Museums and
Monuments XXII;A Traveling Seminar in Europe
On Interpretation: Stories as Effect and Cause
Reading and Writing Contemporary Prose
Reading South and North: Literature of the Americas
Stoics and Epicureans: Classical and Contemporary
Where Spirits Enter: Artistic and Literary Expressions
of Religion in African Cultures in the Americas
Whole and Holy: Alternative Herstories of Healing
Writers' Workshop
ENVIRONMENTAL
Page
59
quarter
Intermediate
(Page 46)
A Material World
A Passion For Collecting
Contemporary America
The Development of Sail Power: Scientific Principles,
Historical and Cultural Processes
From Lab to Living Room: Science, Public Policy,
Personal Behavior
History: A Celebration of Place
Individuals vs. Societies: Studies of American and
Japanese History, Literature and Cinema
Myth and Sensibility: A Study of Eastern and
Western Cultures
The Olympia Peninsula: Salmon, Timber and Energy
Performing Arts in Cultural Context
Technology, Cognition, Education
Su-summer
Imagining the Middle East and South Asia
Natural Histories: Botany, Biography, Community
The Physicist's World
38
Core
CULTURE, TEXT and LANGUAGE
quarter
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Community-Based
Urban Food Systems
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Structure and Function in Biology and Chemistry
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Mushrooms, Culture and History
77
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The Practice of Sustainable Agriculture
82
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Soil Microbial Ecology
80
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Analysis: Applications
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Biology
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101
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SOCIAL SCIENCE
Studies:
Development
Herstories of Healing
Geology to Issues of Surface and Ground Water
75
Lichens and Ascomycetes
102
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Health and Human Development
Environmental
103
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"How Can You Tell an American?"
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Indigenous Peoples: Identities and
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Ireland: From the Power of the
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Production
91
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Observations: Perceiving the World Around Us
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Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
Arts
Experiments With Light and Sound
92
Arts
108
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Counseling: A New Way to Integrate and
S
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107
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Community Development
Learning From the Past,
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NATIVE AMERICAN AND WORLD INDIGENOUS
(Page 109)
PEOPLES STUDIES
Intermediate
90
Fiber Arts
86
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Foundations of the Visual Arts
87
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Shaping Function/Shaping
88
F
W
89
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All Level
102
Marxist Theory
Working in Development:
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SCIENTIFIC INQUIRY
Work and Families
Student Originated Studies:
89
Working Small
108
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Meaning
Political Philosophy From Machiavelli to Marx
Growing Up in the 21st Century: Youth,
F
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Studies: Visual Arts
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The Good Life in the Good Society: Moral, Social and
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and Management:
Innovate Psychological Theory and Practice
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Big Technology
Contemporary
Business, Entrepreneurship
Strategic Business Policies for the 21st Century
87
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Visual Arts
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The Empty Stage: Theatre Intensive
Student Originated
106
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Studies:
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to Globalization
Advanced Topics
I Want Burning: Ecstatic Poetry and Images
Student Originated
From Colonization
Advanced
Irish Spring: Living in Rural Ireland
Mediaworks:
Social Transformation
Political Economy and Social Change:
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Activism and the Welfare State
The New Insecurity: Prosperity's Child
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Whole and Holy: Alternative
Sustainable Forestry
m
0
W
F
94
S
Community
0
m
F
94
Data to Information
80
Student Originated
z
and Cognition:
Applied Geology: Hazards and Resources
Geology to Issues of Surface and Ground Water
0
76
Page
Environmental
(")
Computability
The Scope and Limits of Formal Systems
Activism and the Welfare State
Introduction
Page
Page
S
Indigenous Peoples: Identities and
S
Advanced
Social Transformation
110
Tribal: Reservation-Based/Community-Determined
S
TACOMA PROGRAM
Urban Studies: Institutional
(Page 93)
Master of Environmental
S
110
F
W
S
W
S
(Page 112)
Dynamics
112
F
(Page 113)
GRADUATE PROGRAMS
Page
W
Page
114
F
W
Astronomy and Cosmologies
99
S
Master of Public Administration
114
F
W
Concepts of Computing
99
S
Master in Teaching
113
F
W
The Physicist's World
97
W
Studies
Matching Evergreen's Programs
to Your Field of Interest
If you are accustomed to thinking about your future study interests in terms of majors, rather than the interdisciplinary program
titles and the Planning Groups used at Evergreen, this guide can help you match your educational interests with our offerings.
A
ART HISTORY
ACTING
Contemporary Issues in Figurative Art
Design for the Stage 2000
Fiber Arts
Foundations of the Visual Arts
From Classicto Modern: A Traveling Seminar in Europe
I Want Burning: Ecstatic Poetry and Images
Museums, Monuments and Backpacks:
A Traveling Seminar in Europe
Shaping Function/Shaping Meaning
Technology, Cognition, Education
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
Working Small
The Empty Stage: Theatre Intensive
The Good Woman of Sichuan:
An Experimental Production
Multicultural Counseling: A New Way to Integrate
and Innovate Psychological Theory and Practice
86
91
104
AESTHETICS
Big Technology
Contemporary Issues in Figurative Art
"How Can You Tell an American?"
Foundations of the Visual Arts
From Classicto Modern:
A Traveling Seminar in Europe
Shaping Function/Shaping Meaning
AFRICAN AMERICAN
85
90
63
87
57
88
STUDIES
Diaspora, A Journey Toward Destiny
48
Indigenous Peoples: Identities and Social Transformation 104
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
104
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
73
AGRICULTURE
Community· Based Urban Food Systems
Introduction to Environmental Studies: Land
The Practice of Sustainable Agriculture
AMERICAN
82
76
82
59
63
51
52
67
73
ANIMATION
Mediaworks: Experiments With Light and Sound
87
ANTHROPOLOGY
History: A Celebration of Place
Museums, Monuments and Backpacks:
A Traveling Seminar in Europe
Natural Histories: Botany, Biography, Community
Whole and Holy: Alternative Herstories of Healing
49
57
52
68
57
ARCHITECTURE
Design for the Stage 2000
61
Contemporary Issues in Figurative Art
Foundations of the Visual Arts
I Want Burning: Ecstatic Poetry and Images
Mediaworks: Experiments With Light and Sound
Shaping Function/Shaping Meaning
Student Originated Studies:
A Practicum for Concentrators
90
87
71
87
88
Astronomy and Cosmologies
AUDIO
AirWaves
84
55
96
62
99
82
65
80
98
90
86
87
57
71
81
52
BRITISH LITERATURE
104
90
88
89
89
73
90
Business, Entrepreneurship and Management:
Advanced Topics
Strategic Business Policies for the 21st Century
Computability and Cognition:
The Scope and Limits of Formal Systems
Technology, Cognition, Education
60
70
Imagining the Middle East and South Asia
Whole and Holy: Alternative Herstories of Healing
CONSERVATION
81
82
65
78
110
112
108
50
68
94
56
94
BIOLOGY
Sustainable Forestry
79
DESIGN
Design for the Stage 2000
85
COUNSELING
CREATIVE NONFICTION
Awakening Ireland: From the Power of the
Bards to the Call of the Euro
Irish Spring: Living in Rural Ireland
78
SCIENCE
Computability and Cognition:
The Scope and Limits of Formal Systems
Concepts of Computing
Data to Information
CALCULUS
CELTIC STUDIES
104
67
89
54
RELIGION
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
96
63
STUDIES
C
Matter and Motion
84
96
49
DEVELOPMENT
COMPARATIVE
Reading and Writing Contemporary Prose
104
67
CREATIVE WRITING
59
72
X
LU
o
Z
\.!]
Community·Based Research
Community·Based Urban Food Systems
Natural Histories: Botany, Biography, Community
Student Originated Studies: Community Development
Tribal: Reservation-BasediCommunity-Determined
Urban Studies: Institutional Dynamics
Working in Development: Learning From the Past,
Creating the Future
COSTUME
101
106
94
54
COMMUNICATION
COMPUTER
BOTANY
51
SCIENCE
COMMUNITY
BIOLOGY
Blake's Magic
The English Romantics: Poetry and Fiction
COGNITIVE
COMMUNITY
B
A Passion For Collecting
Evolutionary Biology
Health and Human Development
Introduction to Natural Science
Lichens and Ascomycetes
Mushrooms, Culture and History
Soil Microbial Ecology
Structure and Function in Biology and Chemistry
Myth and Sensibility: A Study of Eastern and
Western Cultures
Student Originated Studies: Community Development
ENGINEERING
66
CLASSICS
55
104
75
99
96
98
CLASSICAL STUDIES
On Interpretation: Stories as Effect and Cause
51
88
ASIAN STUDIES
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Myth and Sensibility: A Study of Eastern and
Western Cultures
Environmental Analysis: Applications of Chemistry and
Geology to Issuesof Surface and Ground Water
Introduction to Natural Science
Matter and Motion
Structure and Function in Biology and Chemistry
AirWaves
Health and Human Development
History: A Celebration of Place
Hype and Hucksters: Media Campaigns as
Popular Culture
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Reading and Writing Contemporary Prose
Student Originated Studies: Performing Arts
Technology, Cognition, Education
BUSINESS
ART
Contemporary Issues in Figurative Art
Fiber Arts
Foundations of the Visual Arts
From Classicto Modern: A Traveling Seminar in Europe
I Want Burning: Ecstatic Poetry and Images
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Observations: Perceiving the World Around Us
Shaping Function/Shaping Meaning
Student Originated Studies: Performing Arts
Student Originated Studies: Visual Arts
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
Working Small
73
90
THEORY
Coastal Dune Ecology
Natural Histories: Botany, Biography, Community
ARCHAEOLOGY
Museums, Monuments and Backpacks:
A Traveling Seminar in Europe
57
88
54
ASTRONOMY
STUDIES
America
'How Can You Tell an American?"
Individuals vs. Societies: Studies of American and
Japanese History, Literature and Cinema
Natural Histories: Botany, Biography, Community
Reading South and North: Literature of the Americas
Writers' Workshop
ART/MEDIA
CHEMISTRY
90
85
86
87
57
71
I Want Burning: Ecstatic Poetry and Images
Observations: Perceiving the World Around Us
Reading and Writing Contemporary Prose
Writers' Workshop
71
90
67
73
z
::x::
u
~
::2:
""=,0:'::",":::
ENVIRONMENTAL
CRIMINOLOGY
69
71
Crime and Punishment
Homicide
CRITICAL REASONING
The English Romantics: Poetry and Fiction
Reading and Writing Contemporary Prose
70
67
ENVIRONMENTAL
CULTURAL HISTORY
History: A Celebration of Place
On Interpretation: Stories as Effect and Cause
Text and Culture in America 1965-1995
49
66
73
CULTURAL STUDIES
:s::
~
n
About Time
Awakening Ireland: From the Power of the Bards
to the Call of the Euro
Crime
Crime and Punishment
Hispanic Forms in Life and Art
History: A Celebration of Place
Homicide
I Want Burning: Ecstatic Poetry and Images
Irish Spring: Living in Rural Ireland
Natural Histories: Botany, Biography, Community
Russia
Tribal: Reservation-Based/Community-Determined
Urban Studies: Institutional Dynamics
Whole and Holy: Alternative Herstories of Healing
Writers' Workshop
DANCE
Z
Performing Arts in Cultural Context
Student Originated Studies: Performing Arts
Z
0
DESIGN
><
Contemporary Issues in Figurative Art
Design for the Stage 2000
Fiber Arts
Foundations of the Visual Arts
Shaping FunctionlShaping Meaning
Student Originated Studies: Visual Arts
Working Small
m
59
61
69
62
49
71
71
72
52
68
110
112
68
73
D
:r:
G)
47
53
89
90
85
86
87
88
89
90
75
99
52
79
STUDIES
A Material World
Applied Geology: Hazards and Resources
Community-Based Research
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
Introduction to Environmental Studies: Land
Introduction to Natural Science
Natural Histories: Botany, Biography, Community
The Practice of Sustainable Agriculture
Reinhabitation
Student Originated Studies: Community Development
Sustainable Forestry
Working in Development: Learning From the Past,
Creating the Future
47
80
81
75
76
99
52
82
54
78
79
108
ETHICS
Stoics and Epicureans: Classical and Contemporary
The Good Life in the Good Society
68
108
EVOLUTION
96
Evolutionary Biology
EXPOSITORY WRITING
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
The English Romantics: Poetry and Fiction
Foundations of the Visual Arts
The Physicist'S World
Technology, Cognition, Education
56
70
87
53
54
Contemporary Issues in Figurative Art
Foundations of the Visual Arts
I Want Burning: Ecstatic Poetry and Images
Myth and Sensibility: A Study of Eastern and
Western Cultures
Reinhabitation
Shaping Function/Shaping Meaning
90
87
71
51
54
88
E
ECOLOGY
Lichens and Ascomycetes
Coastal Dune Ecology
Mushrooms, Culture and History
Soil Microbial Ecology
82
81
65
80
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
Political Economy and Social Change:
From Colonization to Globalization
Strategic Business Policies forthe 21st Century
Working in Development: Learning From the Past,
Creating the Future
106
106
108
EDUCATION
History: A Celebration of Place
Writers' Workshop
49
73
ENGLISH LITERATURE
The English Romantics: Poetry and Fiction
70
POLICY
Community-Based Research
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
The Olympic Peninsula: Salmon, Timber and Energy
Whole and Holy: Alternative Herstories of Healing
81
75
52
68
H
Health and Human Development
Whole and Holy: Alternative Herstories of Healing
104
68
FICTION
HISTORY
Prose
67
FILM
Individuals vs. Societies: Studies of American and
Japanese History, Literature and Cinema
Mediaworks: Experiments With Light and Sound
Student Originated Studies:
A Practicum for Concentrators
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
51
87
88
A Passion For Collecting
The Development of Sail Power: Scientific Principles,
Historical and Cultural Processes
Introduction to Natural Science
The Physicist's World
Whole and Holy: Alternative Herstories of Healing
73
52
79
Sustainable Forestry
68
55
48
99
53
68
HORTICULTURE
HUMAN
Health and Human Development
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
HUMAN
82
DEVELOPMENT
96
104
SERVICES
Tribal: Reservation-Based/Community-Determined
110
HUMANITIES
FOREST SCIENCE
G
GEOGRAPHIC
INFORMATION
Herstories of Healing
The Practice of Sustainable Agriculture
Reading and Writing Contemporary
96
68
55
A Passion For Collecting
84
AirWaves
59
America
60
Blake's Magic
48
Diaspora, A Journey Toward Destiny
69
Doing History
70
The English Romantics: Poetry and Fiction
62
Hispanic Forms in Life and Art
49
History: A Celebration of Place
Individuals vs. Societies: Studies of American and Japanese
51
History, Literature and Cinema
108
Marxist Theory
Museums, Monuments and Backpacks:
57
A Traveling Seminar in Europe
65
Mushrooms, Culture and History
Political Economy and Social Change:
106
From Colonization to Globalization
68
Russia
68
Stoics and Epicureans: Classical and Contemporary
54
Technology, Cognition, Education
HISTORY OF SCIENCE
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Whole and Holy: Alternative Herstories of Healing
105
HEALTH
Growing Up in the 21st Century:
Youth, Work and Families
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Natural Histories: Botany, Biography, Community
75
GOVERNMENT
The New Insecurity: Prosperity's Child
HISTORY OF MEDICINE
104
75
81
Whole and Holy: Alternative
102
80
GEOMORPHOLOGY
Coastal Dune Ecology
FAMILY STUDIES
FOLKLORE
ECONOMICS
Applied Geology: Hazards and Resources
Environmental Analysis: Applications of Chemistry and
Geology to Issues of Surface and Ground Water
F
FEMINIST THEORY
DRAWING
ENVIRONMENTAL
GEOLOGY
SCIENCE
Environmental Analysis: Applications of Chemistry and
Geology to Issues of Surface and Ground Water
Introduction to Natural Science
The Olympic Peninsula: Salmon, Timber and Energy
Sustainable Forestry
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
Contemporary America
Crime
On Interpretation: Stories as Effect and Cause
Reading and Writing Contemporary Prose
Text and Culture in America 1965-1995
56
57
61
66
67
73
HYDROLOGY
Environmental Analysis: Applications of Chemistry and
Geology to Issues of Surface and Ground Water
SYSTEMS
Environmental Analysis: Applications of Chemistry and
Geology to Issues of Surface and Ground Water
75
I
80
82
76
52
Indigenous Peoples:
Identities and Social Transformation
INDIGENOUS
GEOGRAPHY
Applied Geology: Hazards and Resources
Community-Based Urban Food Systems
Introduction to Environmental Studies: Land
The Olympic Peninsula: Salmon, Timber and Energy
75
PEOPLES STUDIES
64
INTERNATIONAL
STUDIES
Business,Entrepreneurship and Management:
Advanced Topics
Diaspora, A Journey Toward Destiny
FromClassicto Modern: A Traveling Seminar
HispanicForms in Life and Art
Imagining the Middle East and South Asia
IrishSpring: Living in Rural Ireland
Japanese Language and Culture
Museums, Monuments and Backpacks:
A Traveling Seminar in Europe
Russia
Strategic Business Policies for the 21st Century
The Empty Stage: Theatre Intensive
Hispanic Forms in Life and Art
History: A Celebration of Place
Imagining the Middle East and South Asia
Observations: Perceiving the World Around Us
On Interpretation: Stories as Effect and Cause
Reading and Writing Contemporary Prose
Reading South and North: Literature of the Americas
Reinhabitation
Russia
Stoics and Epicureans: Classical and Contemporary
Technology, Cognition, Education
Text and Culture in America 1965-1995
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
Writers' Workshop
101
48
57
62
50
72
65
57
68
106
J
JAPANESE
FILM
Japanese Language and Culture
JAPANESE
HISTORY
Japanese Language and Culture
65
65
JAPANESE
LANGUAGE
Japanese Language and Culture
65
JAPANESE
LITERATURE
Japanese Language and Culture
65
JAPANESE
STUDIES
Japanese Language and Culture
Individuals vs. Societies: Studies of American and
Japanese History, Literature and Cinema
65
51
JOURNALISM
Reading and Writing Contemporary Prose
67
JUDAIC STUDIES
Diaspora, A Journey Toward Destiny
48
l
LAND USE
Introduction to Environmental Studies: Land
LANGUAGE
STUDIES
Diaspora, A Journey Toward Destiny
Hispanic Forms in Life and Art
IrishSpring: Living in Rural Ireland
LATIN AMERICAN
STUDIES
Reading South and North: Literature of the Americas
LAW
Crime and Punishment
History: A Celebration of Place
LAW AND GOVERNMENT
POLICY
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
History: A Celebration of Place
Urban Studies: Institutional Dynamics
LEADERSHIP
STUDIES
Strategic Business Policies for the 21st Century
Tribal: Reservation-Based/Community-Determined
LIBRARY
RESEARCH
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
lICHENOLOGY
Lichens and Ascomycetes
LIGHTING
DESIGN
Design for the Stage 2000
LITERARY
CRITICISM
On Interpretation: Stories as Effect and Cause
LITERATURE
AirWaves
America
Awakening Ireland: From the Power of the
Bards to the Call of the Euro
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
76
48
62
72
67
69
49
75
49
112
106
110
104
82
61
66
84
59
59
56
86
62
49
50
90
66
67
67
54
68
68
54
73
MUSIC
COMPOSITION
Big Technology
85
MUSIC
HISTORY
Big Technology
"How Can You Tell an American?"
85
63
MUSIC TECHNOLOGY
Big Technology
85
MYCOLOGY
Lichens and Ascomycetes
Mushrooms, Culture and History
Soil Microbial Ecology
82
65
80
73
73
MYTHOLOGY
On Interpretation:
66
Stories as Effect and Cause
M
N
MANAGEMENT
Business, Entrepreneurship and Management:
Advanced Topics
Strategic Business Policies for the 21st Century
Tribal: Reservation-Based/Community-Determined
NATIVE
AMERICAN
STUDIES
Indigenous Peoples: Identities and Social Transformation
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Tribal: Reservation-BasedlCommunity-Determined
MARINE
SCIENCE
The Development of Sail Power: Scientific Principles,
Historical and Cultural Processes
MARKETING
AirWaves
Hype and Hucksters:
Media Campaigns as Popular Culture
MATHEMATICS
Computability and Cognition: The Scope and Limits of
Formal Systems
Concepts of Computing
Data to Information
The Physicist's World
MEDIA
About TIme
Hype and Hucksters:
Media Campaigns as Popular Culture
Mediaworks: Experiments With Light and Sound
Student Originated Studies:
A Practicum for Concentrators
101
106
110
48
84
63
94
56
94
53
54
104
MICROBIOLOGY
Soil Microbial Ecology
Structure and Function in Biology and Chemistry
80
98
MIXED-MEDIA
Foundations of the Visual Arts
87
MOLECULAR
BIOLOGY
Structure and Function in Biology and Chemistry
98
MULTICULTURAL
STUDIES
History: A Celebration of Place
49
MUSIC
AirWaves
Awakening Ireland: From the Power of the
Bards to the Call of the Euro
The Good Woman of Sichuan:
An Experimental Production
Irish Spring: Living in Rural Ireland
Performing Arts in Cultural Context
Student Originated Studies: Performing Arts
68
ORGANIZATIONAL
Business, Entrepreneurship
Advanced Topics
MEDIA
PRODUCTION
Technology, Cognition, Education
84
59
91
72
53
89
79
110
NUTRITION
Whole and Holy: Alternative Herstories of Healing
0
87
55
82
65
52
90
54
47
63
87
88
104
110
NATURAL
SCIENCE
A Material World
47
MEDIA
HISTORY
Mediaworks: Experiments With Light and Sound
MEN'S
STUDIES
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
NATURAL
HISTORY
A Passion For Collecting
Lichens and Ascomycetes
Mushrooms, Culture and History
Natural Histories: Botany, Biography, Community
Observations: Perceiving the World Around Us
Reinhabitation
NATURAL
RESOURCE
MANAGEMENT
Sustainable Forestry
Tribal: Reservation-Based/Community-Determined
64
MANAGEMENT
and Management:
101
P
PAINTING
Contemporary Issues in Figurative Art
Foundations of the Visual Arts
I Want Burning: Ecstatic Poetry and Images
90
87
71
PERFORMANCE
AirWaves
Design for the Stage 2000
The Empty Stage: Theatre Intensive
Student Originated Studies: Performing Arts
84
85
86
89
PERFORMANCE
THEORY
The Empty Stage: Theatre Intensive
86
PHILOSOPHY
America
Awakening Ireland: From the Power of the
Bards to the Call of the Euro
The Good Life in the Good Society
History: A Celebration of Place
"How Can You Tell an American?"
Stoics and Epicureans: Classical and Contemporary
PHILOSOPHY
OF THE MIND
Computability and Cognition: The Scope and Limits of
Formal Systems
PHILOSOPHY
OF SCIENCE
Astronomy and Cosmologies
From Lab to Living Room: Science, Public Policy,
Personal Behavior
Introduction to Natural Science
Physical Systems
The Physicist'S World
59
59
108
49
63
68
94
55
49
99
97
53
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I
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PHOTOGRAPHY
Student Originated Studies: Visual Arts
89
PHYSICAL SCIENCE
47
55
A Material World
Astronomy and Cosmologies
PHYSICS
Introduction to Natural Science
Matter and Motion
Physical Systems
The Physicist's World
99
96
97
53
Herstories of Healing
68
PLANNING
Student Originated Studies: Community Development
78
POETRY
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
The English Romantics: Poetry and Fiction
I Want Burning: Ecstatic Poetry and Images
Irish Spring: Living in Rural Ireland
Writers' Workshop
56
70
71
72
73
POLITICAL ECONOMY
~
~
n
:J:
z
C\
Z
0
m
X
About Time
Growing Up in the 21st Century:
Youth, Work and Families
Introduction to Environmental Studies: Land
Marxist Theory
Natural Histories: Botany, Biography, Community
The New Insecurity: Prosperity's Child
Political Economy and Social Change:
From Colonization to Globalization
Working in Development: Learning From the Past,
Creating the Future
POLITICAL
47
102
76
108
52
105
106
108
PHILOSOPHY
Marxist Theory
The Good Life in the Good Society
The New Insecurity: Prosperity's Child
108
108
105
POLITICAL SCIENCE
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
History: A Celebration of Place
Imagining the Middle East and South Asia
Political Economy and Social Change:
From Colonization to Globalization
75
49
50
106
POLITICAL THEORY
Whole and Holy: Alternative
Herstories of Healing
68
PREHISTORY
Museums, Monuments and Backpacks:
A Traveling Seminar in Europe
57
PRINTMAKING
Contemporary Issues in Figurative Art
Foundations of the Visual Arts
90
87
PSYCHOLOGY
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Reinhabitation
104
54
RELIGION
Introduction
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
SOILS
Business, Entrepreneurship and Management:
Advanced Topics
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
S
85
SCIENCE
80
56
94
48
96
49
99
96
53
SCULPTURE
Fiber Arts
Foundations of the Visual Arts
Shaping Function/Shaping Meaning
Student Originated Studies: Visual Arts
Working Small
48
48
70
101
64
52
61
69
71
63
75
47
81
57
75
108
62
53
78
105
101
82
75
63
78
112
69
71
SOCIOLOGY
Crime
Crime and Punishment
Homicide
"How Can You Tell an American?"
From Lab to Living Room: Science, Public Policy,
Personal Behavior
Growing Up in the 21st Century: Youth,
Work and Families
Natural Histories: Botany, Biography, Community
The New Insecurity: Prosperity's Child
From Lab to Living Room: Science, Public Policy,
Personal Behavior
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
Multicultural Counseling:
A New Way to Integrate and Innovate Psychological
Theory and Practice
49
75
104
T
THEATRE
Design for the Stage 2000
The Empty Stage: Theatre Intensive
The Good Woman of Sichuan:
An Experimental Production
Performing Arts in Cultural Context
Student Originated Studies: Performing Arts
The Good Woman of Sichuan:
An Experimental Production
Where Spirits Enter: Artistic and Literary Expressions of
Religion in African Cultures in the Americas
85
86
91
53
89
91
73
TRIBAL GOVERNMENT
110
U
URBAN STUDIES
Introduction
to Environmental
Studies: Land
76
VIDEO
Mediaworks: Experiments With Light and Sound
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Student Originated Studies:
A Practicum for Concentrators
61
69
71
63
49
102
52
105
87
104
88
W
WILDLIFE SCIENCE
Sustainable Forestry
WOMEN'S
SOCIAL SERVICE
Crime and Punishment
Homicide
68
V
102
63
50
SOCIAL SCIENCE
A Material World
Community-Based Research
Contemporary America
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
The Good Life in the Good Society
Health and Human Development
Performing Arts in Cultural Context
Student Originated Studies: Community Development
Herstories of Healing
STATISTICS
Tribal: Reservation-BasediCommunity-Determined
47
SOCIAL PSYCHOLOGY
Crime
Crime and Punishment
Homicide
"How Can You Tell an American?"
80
THEATRE HISTORY AND THEORY
86
87
88
89
90
SOCIAL AND CULTURAL HISTORY
About Time
The Development of Sail Power: Scientific Principles,
Historical and Cultural Processes
Diaspora, A Journey Toward Destiny
The English Romantics: Poetry and Fiction
Growing Up in the 21st Century: Youth, Work
and Families
"How Can You Tell an American?"
Imagining the Middle East and South Asia
Indigenous Peoples:
Identities and Social Transformation
The Olympic Peninsula: Salmon, Timber and Energy
99
Soil Microbial Ecology
Whole and Holy: Alternative
75
SCENIC DESIGN
Applied Geology: Hazards and Resources
Concepts of Computing
Data to Information
The Development of Sail Power:
Scientific Principles, Historical and Cultural Processes
Evolutionary Biology
From Lab to Living Room: Science, Public Policy,
Personal Behavior
Introduction to Natural Science
Matter and Motion
The Physicist's World
OF SCIENCE
to Natural Science
SPIRITUALITY
SOCIAL WORK
PUBLIC POLICY
Business, Entrepreneurship and Management:
Advanced Topics
Community-Based Urban Food Systems
From Public Issues to Public Policy:
Environmental Activism and the Welfare State
Hype and Hucksters:
Media Campaigns as Popular Culture
Student Originated Studies: Community Development
Urban Studies: lnstitutional Dynamics
73
RESEARCH METHODS
The New Insecurity: Prosperity's Child
PUBLIC ADMINISTRATION
'-.-.--~
SOCIOLOGY
Design for the Stage 2000
PHYSIOLOGY
Whole and Holy: Alternative
R
79
STUDIES
Diaspora, A Journey Toward Destiny
Imagining the Middle East and South Asia
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Whole and Holy: Alternative Herstories of Healing
48
50
104
68
WRITING
Blake's Magic
Civilization as a Transient Sickness:
The Life and Poetry of Robinson Jeffers
Crime
From Classic to Modern:
A Traveling Seminar in Europe
Hispanic Forms in Life and Art
"How Can You Tell an American?"
Multicultural Counseling: A New Way to Integrate and
Innovate Psychological Theory and Practice
Myth and Sensibility: A Study of Eastern and
Western Cultures
On Interpretation: Stories as Effect and Cause
Reading and Writing Contemporary Prose
Reinhabitation
60
56
61
57
62
63
104
51
66
67
54
How to Read a Program Description
BecauseEvergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Until you are familiar with them, the
complexdescriptions in this Catalog can be intimidating, but Evergreen believes this is the best way to make sure students understand their
options. Below is a sample of a typical program description. The annotations will help you interpret all the information packed into the listings
that follow.
Quarter(s)
f-I
------
Liststhe quarters during which the program
willrun.
Working in Development:
Learning From the Past,
Creating the Future
~
Fall, Winter/Coordinated Study
I Faculty: Tom Womeldorff, Pat Labine
I I
Ii Enrollment: 50
Facu ty
I r Prerequisites: Junior or senior standing;
som~ previou~ ~ork in environmental
Listsmembers of the faculty team scheduled
studies o~ political economy.
to teach the coordinated study program or
Facu.ltySignature: No
.
the faculty member scheduled to lead the
Special Expens~s: Approximately $100 for I
group contract.
two overflight, in-state program retreats.
I
Fees due prior to departure.
Enrollment
Internship Possibilities: No --------,
Travel Component: Two overnight, inDescribes the number of students who may
state field trips.
enroll. Core programs typically allow 23
students per faculty; all-level programs
This is an upper-division program for
typically allow 24; intermediate and advanced
students interested in working for
programs and group contracts typically allow
development, either at home or abroad.
The program will have both a theoretical
25.
and practical focus. In lectures and
seminars, we will explore the meanings
Prerequisites I
I
and history of "development," examine
Listsconditions you must meet to be eligible to the forces that shape relationships between
take this program. These might include studies the North and South and the rich and
you should already have completed, the
poor, and consider prospects for
academic standing expected of you or both.
sustainability and progressive change in
This portion might state other entry requirethe 21st century. We will make extensive
ments, such as faculty review of student
use of case studies material, as well as
fiction and nonfiction narratives. Case
portfolio.
studies will reflect faculty interest in rural
Program Description I
I development, agricultural improvement,
community and international economics,
This condensed description explains the theme the urban informal sector and grassroots
or question at the heart of the program and
social change movements.
how particip~nt.s will approach it. The content
Workshops will develop skills to help
of each description vanes, but you will usually students function with sensitivity in
fmd examples of books to be read, acnvines
culturally diverse settings and to assist in
planned and the disciplines and modes of
self-directed community development.
study th~t participants will use. For more
Student work will involve critical reading,
information, make an appomtment With a
expository writing and collaborative
faculty member, ask for a copy of the syllabus, research projects.
st~p by the program's table at the A~ademic
Credit awarded in sustainable developFalro.r talk to an advisor at Academic
ment", agriculture and rural developAdvising,
ment", international and community
economics" and participatory research
Program is preparatory .. '1methOdS*.
.
Indicates how this program might be
Total: 16 c~edltseach qu~rter. Students
particularly useful in preparing for future
m~y enroll m.a four-credit language course
studies or careers.
With faculty signature.
Program is preparatory for careers and
future s~udi~sin de~elopment.work,
economl~s, mtern~tlonal studies and
community planning,
r
J
Program Type
Descnbes the type of program:
• Coordinated Study - Working with a
faculty team, students use multiple disciplines
to explore a central question or theme.
• Group Contract - One or two faculty
members work with a group of students,
I typically advanced-level students, to examine
a specific topic.
z
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.
Special Expenses
Indicates expenses you should anticipate
beyond books and normal supplies.
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Internship allowed
States whether an internship possibility is an
optional or required component of the
program.
Travel Component
Indicates whether program participants will
take overnight field trips or study abroad.
Credit awarded in ...
.
At the end of each program, faculty Will
register the credits you earn as "credit
equivalencies" that. correspond to traditional
disciplines and subjects. This section explains
the kind of credit equivalencies you can expect
if you successfully complete the program. An
asterisk ['"]mdlcates upper-division credit.
Equivalencies help potential employers and
graduate schools understand what subject
areas you have studied. All ~ndergraduate
programs lead to a bachelor s degree m liberal
arts and sciences.
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 12
credits while you are also enrolled in a related
four-credit module. Part-time options may
require permission of faculty.
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Programs for First-Year Students
Lee Lyttle, Dean of First-Year Programs
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 a fuller breadth of the issues that will concern you-the connection of artistic expression to social conditions, 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, read carefully, analyze arguments, reason quantitatively or mathematically, work cooperatively in small 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 afterward. 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 at the same time learning about your own
goals, about defining and dealing with problems and about the college's people and
facilities.
All-level programs, as the name suggests, enroll approximately 25 percent first-year
students plus sophomores, juniors and seniors. Like Core programs, they are broadly
interdisciplinary coordinated studies. They combine seminars, individual conferences
with faculty members, lectures, field trips and, perhaps, laboratories-depending on
the content and goals of the program. 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 and what you can learn on your own will be higher.
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 it is critical to have a strong,
sustained interest in the topic. You should weigh the advantages of in-depth study of an
all-level theme that interests you against the advantages of a Core program's emphasis
on foundation for college work. If you are ready to work 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 particularly wellqualified first-year student. Consult the faculty if you are interested in an intermediate
program.
A Material World
Fall,Winter, Spring/Coordinated Study
Faculty:Paula Schofield, Don Bantz
Enrollment:46
Prerequisites:None
FacultySignature: No
SpecialExpenses: $150 for field trips.
Internship Possibilities: Yes, spring quarter.
TravelComponent: Fall and winter field trips.
Thisprogram will examine how the changing
world of materials has shaped and governed
our lives.We are interested in such questions
as:How do scientists transform the raw
materialsof the wilderness into the "stuff" of
the modern world? How does one make
intelligentdecisions about the stuff we
purchase, e.g., household products, clothing,
outdoor equipment (bikes, snow boards, hiking
gear,etc.), cabin building materials, ete. What
criteria drive consumer demand (convenience,
socialstatus, high performance) in the context
of ever-escalating global consumer desires?
What are the economic trade-offs? How do
organizations make these same decisions? Why
don't public agencies utilize more green
materials?
We will investigate the chemical, social,
environmental, philosophical, legal and
historical aspects of the "stuff" that surrounds
our daily lives. We will study the origin of
everydaymaterials by detailing a biography of
each, from its primary source (in the animal,
vegetableor mineral world), through the
various transformations in its production and
fabrication, into usable products. We will learn
the chemical makeup, physical properties and
material science relevant to understanding the
molecular structure of materials by examination using hands-on laboratories. Our results
will be related to their uses in daily life, and we
will examine their ultimate fate and impact on
the environment when each material has lived
its useful life. Ultimately we'll examine the
rapidly changing world of materials and the
forcesthat drive these changes.
We'll explore the following: (1) the
economic implications of consumption within
the dominant culture ethic that promotes (to
use Bookchin's phrase) "insensate receptacles
of consumption," (2) the alternative consumption lifestyles, e.g., voluntary simplicity
movement, sustainable communities and the
use of green materials, (3) the lifestyle, social
status and psychological impacts on historical
and contemporary communities that have
chosen to reduce consumption, e.g., sumptuary
laws and research that suggest one's relative
socialposition (i.e., the amount of stuff they
possess)may have deeply rooted evolutionary
implications and (4) compare our own
consumptive habits to others here and abroad.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
As faculty, we have a strong interest in
promoting a learning community via multiple
modes of learning including lectures,
laboratories, seminar, films, workshops,
program retreats and field trips. In spring
quarter, students will design and conduct
independent research (individual or team)
projects to investigate a topic of interest
related to the program themes. These may
take the form of independent or group study,
internships or community service. Texts may
include: Stuff: The Materials the World is
Made of, Ivan Amato; Plastic: The Making of
a Synthetic Century, Stephen Fenichell;
Walden Pond, Henry David Thoreau; or Use
Less Stuff: Environmental Solutions for Who
We Really Are, Elizabeth Storr.
Credit awarded in physical science, social
science, environmental studies, writing and
literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in physical science, social science,
natural science and environmental studies.
About Time
Fall/Coordinated Study
Faculty: York Wong, Leo Daugherty
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent or 12 first -year
students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Your idea about time forms meaning of self
and others. It flies as an arrow from cradle to
grave, or on a circular, a seamless journey.
Wordsmiths revel in it (Woolf), schemers
profit from it (Taylorism), world beaters bet
in it (Marx), visionaries overcome it
(Buddha), technologists build with it
(Internet), postmodernists disdain it. Stephen
Hawking would slice and dice it.
But what is time?
About Time investigates time's impact on
spiritual values, world views and personal
commitments, giving rise to notions of
secularism and theism, tradition and
progress, nature and culture, love and
violence. This study also looks at how we
communicate with each other molded by our
view of time. Moreover, students will do
research about time in unique contexts, e.g.,
how a chosen novel, photograph, hit song,
mathematical theorem, ecological niche,
martyrdom and other interesting cases can
only be deciphered through special interpretations of time.
Credit awarded in social and cultural history,
media studies, political economy, expository
writing and individual project work.
Total: 16 credits.
Program is preparatory for careers and future
studies in liberal arts.
This program is also listed in Culture, Text
and Language.
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The Development of Sail
Power: Scientific Principles,
Historical and Cultural
Processes
Fall, Winter, Spring/Coordinated Study
Faculty: Dean Olson, E.J. Zita, Sarah
Pedersen
Enrollment: 46
Prerequisites: High school algebra.
Faculty Signature: No
Special Expenses: $700-$2,000 for field trips.
Internship Possibilities: No
Travel Component: Boat trips: two overnight
trips per quarter, fall and winter quarters, plus
a two-week voyage spring quarter. A twoweek land-based field trip in Baja California
during winter quarter.
This yearlong program combines the practical
skill of operating college sailing vessels with
an intensive study of navigation, science and
cultural studies. We will use the theme of
navigation as our window to non-Western
cultures and to maritime literature. We will
use the evolution of navigation as our window
to the history of Western science and
technology, social structure and the political
economics of industrialization, exploration
and trade. We will sail the waters of Puget
Sound while studying Pacific Northwest
history and reading maritime literature about
the age of sail. Students will study the
mathematics of navigation and piloting, and
about the physics of sail power while learning
to sail aboard the Resolute (44-foot Annapolis
yawl) and the Seawulff (38-foot custom
cutter).
We will begin fall quarter with a wideranging study of the oral tradition of
navigation in selected non-Western cultures.
We will study people who navigated the seas
guided by oral traditions, their sense of place
in the stellar universe, experience and their
physical senses. We will then begin our study
of Western navigation technologies, the
evolution of sail configuration and changing
vessel design and material selections. Piloting
and sailing skills will be developed in the
classroom and on local waters.
In winter quarter the focus will shift to the
more recent history and contemporary
evolution of modern navigation methods. We
will read about the development of longitude,
modern nautical charts and navigation
systems, and we will practice using sextants
and GPS for celestial navigation. Readings
will explore the nexus of social structure,
political economic change and scientific
inquiry from the 17th through the 20th
centuries. A field trip to the west coast of
Mexico is planned, and day sails in local
waters will continue when weather permits.
In spring quarter we will focus on the
Pacific Northwest. Readings will examine
indigenous cultures, regional history during
the age of sail and maritime literature. Field
trips aboard the vessels will take us throughout the Puget Sound and into the San Juan
and Canadian waters.
- .. --.~
* indicates upper-division credit
This program will be intellectually as well
as physically challenging. Students who join
the program must commit to spending hours
each week on the boats, often in inclement
weather and uncomfortable conditions, as
well as keeping up with a normal load of
college-level reading, writing and other
academic assignments. Studies in both fall and
winter will include quantitative treatments of
the science of sailing, from the physics of
fluids to the vector forces involved in tacking
the vessels and piloting in strong currents, as
well as astronomy as it relates to celestial
navigation. Students should be familiar with
algebra and fractions and be willing to learn
more mathematics. In spring quarter, the skills
emphasis shifts to library research, close
reading and essay writing. Students should be
well prepared to read and write extensively.
Careful reading, thoughtful discussion and
effective writing will be emphasized all year.
Credit awarded in political economy,
sociology, history, science, maritime studies
and nautical sciences.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, literature, maritime studies,
political economy, history and maritime
trades.
Diaspora, A Journey
Toward Destiny
Fall, Winter, Spring/Coordinated Study
Faculty: George Freeman Jr., Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program will
accept up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: Approximately $60 each
quarter for a three-day field trip to Cispus
during fall and winter quarters.
Internship Possibilities: No
Travel Component: In-state retreat during fall
and winter quarters. Some student research
projects may involve travel.
Diaspora, A journey toward destiny
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
A long ways from home. A long ways
from home.
Diaspora, A journey toward destiny
Remember, a Lord,
what is come upon us:
consider, and behold our reproach.
Our inheritance is turned to strangers,
Our houses to aliens.
We are orphans and fatherless,
Our mothers are widows.
- The Book of Lamentations, Jeremiah 5:1-3
Diaspora, A journey toward destiny
My heart is in the East and I am at the
edge of the West.
How then, can I taste what I eat,
How can I enjoy it?
How can I fulfill my vows and pledges
while Zion is
In the domain of Edam
And I am in the bonds of Arabia?
It would be easy for me to leave behind
All the good things of Spain;
It would be glorious to see the dust
Of the ruined Shrine.
- Yehudah Halevi (1075-1141), Spain.
More often than not, many of us feel a
yearning for something or someplace we call
home. This yearning is derived in part from a
sense of dislocation and "otherness" and
speaks to a desire to be at rest. Our program,
Diaspora, A Journey Toward Destiny,
addresses the patterns of longing and the
yearning for a homeland. Through an
examination of the forced migrations of two
peoples, the Jews and people of African
descent, we intend to examine the multiple
influences that shape our beliefs about culture,
place and time as related to that which we call
home and the journey to home.
Thefirst quarter and part of the second
quarterof our program explores the African
andJewishdiaspora brought about through
slavetrade, through the exodus of Jews from
Europe,and through centuries of intolerance.
Referringto specific historical periods, we will
examinethe factors that shaped these forced
migrationsand the continual redefining of the
conceptof home. We will examine the slave
tradeto Europe and America and the
traffickingof people as property. We will
explorethe factors that led to the exterminationof six million Jews during the Holocaust.
Alongwith this search, we will look at how
cultureboth endures and is transformed
throughits interaction with geographic place.
Wewillexamine the dynamic tension of
creatinga home in hostile lands and of the
influenceon our current American landscape
ofthesetwo communities of people.
Usingas our foundation a historical
understandingof the creation of home by
Jewsand people of African descent, we then
turnour artention to ourselves. The remaining
academicyear explores our yearning for
"home"where no home can be found and no
othertruly exists. We will develop our
understandingof place and identity and how
identityformation is associated with place as
relatedto time. This identity, with multiple
influences,is blended into the broader
Americancultural landscape. How does this
happen?How do we end up calling anyone
placehome? How do we place ourselves in the
overalllandscape and make our communities
ourhomes?What roles do education and the
mediaplay in creating our cultural sense of
home?Our program explores the psychologicaland sociological structures that support
ouridentity development as an American
phenomenon.Diaspora, A Journey Toward
Destinywill frame our current challenge to
worktogether as disparate communities
affectedby this common experience and as a
journeytoward a common destiny. We will
figureout how we can make our lives useful
andproductive through engagement with one
another,community involvement, and through
thoughtfuland purposeful living. As is true of
anyjourney, the final destination is far less
importantthan the journey itself.
Creditawarded in Judaic studies, AfricanAmericanstudies, history, social science,
psychology,and the humanities.
Total:16 credits each quarter. Students may
enrollin language studies components for four
creditsduring fall, winter and spring quarters
uponapproval of faculty.
Programis preparatory for careers and future
studiesin education, international studies, the
socialsciences,humanities and the travel
industry.
Thisprogram is also listed in Culture, Text
andLanguage and Social Science.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
From Lab to Living Room:
Science, Public Policy,
Personal Behavior
Fall, Winter/Coordinated Study
Faculty: Bill Arney, Nalini Nadkarni
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: $75 for overnight, in-state
field trip.
Internship Possibilities: No
Travel Component: Overnight, in-state field
trip.
Science does not stop at the door of the
laboratory or the border of the field station.
Directly and indirectly the work of scientists
finds it way into public and private life. From
decisions as large as the federal government's
commitment to reduce pollution to questions
of whether it's important to eat bran muffins
(or should that be bran cereal?) for breakfast,
people have to contend with the effects of
science in their lives. This program is about
the way science makes its way from the lab
into our living rooms, how it shapes public
policy, how it influences our private lives.
Students will develop a critical appreciation of
the scientific process and of the means by
which science is communicated to others-to
other scientists, citizens and policy makers.
Fall quarter will be devoted to an intensive
study of the process of scientific inquiry.
Lectures and student projects will take
students through the various stages of the
scientific process: topic choice, question
formulation, hypothesis construction,
scientific inquiry and scientific reporting.
Students will learn how to find and read and
evaluate scientific papers, how to edit
scientific reports and how to do simple
statistical analyses of data sets.
In winter quarter, we will spend most of
our time studying specific mechanisms by
which science is communicated to the public
and the effects of living in a wash of scientific
information. What is gained and what is lost
when state-of-the-art research on forest
canopies is turned into a National Geographic
TV episode? What happens to a woman who,
in former times, would be "expecting" (a
child) but who is now, in the bright light of
popularized medical science, a "reproductive
niche" (harboring a "fetus")? During this part
of the program students will learn a critical
approach to the study of science, one that
calls into question the authority and burden
socially granted to scientists in the modern
age.
Credit awarded in science, sociology, writing!
journalism, writing and statistics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, social science, writing!
journalism.
History: A Celebration of Place
Fall, Winter, Spring!Coordinated Study
Faculty: Yvonne Peterson, Llyn DeDanaan,
Paul Tamburro, TBA
Enrollment: 90
Prerequisites: None
Faculty Signature: No
Special Expenses: Approximately $50 per
quarter for field trip fee and approximately
$40 per quarter for optional art project costs.
Internship Possibilities: Yes
Travel Component: None
History: A Celebration of Place is a studentcentered program, institutionally designed to
incorporate community interaction in the
education process. The student, faculty and
Indian community will mutually share
authority in developing a valuable education
within a constantly changing pluralistic society
and political environment.
Students will work toward cultural
competence and a basic familiarity with the
history of Indian relations in the United States
and the Americas. Students will exit from the
program knowledgeable about the identity of
American Indian Tribes in the different
geographic areas of the United States, their
current conditions and the social, political,
economic and cultural differences between the
tribes and the majority society. There is an
emphasis on the historical and contemporary
experiences of the Indian tribes of the Pacific
Northwest, specifically Western Washington.
Concentrated study using an "Encounters
Model" approach will focus on distinctive
cultural perspectives, the geographical areas
tribes inhabited historically and now occupy,
and tribal responsibilities as co-managers of
the resources of the Puget Sound along with
the federal and state governments.
The program provides an academic
framework for experience in a genuine
community with a spirit of hospitality and
reciprocal respect. It is important that students
understand that this program, as a Native
American Studies offering, includes a Native
American philosophical form in its nature of
teaching and learning. It is not designed to be a
study of Native Americans, though it includes
issues especially relevant to Native Americans.
That is to say, the faculty of History: A
Celebration of Place are interested in providing
an environment in which faculty and students
share in an experience in which they identify
topics of mutual interest and share as partners
in the exploration of those topics.
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Four major questions frame the education
process for the program: (1) What do I want
to do? (2) How do I want to do it? (3) What
do I plan to learn? and (4) What difference
will it make? Serious consideration of the
questions provides a reliable structure for
educational pursuit. This program is an open,
alternative educational opportunity intended
to include student-designed projects into a
coordinated studies theme that values
significant human relationships in terms of
time, space, people, place.
Credit awarded in history, philosophy, cultural
competency, communication, political science,
cultural anthropology, culture and crosscultural communication, indigenous arts,
technology, indigenous cultures of the
Americas, u.s. and Pacific Northwest history,
literature and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in education, anthropology, the arts,
multicultural studies, tribal government, law
and human services.
* indicates upper-division credit
Imagining the Middle East
and South Asia
Fall, Winter, Spring/Coordinated Study
Faculty: Lance Laird, Steven Niva, Therese
Saliba
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent or 18 first-year
students.
Faculty Signature: No
Special Expenses: Approximately $30 per
quarter for local field trips. Optional spring
quarter travel to Jerusalem and Cairo for five
to six weeks; students can expect to spend
approximately $3,500 for travel expenses.
Internship Possibilities: No
Travel Component: Optional five to six weeks
based in Jerusalem and Cairo.
From colonial travel novels to contemporary
media, images of the Middle East and South
Asia are often exotic or dangerous, the
fulfillment of Western fantasies and nightmares. And yet these extremely diverse regions
have a rich history of intellectual and religious
thought, trade, cultural exchange, colonial
conquest, and liberation struggles. This
program will examine Western literary and
media representations of "the Orient" -which
includes contemporary India, Pakistan, Iran,
the Arab world and surrounding countries-as
well as how the peoples of the Middle East and
South Asia represent themselves. In the
process, we will learn about the history,
culture, religions, literature and contemporary
political developments in these regions.
Focusing on the history of cultural contact
and exchange between South Asia and the
Middle East, as well as between the "East" and
"West," we will examine how these relations
have shaped present (mis)perceptions of the
peoples, their religion, politics and gender
roles. We will explore ways in which religious
and cultural practices (e.g., those associated
with Sufism) both linked and separated the
historic Persian, Arab-Islamic, Moghul and
Ottoman empires. The religious diversity of the
region includes Islam, Hinduism, Christianity,
Judaism and Buddhism. Through case studies
of current political conflicts, such as Israel and
the Palestinians, India and Pakistan, and
Turkey and the Kurds, we will investigate the
connections between religion, nationalism,
liberation movements and gender relations, as
well as the role of ethnic/religious minorities.
We will also explore how debates about
national identity are often played out on the
bodies of women, and how practices such as
veiling and widow burning (sati) become
sensationalized in the West. We will look at
how recent developments in the global
economy as well as movements for women's
rights, liberation and religious reform are
reshaping the political and social terrain of the
region.
During spring quarter, students may have
the option of traveling to the Middle East for
further study. For those not traveling, the
program will focus on contemporary
remappings of the Middle East and South
Asia by studying diaspora communities,
including their Internet Web sites, literature
and film. Students may also have the
opportunity to work with local Middle
Eastern or South Asian ethnic/religious
communities, or local political solidarity
movements.
Credit awarded in Middle East Studies, South
Asian Studies, comparative literature,
comparative religion, history, political science
and gender studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in international studies, history,
cultural studies, religious studies, crosscultural relations, interfaith relations,
community activism, human rights advocacy
and conflict resolution.
This program is also listed in Culture, Text
and Language.
Individuals vs. Societies: Studies
of American and Japanese
History, Literature and Cinema
Fall,Winter, Spring/Coordinated Study
Faculty:Harumi Moruzzi, TBA
Enrollment:46
Prerequisites:None
FacultySignature: No
SpecialExpenses: Up to $25 per quarter for
museumand/or theater tickets.
InternshipPossibilities: No
TravelComponent: None
Inthis program we examine the concepts of
individual,society, and the interaction between
thetwo through the critical exploration of
Americanand Japanese history, literature,
cinema,as well as popular media.
When the 19th-century Danish philosopher,
SorenKierkegaard, chose "that individual" as
hisown epitaph, he was proclaiming himself
as an individual, the only concrete mode of
human existence, though at the same time he
waskeenly aware of the consequence of such a
stance:an unidentifiable feeling of dread and
anxietyderived from being an individual as the
soleresponsible agent for what he/she was. In
America,however, the concept of individuals
as autonomous and free agents with an
unalienableright to the pursuit of happiness
seemsto have been accepted quite cheerfully,
and indeed without much anguish. As a truism
and self-evident throughout much of its
history,it is manifested variously from the selfacquisitivenessof Benjamin Franklin's Poor
Richardto Thoreau's "rugged" self-reliance to
Great Gatsby's misguided self-creation. At
times,such as in the 195 as, some books like
WilliamWhyte's The Organization Man and
DavidRiesman's The Lonely Crowd revealed
conformist tendencies of individuals belonging
to some American communities. These books,
however,were written precisely to criticize the
group orientation of certain segments of
society,while reclaiming the value of
individualism in America.
Meanwhile, in Japan, which often appears
to emphasize the opposite human values of the
Americanethos, the importance of group
cohesion and harmony rather than, to the
horror of most Americans, the individual right
or happiness has been stressed throughout
much of its history. In fact, the Japanese often
seemto consider themselves as embodiment of
conceptssuch as nationality, gender or family
rather than individuals.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Certainly, the reality is not as simple or
clear-cut as these stereotypical representations
of two societies indicate. Nevertheless, this
dichotomized comparative frame presents an
interesting context in which we can explore
the concepts of individual, community/society
and the dynamic relationship between these
two concepts. Throughout the academic year
we will study American and Japanese history,
literature, cinema and popular media through
lectures, workshops, book and film seminars,
as well as expository writings while focusing
on the ideas of individual and community/
society and their interrelationships. Spring
quarter may involve group projects in media
production or group research projects.
Credit awarded in Japanese history, Japanese
culture, Japanese literature, American history,
American culture, American literature,
psychology, sociology, film criticism, Japanese
cinema and American cinema.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in history, literature, psychology,
sociology, cultural studies, film studies and
interuational relations.
Myth and Sensibility:
A Study of Eastern and
Western Cultures
Fall, Winter/Coordinated Study
Faculty: Bob Haft, Hiro Kawasaki
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: Students can expect to
spend approximately $75 for art supplies.
Internship Possibilities: No
Travel Component: None
Myth and Sensibility is a Core-level program
designed to introduce students to the study of
Asian and Western cultures as they are
reflected in their various forms of art and
literature. Each quarter we will look at one
Eastern and one Western culture in order to
begin to understand the differences and
appreciate the similarities between the two.
Fall quarter (subtitled The Dragon and
The Minotaur) we will study the art and
myth of ancient China and Greece. We will
look specifically at the period from roughly
1000 B.C. to 320 B.C. For China, this
includes time from the Bronze Age to the
Han dynasty; for Greece, from the Geometric
to the end of the Classical Periods. We will
read literature from and about each country
(including myths, contemporary historical
fiction and drama), look at the art the people
produced and write about what we have
learned. To help us better understand the
nature of ancient art, we will also learn the
basics of drawing (including working with
Sumi ink and Chinese brushes) and of
working with clay. Sometime during the
quarter, we will visit the Seattle Art Museum
to study the collection of Chinese and Greek
antiquities.
Winter quarter (subtitled The Rooster and
The Crane) we will jump forward in time to
the 18th and 19th centuries, where we will
study the sense and sensibilities of the French
and the Japanese. We will be particularly
concerned with the way in which the two
civilizations influenced one another and how
patronage of the arts shifted from the
aristocracy to the bourgeoisie. As in fall
quarter, we will read literature from and
about the period, view and discuss the art
that was produced, and continue to write
about our discoveries. We will continue to
study drawing and-in keeping with the
mechanical mania of the era-we will also
learn the rudiments of photography.
Credit awarded in expository writing,
drawing, history, art history and mythology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts, humanities and social
sciences.
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Natural Histories: Botany,
Biography, Community
Fall, Winter, Spring/Coordinated Study
Faculty: Matt Smith, Sam Schrager, Frederica
Bowcutt
Enrollment: 72
Prerequisites: None. This all-level program
will accept up to 25 percent or 18 first-year
students.
Faculty Signature: No
Special Expenses: $200 for two weeklong field
trips.
Internship Possibilities: Yes, six credits spring
quarter only.
Travel Component: In-state field trips during
fall and spring quarters.
This program develops a naturalist approach
to the study of human life and nature. We will
ask: How do we, individually and collectively,
enact our relationship to the natural world?
How do society and nature affect our sense of
who we are? How do we tell the stories and
construct the knowledge that shape our
experience of place? How can persons,
institutions and communities act morally to
nourish the well-being of humans and the
surrounding world?
Our exploration entails a highly integrative
blend of sociological, ecological and humanities-based thought. We will be especially
concerned with cultural frameworks that
guide people's interpretations. These will
involve such topics as gender, religion, class,
family and ethnicity as sources of identity;
Euro-American and Native American outlooks
on place in the West; the role of science,
trained professionals and environmentalism in
mediating views of nature; and the power of
mass media and corporate capitalism to
channel our sense of possibilities.
The focus in fall includes field study of
Puget Sound oral history and natural history,
as well as grounding in the value of stories
and the social theory of community. In winter,
students will undertake ethnographic field
study of a local institution and library-based
research on Northwest forest ecology. Spring
will feature more advanced research (or, if
appropriate, internships), with topics chosen
in light of faculty expertise. In each quarter
there will be some instruction in basic botany
(including classification, evolution and
anatomy). Throughout the year, we will
emphasize writing in journal, essay and
documentary forms.
* indicates
upper-division credit
Readings will span community studies,
environmental studies, imaginative literature
and critical thought. The program work will
be intellectually challenging and demand
much time. We welcome first-year students
who are ready for intensive engagement in
their studies. We will also provide strong
support to upper-division students ready to
specialize in cultural, political or ecological
inquiry while seeking integrated understanding of the whole.
Credit awarded in social theory, community
and cultural studies, literature, ecology,
botany, ethnography and natural history.
Students who do upper-division work and
need upper-division credit may negotiate with
faculty.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in natural resource management, social
work, planning, cultural documentation,
environmental policy, journalism and the
humanities.
This program is also listed in Culture, Text
and Language and Environmental Studies.
The Olympic Peninsula:
Salmon, Timber and Energy
Fall, Winter, Spring/Coordinated Study
Faculty: Rob Cole, Sharon Anthony, Ken
Tabbutt
Enrollment: 69
Prerequisites: High school algebra.
Faculty Signature: No
Special Expenses: One weeklong field trip per
quarter approximately $125 per trip.
Internship Possibilities: No
Travel Component: One weeklong field trip
per quarter.
In this program we will study the natural
history of the Olympic Peninsula while
exploring the effects of human activities on
the land. We will also examine the effects of
the landscape on the humans that came to live
on the Peninsula. To do this we will investigate three themes that are currently embroiled
in controversy on the Peninsula: salmon,
timber and energy. With some species of
salmon on the Peninsula currently listed as
threatened species by the federal government,
significant controversy regarding forest
practices and whether to log remaining oldgrowth timber and disagreement about
removing hydroelectric dams from the
Peninsula, these issues are both timely and
serve as metaphors for human interaction
with the environment. While these elements
are interrelated, we will focus our attention on
a single issue during each of the three quarters
of this program.
Students will read accounts from early
settlers in an attempt to explore the historical
roots of our land use and resource extraction
policies. We will study the natural history of
salmon and timber on the Peninsula and
survey the history of human use of these
resources. We will examine closely the human
interactions with the environmentpopulation growth, environmental degradation, use of natural resources, water quality
and allocation and issues of ecological health,
and we will examine related current environmental policy topics. We will construct
mathematical models of these systems, run
computer simulations to study their dynamics
and explore implications of our simulations.
In addition, we will use field sampling
techniques to gather data about water and soil
quality and use Geographic Information
Systems (GIS) as a powerful tool with which
to study human interaction with the environment.
Activities will include field trips, fieldwork,
seminar discussions, lectures, interactive
workshops, simulated public hearings, science
laboratories, computer labs and group
projects. Students will work collaborativelyin
small groups throughout the program, and
will be expected to develop substantive groupprocess skills.
Thiswill be a demanding program that will
requirea significant amount of time commitment(at least 40 to 50 hours per week) from
eachstudent. Students can expect to learn a
significantamount of natural and human
historyassociated with the Olympic Peninsula,to wrestle with conflicting environmental
values,become engaged with current
environmental policy issues, develop facility
with mathematical modeling, field sampling
and GISskills and hone their writing and
publicpresentation skills.
Credit will be awarded in environmental
history,natural history, public policy, earth
science,mathematical modeling, field studies
and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studiesin environmental studies, biological or
physicalsciences, public policy, medicine,
mathematical and computer modeling of
environmental systems.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Performing Arts in
Cultural Context
Fall, Winter, Spring/Coordinated Study
Faculty: Andrew Buchman, Toska Olson,
Stepan Simek, TBA
Enrollment: 92
Prerequisites: None
Faculty Signature: No
Special Expenses: Students can expect to
spend approximately $60 per quarter for
admission to performances.
Internship Possibilities: No
Travel Component: None
This program examines the ways in which
artists interact with and affect societies. What
happens when a composer chooses to write
music "outside the box," or a choreographer
interprets societal shifts onstage in an entirely
new way? How do actors absorb the essence
of-and portray=certain figures in history?
Should Shakespeare or Beethoven continue to
be relevant in the 21st century? Would The
Beatles have taken America by storm at any
other point in history? Why do so many
people claim to "hate" opera when they can
so easily (even eagerly) get hooked on other
forms of musical theatre?
Our work will take the form of seminar
conversations, reading, writing and research,
with the history, practice and sociology of the
performing arts (music, dance, theatre) as our
focus. We expect students to participate in
skill workshops and group performance
projects, but no previous performing
experience is required. If you see yourself as a
"specialist" in a particular performing art,
you will be asked to explore related arts. If,
for example, you have played piano for 12
years but have no prior experience in dance or
theatre, we expect you to emphasize the areas
you know the least. Becoming well-versed in
all three of the performing arts is not only a
good idea for participating in interdisciplinary
work, but it is also essential in developing
your competence as a performer. In examining
the performing arts through sociology, your
grasp of context and meaning will expand in
depth and breadth, causing you to better
understand the currents traveling underneath
the surface of music, dance and theatre.
This program's thematic explorations are
likely to include the role of European and
other cultural models in performing arts
history; the pluralistic nature of American
society, its structures and art forms; and the
effect of the mass media on the performing
arts in the past century.
Credit awarded in theatre, dance, sociology,
music, performing arts history and cultural
studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in performing arts, humanities, social
science and liberal arts.
The Physicist's World
Fall, Winter/Coordinated Study
Faculty: Tom Grissom, Paul Jeffries
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent or 12 first-year
students. This program can serve as preparation for the Introduction to Natural Science
program offered winter and spring quarters.
Students can either choose to enroll for two
quarters in The Physicist's World or enroll for
one quarter and then register for Introduction
to Natural Science.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The 20th century has brought about a
revolution in our understanding of the
physical universe. We have been forced to
revise the way we think about even such basic
concepts as space and time and causality, and
about the properties of matter. An important
part of this revolution has been the surprising
discovery of fundamental ways in which our
knowledge of the material world is ultimately
limited. These limitations are not the result of
surmountable shortcomings in human
understanding but are more deeply rooted in
the nature of the universe itself.
In this program we will examine the mental
world created by the physicist to make sense
out of our experience of the material world
around us, and to try and understand the
nature of physical reality. We will ask and
explore answers to the twin questions of
epistemology: What can we know? and How
can we know it? We will start with the preSocratic philosophers and continue through
each of the major developments of 20thcentury physics, including the theories of
relativity, the quantum theory, deterministic
chaos, and modern cosmology. We will trace
the development of answers to these questions
about the physical world, and we will
specifically examine the nature and the origins
of the limits that our answers impose on our
ultimate knowledge of the world. No
mathematical prerequisites are assumed.
Mathematical thinking will be developed
within the context of the other ideas as
needed for our purposes. The only prerequisites are curiosity about the natural world and
a willingness to read and think and write
about challenging texts and ideas.
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This program will cover everything you
always wanted to know about physics but
were afraid you wouldn't be able to comprehend. We will discover that these ideas are not
accessible only to physicists, but are within
the grasp of anyone curious about them and
willing to work to satisfy that curiosity. We
will read primary texts, such as works by the
pre-Socratics, Aristotle, Lucretius, Galileo,
Newton and Einstein, plus selected contemporary writings on physics. In addition to the
other texts, a book-length manuscript has
been written for this program that will serve
as an extended outline and guide to the works
and ideas that we will read and discuss. Fall
quarter will concentrate on the period up to
the beginning of the 20th century; winter
quarter will cover developments during the
20th century.
Credit awarded in philosophy of science,
history of science, introduction to physical
science, introduction to mathematics and
quantitative reasoning and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and sciences.
This program is also listed in Culture, Text
and Language and Scientific Inquiry.
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Reinhabitation
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Sonja Wiedenhaupt
Enrolltnent: 48
Prerequisites: None. This all-level program
accepts up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: Students can expect to spend
approximately $800-$1,000 for six overnight
field trips, binoculars, waterproof clothing and
footwear and art materials.
Internship Possibilities: Yes, four credits
required each quarter.
Travel Component: In-state, overnight trips.
Observing, sensing and perceiving are not
simple activities. As we grow up, our
experiences are increasingly mediated by the
internalization of our cultures and our
imbibing of knowledge organized and codified
by some one other than ourselves. As a result,
our curiosity and creativity, particularly in
regard to the specific, concrete places in which
we live, are often hijacked, or at least mislaid.
Through seminars, workshops, experiments
and writing we will examine the complex
functions of, and interactions between, seeing
and perceiving with the intention of becoming
self-reflective about how our curiosity and
creativity happen.
Our intention in this program is to
gradually move together from being mere
residents in our places and in ourselves, to
genuine inhabitants of both. We will bring
seeing and perceiving, curiosity and creativity
outdoors with us, spending significant time in
urban, rural and disturbed settings around
campus, Olympia and Thurston County, as
well as undertaking two weeklong field trips
each quarter. Further, all students will
undertake four-credit internships with local
organizations within Thurston County with
the overt aim of making contributions to the
people and places to which they are responsible by virtue of the fact that they live here.
We will read natural history, psychology,
nature writing, cultural history and studies of
living in place, while developing skills in bird
and plant identification, nature writing,
cultural analysis and drawing.
Our program will take 12 hours or more per
week of program time, at least 10 hours per
week of internship time, and at least 40 hours
per week of study and preparation. In
addition, neither rain, nor hail nor snow will
prevent our outdoor work. We expect all
students at the outset to seriously commit to
the full duration of the program.
Credit awarded in individualized internships,
environmental studies, literature, cultural
history, natural history, psychology, writing
and drawing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in advanced work and careers in
environmental studies, psychology, cultural
studies and art.
This program is also listed in Social Science
and Environmental Studies.
Technology, Cognition,
Education
Fall, Wmter/Coordinated Study
Faculty: Thad Curtz, Arun Chandra, Ju-Pong
Lin, David Paulsen
Enrollment: 92
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $40 for field trips and
performances.
Internship Possibilities: No
Travel Component: None
All sorts of people are getting on the Internetgovernment officials and cyberpunks, Nigerians
and Australians, school kids and scientists. The
news is full of pronouncements about
cyberspace and the information revolution;
some of them claim that earlier changes in
communications led to profound transformations of consciousness, politics, education and
social life, and that we're in the midst of
another one. Do you think that moving from a
world in which everything has to be spoken
and remembered to one in which people write
things down makes a big difference in how
people learn? How about going from scribes'
manuscripts to printed books? Do you think
photography, film, television and video are
changing how you think and feel and act? For
better or for worse ... ? Will the rapidly
unfolding conversion of words, sounds and
images to digital versions flowing around the
planet at electronic speeds make much
difference in people's experiences and the
course of history?
This program explores questions such as
these, drawing on the faculty's backgrounds in
philosophy and cognitive science, video and
installation art, literature and experimental
music. Our central focus will be on developing
our capacity to respond to, describe and share
the ways in which different sorts of representations express, convey and shape experiences.
Since the communication of experience through
representations of various kinds is a central
part of education, we'll be interested throughout the program in how changes in technologies for representation have affected the ways
people got educated in the past, and what
current and past changes in such technologies
might suggest about how we should be getting
educated now. A lot of our work will involve
careful reading, writing and discussion; we will
also spend time learning to use computers and
media equipment, doing studio assignments
using sound and video, and working in the
computer labs.
We'llbegin by looking at the history of
severalsorts of representation-writing,
images,created sounds and the visual display
ofquantitative information. Then we'll focus
on some case studies-the shifting relations
betweenorality and literacy in the time of
Socrates,in colonialism and today; the
creationof "realistic" representation in
paintingand literature and its ongoing
destruction in this century; and the effects of
modernmedia from the telegraph to contemporary electronic art and proliferating Web
technologies.We'll study theoretical and
historicalworks such as Ong's Orality and
Literacy and Plato's dialogues, as well as
contemporary material, art as well as theory.
Oneway and another, we will keep circling
around our central questions. Speech, writing,
print, audio-visual images, cyberspace-how
do the means that we have available for
communicating shape what we experience, if
theydo? What effects have the changes in
them had on education, and should the ways
inwhich they're shifting now change how
we're educating ourselves, or not?
Credit awarded in art history, cognitive
science,communications theory, expository
writing, history, literature and media
production.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studiesin any discipline that centers on
interpretation, including literature, communications, linguistics, education, psychology,
journalism, philosophy, cognitive science,
history, anthropology, art history or law, as
well as for further work in media, electronic
musicor multimedia.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
I SPRING
QUARTER OFFERINGS
A Passion For Collecting
Spring/Coordinated Study
Faculty: John Longino, Stacey Davis
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Have you ever made an insect collection? A
stamp collection? Do you have names for the
kinds of food you eat or the kinds of trees you
see? Identification and classification are
fundamental activities in all cultures. In the
sciences, these urges manifest themselves in
the disciplines of taxonomy and systematics.
These disciplines arose during an explosion of
popular interest in natural history in the 18th
and 19th centuries. The exploration of new
lands brought Europeans in contact with
previously unimaginable cultural and
biological diversity. We will study the history
of the "collecting craze" that swept western
Europe in the late 1700s and early 1800s, and
use it to gain a better understanding of the
practice and application of contemporary
taxonomy and systematics.
Program activities will include lectures,
seminars, weekly writing exercises and
laboratory/field studies of local plants and
insects. Evaluation will be based on writing
assignments, laboratory performance and
written exams.
Credit awarded in introduction to taxonomy
and systematics, European intellectual history
and history of science.
Total: 16 credits.
Program preparatory for careers and future
studies in biological sciences, history and
history of science.
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Astronomy and Cosmologies
Spring/Group Contract
Faculty: E. J. Zita
Enrollment: 24
Prerequisites: Maturity, good thinking skills
and facility with algebra. This all-level
program will accept up to 25 percent or 6
first-year students.
Faculty Signature: Yes
Special Expenses: $30 for equipment, $200$300 for binoculars and tripod and $300 for
possible field trip to the Southwest.
Internship Possibilities: No
Travel Component: Possible field trip to the
Southwest.
Learn beginning-to-intermediate astronomy
through lectures, discussions, intractive
workshops and observation, using naked eyes,
binoculars and telescopes. Students will build
(and take home) learning tools such as
celestial spheres and spectrometers, research a
topic of interest (in the library and through
observations), learn to create a Web page, and
share your research with classmates.
We will also seminar on cosmologies: how
people across cultures and throughout history
have understood, modeled and ordered their
universe. We will study creation stories and
world views, from ancient peoples to modern
astrophysicists.
Students are invited to help organize a field
trip to clear skies, perhaps to Chaco Canyon.
Credit awarded in astronomy, physical science
and philosophy of science.
Total: 16 credits.
Program is preparatory for careers and future
studies in astronomy, physical sciences,
history and philosophy of science.
This program is also listed in Scientific
Inquiry.
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Faculty: Tom Grissom
Enrollment: 24
Prerequisites: Third quarter freshmen, two
quarters of college or sophomore standing.
Faculty Signature: No
Special Expenses: Possible field trip to
Carmel, California (optional).
Internship Possibilities: No
:rravel Component: Depending upon student
mterest the program may conclude with an
optional field trip to Tor House, Jeffers'
home in Carmel, California, and the
surrounding countryside.
From the publication of his first major work
in 1924 until his death in 1962, Robinson
Jeffer~ had a controversial career as a major
American poet. He went from being hailed as
the most promising new voice in American
poetry by critics such as Archibald MacLeish
and being featured on the cover of Time
'
magazine, to being later condemned as a
?1isguided misanthrope for his uncompromismg phl.l~soph.lcalstance and for his unpopular political views during and after World
War II. In between, he wrote long, booklength, narrative poems dealing with classical
themes from Western mythology and tragedy,
and shorter but powerful lyric poems of deep
insight and measured wisdom. In both, he
advanced a harsh and unrelenting view of the
relative unimportance of humans in the
natural order, a view that he himself labeled
inh.uma~ism. In his work he constantly takes
civilization to task for what he sees as its
overriding record of human folly and
arrogance, and advocates in its place the
beauty and the primacy of the natural world.
Although he drew upon contemporary life in
the Big Sur region of California for his
poems, Jeffers believed that poetry "is bound
to concern itself chiefly with permanent
things and the permanent aspects of life ...
that a reader two thousand years away could
understand and be moved by."
* indicates upper-division credit
In this program we will read the major
narrative poems written by Jeffers, from
"Tamar" to "The Double Axe," along with all
of the short poems. In addition, we will read
criticisms of Jeffers' work and a biography
about the life and times of the poet. Students
will w~ite responses each week to the readings
and Will produce a longer expository paper on
some chosen aspect of Jeffers' poetry. In our
work we will pay attention to both the
aesthetic qualities of the poems and to their
meaning and relevance, responding to the
question: What is the poet doing, and how
does he do it? Depending upon student
interest the program may conclude with a
field trip to Tor House, Jeffers' home in
Carmel, California, and the surrounding
countryside, the setting for his poems.
Cre.dit.awarded in narrative and lyric poetry,
topics m 20th-century American Literature,
contemporary intellectual history and
expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in literature and the humanities.
This program is also listed in Culture, Text
and Language.
Concepts of Computing
Spring/Group Contract
Faculty: TBA
Enrollment: 48
Prerequisites: High school-level algebra. This
all-level program accepts up to 50 percent or
24 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This spring quarter offering will examine
fundamental ideas in computing and
mathematics that underlie today's computing
technology. There will be hands-on lab work
together with an examination of the models
methods and abstract concepts behind
'
software and hardware systems.
The program is intended for students who
have an interest, but limited background in
computing. It will be useful for students ~ho
want some exposure to computing as a basis
for future work in a variety of disciplines that
use computing (especially the sciences). This
program is also helpful, though not required,
for students interested in additional course
work in computer science or mathematics.
To~ics may include programming, algebra
and discrete mathematics, computational
organization, the World Wide Web and logic
as well as topics concerning the historical
philosophical, social or ethical implicatio~s of
computing.
Credit awarded in mathematics and introductory computing.
Total: 16 credits.
Program is preparatory for careers and future
~tudies in science, mathematics and computmg.
This program is also listed in Scientific
Inquiry.
Contemporary America
Spring/Coordinated Study
Faculty:David Hitchens, Gerald Lassen
Enrollment:46
Prerequisites:Third quarter freshmen.
FacultySignature: No
SpecialExpenses: No
InternshipPossibilities: No
TravelComponent: None
Theearly part of the 20th century was
marked by the trauma of war and depression.
Therefore,the major concern of the post
WorldWar II era was to avoid a repetition of
thosetragedies. Accordingly, there was strong
effortto build military superiority and also
makesure that governmental policies would
guarantee economic growth and prosperity
into the foreseeable future. In this program
wewill examine how these two concerns
dominated the politics, economics and
cultural trends of the postwar era. The focus
will be on understanding the major events of
this period including the Red Scare, the beat
generation, the Cuban missile crisis, the civil
rights movement, the feminist and gay rights
movements, Vietnam, Watergate, the Reagan
revolution and Clinton's impeachment.
Program activities will include lectures,
workshops, seminars and contemporary
films. There will be frequent writing
assignments and the program will end with a
symposium week featuring student presentations on critical issues of the period.
Credit awarded in history, economics,
political science and literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in social science, law, history and
economics.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
From Classicto Modern: A
Traveling Seminar in Europe
Museums, Monuments and
Backpacks: The Prehistoric and
Spring/Group Contract
Ancient World Museums and
Faculty: Bob Haft
Monuments XXII; A Traveling
Enrollment: 24
Prerequisites: Third quarter freshmen who have Seminar in Europe
successfully completed Myth and Sensibility:
A Study of Eastern and Western Cultures,
page 51, or sophomore standing.
Faculty Signature: Yes. Bob Haft, (360) 8666000, ext. 6474, will assess student interest
and background in art and classic or modern
history (for those not enrolled in Myth and
Sensibility) at the Academic Fairs for fall: Sept.
18,2000, winter: Nov. 29, 2000, and spring:
March 7, 2001. Students must also complete a
questionnaire after the interview. Students can
find out if they have been accepted into the
program by calling Bob or his Program
Secretary, Pam Udovich (360) 866-6000, ext.
6600, after each Academic Fair: fall: Sept. 20,
2000, winter: Nov. 30, 2000, and spring:
March 9, 2001, or after successful completion
of the Myth and Sensibility program.
Special Expenses: Students can expect to spend
approximately $3,250 for travel and living
expenses.
Internship Possibilities: No
Travel Component: Eight weeks of travel and
study in France, Italy and Greece.
This program is being held in tandem with
Gordon Beck's program Museums, Monuments
and Backpacks: The Prehistoric and Ancient
World Museums and Monuments XXII; A
Traveling Seminar in Europe. Although we
will be meeting and traveling separately, our
activities and goals will be roughly the same;
we plan to cross paths and share ideas at least
once during our respective stays abroad.
This will be an intensive on-site study of the
paintings, sculpture and architecture of selected
locations in France, Italy and Greece, from the
cave paintings at Lascaux to the Acropolis at
Athens to the Matisse Museum in Nice. By
reading and writing about, as well as drawing
and discussing what we see, we will engage
ourselves in the process of aesthetic criticism
and appreciation.
Our activities include seminars, research
reports, informal on-site discussions, imageresponse writing and individual site research.
Our goal is to develop an increased understanding of the nature of artistic activity-both
the process and the product-and to discover
the similarities and differences between historic
and contemporary sensibilities.
To keep expenses low, we will stay in
campgrounds and youth hostels. Detailed
information will be available at the fall
Academic Fair, September 18, 2000. In order
to be considered for the program, students will
fill out a questionnaire and have a personal
interview with the faculty.
Credit awarded in art history, aesthetics and
writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts, humanities and the social
sciences.
This program is also listed in Expressive Arts.
Spring/Group Contract
Faculty: Gordon Beck
Enrollment: 24
Prerequisites: Third-quarter freshmen who
have successfully completed Myth and
Sensibility: A Study of Eastern and Western
Cultures, page 51, or sophomore standing.
Faculty Signature: Yes. Gordon Beck will
assess student interest and background in art,
archaeology, anthropology and ancient history
in person at the fall Academic Fair, September
18, 2000. Students will be notified of
acceptance by phone or mail by the end of fall
quarter, December 15, 2000.
Special Expenses: Students can expect to
spend approximately $3,250 for travel and
living expenses.
Internship Possibilities: No
Travel Component: Ten weeks of travel and
study in France, Italy, Greece, Crete and the
Greek Islands.
Traveling to the caves of the Dordogne and
the Pyrenees, to the petroglyphs in Italy and
France, to the excavations of ancient Minoan
villages on Crete, to the citadels of the
Homeric in Mycenaean Greece we will study
the paintings, sculptures, tools, habitat,
monuments and milieu of the prehistoric and
ancient humans.
This will be an intensive on-site study of
archaeological sites of the prehistoric world in
France, Italy and Greece, including Crete. Our
activities include seminars, research reports,
informal on-site discussions, image writing,
and individual site research. The goal of the
program is to develop an enhanced understanding of the life and culture of prehistoric
peoples and to discover both commonalities
with and differences from modern humans.
This study will be primarily focused on
selected sites from the Upper Paleolithic,
Neolithic, Bronze Age, Minoan, Mycenaean
and Early Greek eras.
Activities include image response writing,
lectures, research presentations, seminars and
site discussions. You will learn to use your
eyes and sensibilities to make discoveries of
your own and share your conclusions. Our
sites will include caves, petroglyphs, museums
and ancient remains.
To keep expenses low, we will stay in
campgrounds and prepare our own food.
Detailed information will be available
beginning September 15,2000, from
Academic Advising.
Credit awarded in art history, anthropology,
archaeology and writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts, humanities and the social
sciences.
This program is also listed in Culture, Text
and Language.
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Civilization as a Transient
Sickness: The Life and Poetry
of Robinson Jeffers
Spring/Group Contract
Faculty: Tom Grissom
Enrollment: 24
Prerequisites: Third quarter freshmen, two
quarters of college or sophomore standing.
Faculty Signature: No
Special Expenses: Possible field trip to
Carmel, California (optional).
Internship Possibilities: No
!ravel Component: Depending upon student
interest the program may conclude with an
optional field trip to Tor House, Jeffers'
home in Carmel, California, and the
surrounding countryside.
From the publication of his first major work
in 1924 until his death in 1962, Robinson
Jeffer~ had a controversial career as a major
Amencan poet. He went from being hailed as
the most promising new voice in American
poetry by critics such as Archibald MacLeish
and being featured on the cover of Time
'
magazine, to being later condemned as a
misguided misanthrope for his uncompromismg philosophical stance and for his unpopular political views during and after World
War II. In between, he wrote long, booklength, narrative poems dealing with classical
themes from Western mythology and tragedy,
and shorter but powerful lyric poems of deep
insight and measured wisdom. In both, he
advanced a harsh and unrelenting view of the
relative unimportance of humans in the
natural order, a view that he himself labeled
i~h.~ma?ism. In his work he constantly takes
civilization to task for what he sees as its
overriding record of human folly and
arrogance, and advocates in its place the
beauty and the primacy of the natural world.
Although he drew upon contemporary life in
the Big Sur region of California for his
poems, Jeffers believed that poetry "is bound
to concern itself chiefly with permanent
things and the permanent aspects of life ...
that a reader two thousand years away could
understand and be moved by."
* indicates upper-division credit
In this program we will read the major
narrative poems written by Jeffers, from
"Tamar" to "The Double Axe," along with all
of the short poems. In addition, we will read
criticisms of Jeffers' work and a biography
about the life and times of the poet. Students
will write responses each week to the readings
and Will produce a longer expository paper on
some chosen aspect of Jeffers' poetry. In our
work we will pay attention to both the
aesthetic qualities of the poems and to their
meaning and relevance, responding to the
question: What is the poet doing, and how
does he do it? Depending upon student
interest the program may conclude with a
field trip to Tor House, Jeffers' home in
Carmel, California, and the surrounding
countryside, the setting for his poems.
Cre.dit .awarded in narrative and lyric poetry,
topics m 20th-century American Literature,
contemporary intellectual history and
expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in literature and the humanities.
This program is also listed in Culture, Text
and Language.
Concepts of Computing
Spring/Group Contract
Faculty: TBA
Enrollment: 48
Prerequisites: High school-level algebra. This
all-level program accepts up to 50 percent or
24 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This spring quarter offering will examine
fundamental ideas in computing and
mathematics that underlie to day's computing
technology. There will be hands-on lab work
together with an examination of the models
methods and abstract concepts behind
'
software and hardware systems.
The program is intended for students who
have an interest, but limited background in
computing. It will be useful for students ~ho
want some exposure to computing as a basis
for future work in a variety of disciplines that
use computing (especially the sciences). This
program is also helpful, though not required,
for students interested in additional course
work in computer science or mathematics.
Topics may include programming, algebra
and discrete mathematics, computational
organization, the World Wide Web and logic
as well as topics concerning the historical
philosophical, social or ethical implicatio~s of
computing.
Credit awarded in mathematics and introductory computing.
Total: 16 credits.
Program is preparatory for careers and future
~tudies in science, mathematics and computmg.
This program is also listed in Scientific
Inquiry.
Contemporary America
Spring/CoordinatedStudy
Faculty:DavidHitchens, Gerald Lassen
Enrollment:46
Prerequisites:
Third quarter freshmen.
FacultySignature:No
SpecialExpenses:No
InternshipPossibilities: No
TravelComponent: None
Theearlypart of the 20th century was
markedby the trauma of war and depression.
Therefore,the major concern of the post
WorldWarII era was to avoid a repetition of
thosetragedies.Accordingly, there was strong
effortto build military superiority and also
makesurethat governmental policies would
guaranteeeconomic growth and prosperity
intotheforeseeablefuture. In this program
wewillexaminehow these two concerns
dominatedthe politics, economics and
culturaltrends of the postwar era. The focus
willbeon understanding the major events of
thisperiodincluding the Red Scare, the beat
generation,the Cuban missile crisis, the civil
rightsmovement,the feminist and gay rights
movements,Vietnam, Watergate, the Reagan
revolutionand Clinton's impeachment.
Programactivities will include lectures,
workshops,seminars and contemporary
films.There will be frequent writing
assignmentsand the program will end with a
symposiumweek featuring student presentationson critical issues of the period.
Creditawarded in history, economics,
politicalscienceand literature.
Total:16 credits.
Programis preparatory for careers and future
studiesin social science, law, history and
economics.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
From Classic to Modern: A
Traveling Seminar in Europe
Museums, Monuments and
Backpacks: The Prehistoric and
Spring/Group Contract
Ancient World Museums and
Faculty: Bob Haft
Monuments XXII; A Traveling
Enrollment: 24
Prerequisites: Third quarter freshmen who have Seminar in Europe
successfully completed Myth and Sensibility:
A Study of Eastern and Western Cultures,
page 51, or sophomore standing.
Faculty Signature: Yes. Bob Haft, (360) 8666000, ext. 6474, will assess student interest
and background in art and classic or modern
history (for those not enrolled in Myth and
Sensibility) at the Academic Fairs for fall: Sept.
18,2000, winter: Nov. 29, 2000, and spring:
March 7, 2001. Students must also complete a
questionnaire after the interview. Students can
find out if they have been accepted into the
program by calling Bob or his Program
Secretary, Pam Udovich (360) 866-6000, ext.
6600, after each Academic Fair: fall: Sept. 20,
2000, winter: Nov. 30, 2000, and spring:
March 9, 2001, or after successful completion
of the Myth and Sensibility program.
Special Expenses: Students can expect to spend
approximately $3,250 for travel and living
expenses.
Internship Possibilities: No
Travel Component: Eight weeks of travel and
study in France, Italy and Greece.
This program is being held in tandem with
Gordon Beck's program Museums, Monuments
and Backpacks: The Prehistoric and Ancient
World Museums and Monuments XXII; A
Traveling Seminar in Europe. Although we
will be meeting and traveling separately, our
activities and goals will be roughly the same;
we plan to cross paths and share ideas at least
once during our respective stays abroad.
This will be an intensive on-site study of the
paintings, sculpture and architecture of selected
locations in France, Italy and Greece, from the
cave paintings at Lascaux to the Acropolis at
Athens to the Matisse Museum in Nice. By
reading and writing about, as well as drawing
and discussing what we see, we will engage
ourselves in the process of aesthetic criticism
and appreciation.
Our activities include seminars, research
reports, informal on-site discussions, imageresponse writing and individual site research.
Our goal is to develop an increased understanding of the nature of artistic activity-both
the process and the product-and to discover
the similarities and differences between historic
and contemporary sensibilities.
To keep expenses low, we will stay in
campgrounds and youth hostels. Detailed
information will be available at the fall
Academic Fair, September 18, 2000. In order
to be considered for the program, students will
fill out a questionnaire and have a personal
interview with the faculty.
Credit awarded in art history, aesthetics and
writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts, humanities and the social
sciences.
This program is also listed in Expressive Arts.
Spring/Group Contract
Faculty: Gordon Beck
Enrollment: 24
Prerequisites: Third-quarter freshmen who
have successfully completed Myth and
Sensibility: A Study of Eastern and Western
Cultures, page 51, or sophomore standing.
Faculty Signature: Yes. Gordon Beck will
assess student interest and background in art,
archaeology, anthropology and ancient history
in person at the fall Academic Fair, September
18,2000. Students will be notified of
acceptance by phone or mail by the end of fall
quarter, December 15, 2000.
Special Expenses: Students can expect to
spend approximately $3,250 for travel and
living expenses.
Internship Possibilities: No
Travel Component: Ten weeks of travel and
study in France, Italy, Greece, Crete and the
Greek Islands.
Traveling to the caves of the Dordogne and
the Pyrenees, to the petro glyphs in Italy and
France, to the excavations of ancient Minoan
villages on Crete, to the citadels of the
Homeric in Mycenaean Greece we will study
the paintings, sculptures, tools, habitat,
monuments and milieu of the prehistoric and
ancient humans.
This will be an intensive on-site study of
archaeological sites of the prehistoric world in
France, Italy and Greece, including Crete. Our
activities include seminars, research reports,
informal on-site discussions, image writing,
and individual site research. The goal of the
program is to develop an enhanced understanding of the life and culture of prehistoric
peoples and to discover both commonalities
with and differences from modern humans.
This study will be primarily focused on
selected sites from the Upper Paleolithic,
Neolithic, Bronze Age, Minoan, Mycenaean
and Early Greek eras.
Activities include image response writing,
lectures, research presentations, seminars and
site discussions. You will learn to use your
eyes and sensibilities to make discoveries of
your own and share your conclusions. Our
sites will include caves, petroglyphs, museums
and ancient remains.
To keep expenses low, we will stay in
campgrounds and prepare our own food.
Detailed information will be available
beginning September 15,2000, from
Academic Advising.
Credit awarded in art history, anthropology,
archaeology and writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts, humanities and the social
sciences.
This program is also listed in Culture, Text
and Language.
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Culture, Text and Language
Nancy Allen and Greg Mullins, Planning Unit Coordinators
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AFFILIATED FACULTY:
Nancy Allen
William Ray Arney
Marianne Bailey
Justino Balderrama
Gordon Beck
Craig B. Carlson
Caryn Cline
Thad Curtz
Argentina Daley
Virginia Darney
Stacey Davis
Leo Daugherty
Susan Fiksdal
Thomas H. Foote
Jorge Gilbert
Thomas Grissom
Patrick J. Hill
Virginia Hill
David Hitchens
Ryo Imamura
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
Lance Laird
Mark A. Levensky
David Marr
S. R. Martin, Jr.
Charles J. McCann
Harumi Moruzzi
Greg Mullins
Alice A. Nelson
Steven Niva
Charles N. Pailthorp
Sarah Pedersen
Michael Pfeifer
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
Nancy Taylor
Charles B. Teske
Kirk Thompson
Setsuko Tsutsumi
David W. Whitener
Sarah Williams
York Wong
-"'-"'-~
Charles McCann, the founding president of the college, described his vision of
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 about our social world, using content and strategies from the humanities, and integrating perspectives and practices from the social sciences,
arts, and sciences. One of our central shared interests is the meaning and practice of interpretation; not only the interpretation of great works, but of contemporary culture and all sorts of other human acts, from historical decisions to
dreams and religious rituals.
The interests of the faculty in Culture, Text and Language span the full breadth
of the liberal arts, including humanities, sciences, arts and social sciences; we
offer intermediate and advanced interdisciplinary programs relevant to all students at the college. These programs generally fall within three major overlapping sectors: the humanities, language and culture area studies and cultural
studies. The area regularly offers humanities programs in the literature, philosophy and history of the United States and Europe, as well as their classical
antecedents, centering on the rigorous study of key texts. Programs in the humanities are often organized around traditional literary periods, geographic
areas themes, specific cultures, or individuals such as historical figures or particular authors.
In language and culture area studies students have the opportunity to do
intensive, challenging, interdisciplinary study. Because learning the language is
key to understanding a culture (and vice versa), the study of language is integrated fully with the study of culture. That is, faculty teach language through
the study of history, literature, philosophy and art, and teach culture through
the study of language.
The area also offers programs in cultural studies, which emphasize perspectives from anthropology, sociology and psychology in order to address popular
culture, media studies and cultural theory. In these programs current issues,
events and practices offer means for exploring relevant historical traditions and
the structure of contemporary experience. Central to this inquiry are questions
about how people are affected by the workings of power and how they find
meaning in everyday life.
The faculty members in Culture, Text and Language invite students to join
them in the programs they offer and to work together to create "living links"
between both our past and our present society and the urgent questions still
before us.
About Time
America
Fall!Coordinated Study
Faculty:York Wong, Leo Daugherty
Enrollment: 48
Prerequisites:None. This all-level program
acceptsup to 25 percent or 12 first-year
students.
Faculty Signature: No
SpecialExpenses: No
Internship Possibilities: No
TravelComponent: None
Youridea about time forms meaning of self
and others. It flies as an arrow from cradle to
grave,or on a circular, a seamless journey.
Wordsmiths revel in it (Woolf), schemers
profit from it (Taylorism), world beaters bet in
it (Marx), visionaries overcome it (Buddha),
technologists build with it (Internet),
postmodernists disdain it. Stephen Hawking
would slice and dice it.
But what is time?
About Time investigates time's impact on
spiritual values, world views and personal
commitments, giving rise to notions of
secularism and theism, tradition and progress,
nature and culture, love and violence. This
study also looks at how we communicate with
each other molded by our view of time.
Moreover, students will do research about
time in unique contexts, e.g., how a chosen
novel, photograph, hit song, mathematical
theorem, ecological niche, martyrdom and
other interesting cases can only be deciphered
through special interpretations of time.
Credit awarded in social and cultural history,
media studies, political economy, expository
writing and individual project work.
Total: 16 credits.
Program is preparatory for careers and future
studies in liberal arts.
This program is also listed in First-Year
Programs.
Fall, Winter, Spring/Group Contract
Faculty: David Marr
Enrollment: 25
Prerequisites: Junior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
America is an advanced group contract in
literature, history and philosophy. For this
inquiry into American experience, past and
present, we will examine sources of three
kinds: (1) the works and lives of major
poets, novelists and philosophers from
Ralph Waldo Emerson and William James to
Emily Dickinson, Eudora Welty and Ralph
Waldo Ellison, (2) the historical record since
colonial times and (3) the lives of ordinary
folk and achievements of ordinary and
extraordinary individuals. Topics to be
treated in-depth include: writing as a
vocation, the varieties of religious experience, slavery and its legacy, pragmatism,
trends in literary and historical interpretation and the social history of intellectuals.
Fall and winter quarters in America the
investigation will be aided by seminars,
recitations, examinations and expository
essays. Spring quarter will involve a larger
share of independent work for each student
on a well-defined topic of his or her design.
Credit awarded in American literature,
American social-intellectual history,
American philosophy (pragmatism) and
independent study.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities, teaching,
the law and other professions.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Awakening Ireland: From the
Power of the Bards to the Call
of the Euro
Fall, Winter/Coordinated Study
Faculty: Sean Williams, Patrick Hill, Charles
Teske
Enrollment: 75
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Faculty will conduct
interviews with students to assess the strength
of the match between students and program.
Program syllabus will be available prior to the
Academic Fair, May 10,2000. Students are
expected to read and understand the syllabus
and covenant as conditions of acceptance to the
program available under Awakening Ireland at
The Evergreen State College Web site or contact
Sean Williams (360) 866-6000, ext. 6623.
Special Expenses: $50 per quarter for performance fees.
Internship Possibilities: No
Travel Component: None.
This two-quarter program (with a spring
quarter option of travel to Ireland) comprises a
study of Ireland through its history and many
modes of expression: songs, poetry, Gaelic
language, stories, film, drama, literature. In
focusing on pre-Christian and early Christian
nature-based spirituality and expressive culture
during fall quarter, we will set the stage for
understanding Irish reactions to English
colonialism, the Famine, and the social
upheavals taking place at the beginning of the
21st century. Our work is quite interdisciplinary; you will be welcome in this program
whether your personal passion is directed
toward the peace process in Northern Ireland,
literary giants such as Joyce and Yeats, or
traditional music. By examining Ireland through
the lenses of orality and literacy, philosophies
involving cycles and seasons, language and
cultural identity, and men and women, we will
attempt to gain a holistic picture of the many
facets of experience in Ireland.
The faculty of this program expect a great
deal from themselves and from the students.
We will participate in two seminars each week,
lectures and workshops, films, weekly writing
assignments, essay-based exams each quarter,
and focused reading. In addition, we expect all
students to participate, one way or another, in
performances of play readings, poetic recitation
and song performance in a supportive and safe
environment. We expect you to learn enough
basic Gaelic to use it as small talk in seminars
and outside of class. You should also expect to
develop your skills in research and critical
analysis to explore theoretical issues verbally
and in writing. In requiring a faculty signature
for this program, we ask only that you carefully
read the syllabus and program covenant
(available from Sean Williams by May of 2000),
assess your own capabilities and be certain that
you see yourself as a good match for this
important work.
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Potential source material for this program
includes Joyce's Dubliners, Condren's The
Serpent and the Goddess, McCourt's Angela's
Ashes, Kinsella's The Tain, Collins' The
Cultural Conquest of Ireland, and poetry by
Yeats, Seamus Heaney, Eavan Boland and
many others. We will also be viewing such
seminal films as "The Field," "The Molly
Maguires," "The Last Hurrah," "The Dead"
and "The Secret of Roan Inish." In the
context of the European Union and the postRiverdance world, it is only appropriate that
we focus in winter quarter on the tremendous
upheavals in Irish culture.
In spring quarter, selected participants from
the Awakening Ireland program will have the
opportunity to study traditional language and
culture in Ireland at the Oideas Gael institute
in Gleann Cholm Cille, Donegal. See the
program titled Irish Spring, page 72, for
further information.
Credit awarded in Celtic studies", literature*,
traditional expressive arts *, cultural studies *,
history* and Irish language*.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in Celtic studies, European studies,
political economy, cultural studies, literature,
Irish-American studies and ethnomusicology.
This program is also listed in Expressive Arts.
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Blake's Magic
Fall/Croup Contract
Faculty: Craig Carlson
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
For poetry makes nothing happen; it survives
In the valley of its making where executives
Would never want to tamper ...
If W.H. Auden is right in his famous lines,
what about the curious case of William
Blake? Ignored by the public in his time,
labeled "a genius with a screw loose" by
critics, he died an outsider and in poverty.
Yet, today Blake is regarded as one of the
early prophets against the British (later
American) Empire and credited with
influencing a variety of contemporary
thinkers and artists. Blake's poetry is an
imaginative mechanism designed to fight the
machine age. Others continue to use his work
in the battle.
Blake is celebrated, too, for his astonishing
and intricate counterpointing of calligraphy,
image, music, and word-his powerful
illuminated "Images of Wonder" meant to
cleanse the "doors of perception."
So, how did Blake survive the indifference
of his day to emerge later as the great poet of
the Romantic Era and an important influence
on our own times? His work is uneven,
fragmented, often unintelligible. Is there more
to his later ascendance than artistic merit? He
describes himself with a "Bow of burning
gold" in a "Chariot of fire" fighting to save
"England's green and pleasant land." This is a
story Sun Tzu would enjoy-Blake's isolated,
quixotic crusade against the" dark Satanic
Mills." Somehow Blake survives, even
flourishes. How remarkable.
In our ten weeks together we will examine
the tradition of the perennial philosophy
through the scholarship by Kathleen Raine.
We will read historical accounts of 19thcentury England and biographies of Blake's
curious life and art. We will read his writings:
"Songs of Innocence and of Experience" and
"The Marriage of Heaven and Hell" in the
Illuminated editions; the letters; "Visions of
the Daughters of Albion"; and other writings.
We will examine his engravings, drawings,
paintings, and visual work. We will read and
enjoy writings, images, and music by his later
followers, especially R.D. Lange, Norman O.
Brown, W.B. Yeats, Jim Morrison, Allen
Ginsberg, Greg Brown, and Charlotte
Church.
Students will participate in weekly
seminars, be asked to respond to Blake though
a variety of writing-critical essays, journal
work, and creative, as well as choosing
expression in drawing, painting, calligraphy,
dance, music and performing arts. Each
student will design and present a final project
based on Blake's work and artistic heritage, as
well as complete a research paper. "Eternity is
in love with the productions of time," as
Blake explains.
Credit awarded in English literature", English
history*, writing and art *.
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities, cultural studies, arts
and writing.
Crime
Design for the Stage 2000
Fall/CoordinatedStudy
Faculty:Ernestine Kimbro, Justino
Balderrama
Enrollment:5
Prerequisites:Sophomore standing.
FacultySignature: Yes. Students must submit a
two-pagestatement of interest to Ernestine
Kimbro,The Evergreen State College, L 2300,
Olympia,WA 98505 or e-mail:
kimbroe@elwha.evergreen.edu,any time up to
orduringthe Academic Fair, May 10, 2000.
Facultywill assess students' writing skills and
interest.Students will be notified of acceptanceinto the program by Friday, May 12,
2000.
SpecialExpenses: No
InternshipPossibilities: No
TravelComponent: None
Thisone-quarter, upper-division coordinated
studyprogram will explore criminal acts and
criminalbehavior in the United States. Our
approachis cultural studies framed, thus
informedby interdisciplinary, multicultural
knowledge.We use culture as an explanatory/
inquiringmodel to examine both theories of
crimeand criminal behavior and the literature
ofcrime. Our investigation extends from
"crimesof the century," to corporate crime
andstreet-levelcrime.
Studentsshould expect to complete either a
substantivecreative writing project or an
independent,scholarly, library project on a
student-selectedtheme related to crime
activity.
Prospectivestudents must submit a twopagetypewritten/word-processed statement of
interestto faculty in order to be considered
forenrollment. The statement of interest
shouldexpress clearly: (1) the degree of
interestin the program; (2) an assessment of
readingand writing skills; and (3) evidence of
theability to work independently. Continuing
Evergreenstudents also should attach a copy
ofa previous "Faculty Evaluation of Student
Achievement"to the statement of interest. If
anyquestions exist please feel free to contact
facultywho are happy to respond.
Creditawarded in criminology, sociology,
socialpsychology, cultural studies, social
work,American literature and creative
writing.
Total:16 credits.
Programis preparatory for careers and future
studiesin the humanities and the social
SCIences.
°
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Fall, Winter, Spring/Coordinated Study
Faculty: Ariel Goldberger, TBA
Enrollment: 50
Prerequisites: Sophomore standing. One year
of coordinated studies and previous drawing
experience. Portfolio review encouraged.
Faculty Signature: No
Special Expenses: Art supplies approximately
$200 per quarter, theater tickets approximately
$30 per quarter, additional shop expenses
depending on the student projects. Approximately $120 per student for tickets, lodging
and travel during three-day field trip to
Oregon Shakespeare Festival spring quarter.
Internship Possibilities: No
Travel Component: An out-of-state, three-day
field trip spring quarter.
This program will provide participants
interested in design and theatre with an
environment to develop theoretical and
practical approaches to designing the visual
aspects of a performance. Participants will
study a variety of theatrical texts and do
research into different periods and other
writings to generate appropriate visual and
design responses that address the scenic,
costume and lighting design needs of the stage.
In the fall and winter quarters, students will
go through a structured sequence of projects to
develop a familiarity with the design process
and develop skills. A large component of the
class will be dramaturgical research and studies
into the history of fine and decorative arts,
architecture, culture and theatre. Students will
be expected to explore all three areas of study:
scenic, costume and lighting design as well as
participate in performance laboratories and
collaboration workshops. In the spring, we will
undertake longer, collaborative projects to
understand the design process in-depth and
develop a portfolio for future use.
Students should expect to work very hard
and participate in weekly critique sessions to
develop familiarity with critical language and
collaborative dialogue. Participants could
develop skills in many of the following areas,
depending on the overall class interests and
structure: art history, drawing, sketching,
model making, technical drafting and scenic
painting, scenic and costume crafts, theory of
color, dramatic theory and dramatic literature.
Students with interests in theatre, stage design,
applications of dramatic theory, performance,
architecture and design in general are
encouraged to register.
NOTE: The scope of the program may
change to reflect the strength of the new
faculty member in art history.
Credit awarded in theatre, design, art history,
history of architecture and decor, history of
costume, scenic design, lighting design, costume
design, scenic crafts and technical theatre
depending on the focus of student work.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts, design professions, history
of art, theatre, performance and cultural
studies.
This program is also listed in Expressive Arts.
Diaspora, A Journey
Toward Destiny
Fall, Winter, Spring/Coordinated Study
Faculty: George Freeman Jr., Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: Approximately $60 each
quarter for a three-day field trip to Cispus
during fall and winter quarters.
Internship Possibilities: No
Travel Component: In-state retreat during fall
and winter quarters. Some student research
projects may involve travel.
Diaspora, A journey toward destiny
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
A long ways from home. A long ways from
home.
Diaspora, A journey toward destiny
Remember, 0 Lord,
what is come upon us:
consider, and behold our reproach.
Our inheritance is turned to strangers,
Our houses to aliens.
We are orphans and fatherless,
Our mothers are widows.
- The Book of Lamentations, Jeremiah 5:1-3
Diaspora, A journey toward destiny
My heart is in the East and I am at the
edge of the West.
How then, can I taste what I eat,
How can I enjoy it?
How can I fulfill my vows and pledges
while Zion is
In the domain of Edom
And I am in the bonds of Arabia?
It would be easy for me to leave behind
All the good things of Spain;
It would be glorious to see the dust
Of the ruined Shrine.
- Yehudah Halevi (1075-1141), Spain.
More often than not, many of us feel a
yearning for something or someplace we call
home. This yearning is derived in part from a
sense of dislocation and "otherness" and
speaks to a desire to be at rest. Our program,
Diaspora, A Journey Toward Destiny,
addresses the patterns of longing and the
yearning for a homeland. Through an
examination of the forced migrations of two
peoples, the Jews and people of African
descent, we intend to examine the multiple
influences that shape our beliefs about culture,
place and time as related to that which we call
home and the journey to home.
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The first quarter and part of the second
quarter of our program explores the African
and Jewish diaspora brought about through
slave trade, through the exodus of Jews from
Europe, and through centuries of intolerance.
Referring to specific historical periods, we will
examine the factors that shaped these forced
migrations and the continual redefining of the
concept of home. We will examine the slave
trade to Europe and America and the
trafficking of people as property. We will
explore the factors that led to the extermination of six million Jews during the Holocaust.
Along with this search, we will look at how
culture both endures and is transformed
through its interaction with geographic place.
We will examine the dynamic tension of
creating a home in hostile lands and of the
influence on our current American landscape
of these two communities of people.
Using as our foundation a historical
understanding of the creation of home by
Jews and people of African descent, we then
turn our attention to ourselves. The remaining
academic year explores our yearning for
"home" where no home can be found and no
other truly exists. We will develop our
understanding of place and identity and how
identity formation is associated with place as
related to time. This identity, with multiple
influences, is blended into the broader
American cultural landscape. How does this
happen? How do we end up calling anyone
place home? How do we place ourselves in the
overall landscape and make our communities
our homes? What roles do education and the
media play in creating our cultural sense of
home? Our program explores the psychological and sociological structures that support
our identity development as an American
phenomenon. Diaspora, A Journey Toward
Destiny will frame our current challenge to
work together as disparate communities
affected by this common experience and as a
journey toward a common destiny. We will
figure out how we can make our lives useful
and productive through engagement with one
another, community involvement, and through
thoughtful and purpose£ulliving. As is true of
any journey, the final destination is far less
important than the journey itself.
Credit awarded in Judaic studies, AfricanAmerican studies, history, social science,
psychology, and the humanities.
Total: 16 credits each quarter. Students may
enroll in language studies components for four
credits during fall, winter and spring quarters
upon approval of faculty.
Program is preparatory for careers and future
studies in education, international studies, the
social sciences, humanities and the travel
industry.
This program is also listed in First-Year
Programs and Social Science.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Health and Human
Development
Fall, Winter, Spring/Coordinated Study
Faculty: Elizabeth Kutter, Stuart Matz, Rita
Pougiales, TBA
Enrollment: 100
Prerequisites: Sophomore standing. One year
of college-levelwork.
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.
We will investigate the 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 placed on
physical and cognitive development, perception, 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 provide an
opportunity to begin forming a learning
community. During 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 four-credit
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.
This program is also listed in Scientific Inquiry
and Social Science.
Hispanic Forms in Life and Art
Fall, Winter, Spring/Coordinated Study
Faculty: Alice Nelson, Nancy Allen
Enrollment: 50
Prerequisites: Sophomore standing. 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 Latin
America 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 by Miguel de
Cervantes and novels by Gabriel Garcia
Marquez, Luisa Valenzuela and others.
Springquarter, students may opt to study
abroad.In Spain, students will attend
languageschool and explore various questions
relatedto that country's present-day view of
Americaand its own colonial/imperial past. In
LatinAmerica, students will live with host
families,attend language school and study
contemporaryresistance movements.
Somestudents will choose to do internships
inthe Olympia area, thereby creating an
opportunity for practical interaction with
localLatino communities. The group on
campuswill hold all its seminars in Spanish.
First,we will examine the cultural and social
impactof the Spanish Civil War. Then we will
returnto the Americas and explore U.S.
Latinoand border identities as expressed in
literature.
Creditwill be awarded in Spanish language,
historyand literature of medieval Spain,
historyand literature of colonial Spanish
America,contemporary Latin American
literatureand culture, research and writing,
and additional equivalencies depending on the
countryof travel and students' projects or
internshipscompleted during spring quarter.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin languages, history, literature,
writingand international studies.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
"How Can You Tell
an American?"
Hype and Hucksters: Media
Campaigns as Popular Culture
Fall, Winter, Spring/Coordinated Study
Faculty: Charles Pailthorp, Jose Gomez
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Are we all "Americans" in the same way?
Who counts as an "American" has changed
rapidly in United States culture, particularly
since the U.S. emerged as a world power
following the Great War of 1914-18. We have
had different varieties of Americans, including
hyphenated Americans (Italian-American,
African-American ... ) and we have to
wonder: What are the qualities that determine
who is a "real American" and what does that
status ensure? Answers to this complex
question must include discussions of gender,
ethnic identity, sexual orientation and age. It
also must include the real or mythical histories
of how one's "people" came to be in this
region of North America. How have these
processes of identifying and classifying
"Americans" developed? How are they
proceeding today? Where are they headed?
Most importantly, what bearing do they have
on our central values of liberty, freedom and
equality? Can we still share the ideal of all
being "Americans" in a just society?
American identity has been expressed in
law, literature, music and image. The law and
the arts have had a particular, powerful role in
shaping our image of who we are, and of who
counts as "we." In this program we will
examine instances and critical developments
in the law and the arts, and we will examine
their important intersection in the tensions
which surround the phrase "freedom of
expression." Our scrutiny of the arts will
include visual art and emphasize music
(particularly jazz and musical theater). This
work will be a critical analysis based on visual
and aural study rather than on the actual
creation of music or art.
Students in the program will become
members of a community of writers, each
writing to her or his peers as an intended
audience. In addition to writing essays on a
regular basis, students will write critiques of
one another's work.
Reading, writing, small group discussion
and close study of music and images will be
the principal activities of these three quarters.
There will be two periods of evaluation: the
first midway through winter quarter, the
second at the end of the program.
Credit awarded in writing, jurisprudence,
social psychology, sociology, philosophy,
history of art, American studies, history of
music and social and cultural history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities, American studies,
history of the arts and social sciences.
This program is also listed in Social Science.
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill
Enrollment: 25
Prerequisites: Junior standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, 12 credit
internship spring quarter.
Travel Component: None
Public campaigns presented in the mass media
are so common we scarcely notice them, yet
they have a profound effect on the way we
think, on the way public life is conducted, and
on our national aspirations. They exhort us to
believe this person but not that one, to adopt
one habit and break another, to give one
person our vote or to buy a company's
product. They tint one idea or way of life with
glamour and goodness, while they tar others
as wicked or unsavory. Public campaigns are
exercises in managed communications. When
done well, they leave little room for capricious
discourse or the emergence of new ideas. They
feature, instead, a highly refined focus and a
single-minded effort to maintain that focus in
the face of opposition. They vie to be noticed
in an environment crowded with information,
inflating their message and using clever
devices to attract our attention. Media
campaign hype and those who create it will
occupy our attention in this program.
Campaigns are a form of propaganda,
something we will study closely, using seminar
books, case studies, research projects and a
media workshop. We will study how
campaigns are created, how they are managed
and how they do their persuasive work-all in
an effort to understand how their messages
have insinuated themselves into our consciousness, remaining there long after the
campaigns are over.
In fall, we will devote special attention to
the upcoming fall political campaigns,
particularly the presidential race. In winter,
focus will shift to commercial campaigns, such
as those used in advertising and public
relations. During spring quarter, students will
take part in internships in media organizations
to see the principles and practices studied fall
and winter in operation.
Credit awarded in persuasion and propaganda, mass communications and society,
campaign management, introduction to
advertising, principles of public relations,
principles of marketing, communication and
public policy and video production.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in mass communications, marketing,
public relations and campaign management.
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Imagining the Middle East
and South Asia
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Fall, Winter, Spring/Coordinated Study
Faculty: Lance Laird, Steven Niva, Therese
Saliba
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent or 18 first-year
students.
Faculty Signature: No
Special Expenses: Approximately $30 per
quarter for local field trips. Optional spring
quarter travel to Jerusalem and Cairo for five
to six weeks; students can expect to spend
approximately $3,500 for travel expenses.
Internship Possibilities: No
Travel Component: Optional five to six weeks
based in Jerusalem and Cairo.
From colonial travel novels to contemporary
media, images of the Middle East and South
Asia are often exotic or dangerous, the
fulfillment of Western fantasies and nightmares. And yet these extremely diverse regions
have a rich history of intellectual and religious
thought, trade, cultural exchange, colonial
conquest and liberation struggles. This
program will examine Western literary and
media representations of "the Orient"-which
includes contemporary India, Pakistan, Iran,
the Arab world and surrounding countriesas well as how the peoples of the Middle East
and South Asia represent themselves. In the
process, we will learn about the history,
culture, religions, literature and contemporary
political developments in these regions.
Focusing on the history of cultural contact
and exchange between South Asia and the
Middle East, as well as between the "East"
and "West," we will examine how these
relations have shaped present (mis)perceptions
of the peoples, their religion, politics and
gender roles. We will explore ways in which
religious and cultural practices (e.g., those
associated with Sufism) both linked and
separated the historic Persian, Arab-Islamic,
Moghul and Ottoman empires. The religious
diversity of the region includes Islam,
Hinduism, Christianity, Judaism and
Buddhism. Through case studies of current
political conflicts, such as Israel and the
Palestinians, India and Pakistan, and Turkey
and the Kurds, we will investigate the
connections between religion, nationalism,
liberation movements, and gender relations, as
well as the role of ethnic/religious minorities.
We will also explore how debates about
national identity are often played out on the
bodies of women, and how practices such as
veiling and widow burning (sari] become
sensationalized in the West. We will look at
how recent developments in the global
economy as well as movements for women's
rights, liberation and religious reform are
reshaping the political and social terrain of the
region.
* indicates
upper-division credit
During spring quarter, students may have
the option of traveling to the Middle East for
further study. For those not traveling, the
program will focus on contemporary
remappings of the Middle East and South Asia
by studying diaspora communities, including
their Internet Web sites, literature and film.
Students may also have the opportunity to
work with local Middle Eastern or South
Asian ethnic/religious communities, or local
political solidarity movements.
Credit awarded in Middle East Studies, South
Asian Studies, comparative literature,
comparative religion, history, political science
and gender studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in international studies, history,
cultural studies, religious studies, crosscultural relations, interfaith relations,
community activism, human rights advocacy
and conflict resolution.
This program is also listed in First-Year
Programs.
Indigenous Peoples: Identities
and Social Transformation
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Angela Gilliam, TBA
Enrollment: 75
Prerequisites: Sophomore standing. All
students participating in community serviceat
a detention facility for juveniles must have a
police clearance.
Faculty Signature: Yes. Students must submita
one-page letter of interest and goals to Carol
Minugh, TESC, Lab I, Olympia, WA 98505.
A list of accepted students will be posted on
Carol's office door, Lab I 1023, after the
Academic Fair, May 10, 2000, or students can
call Carol for confirmation, (360) 866-6000,
ext. 6025.
Special Expenses: Travel expenses to
community service project sites and potential
overnight field trips.
Internship Possibilities: Yes, spring quarter
with faculty signature.
Travel Component: Overnight field trips.
This program is designed for students
interested in learning about the cultural, social
and political struggles of Native Americans
and other indigenous people. The curriculum
will focus on identity: "How are these people
identified, by themselves and by others?" and
"What does it mean to be identified as
indigenous to insiders and outsiders?" The
program will address the myriad of other
social and political issues related to identity
and social change experienced by peoplewho
have been invaded and colonized. Conrernporary issues surrounding indigenous peoples
will be addressed along with the economic!
political ramifications of colonialism. The
linguistic and cultural genocide experienced
and the resulting cultural changes will be
highlighted throughout the year. Studentswill
be given the opportunity to share what they
are learning about other cultures with
incarcerated youth.
In addition to the academic program, some
students will participate in community service
working with incarcerated youth. A major
focus of this service will be providing cultural
classes, assisting in the "Gateways for
Incarcerated Youth" project. Studentswill
take a leading role in identifying opportunities
to build on what the youth want to learnas
well as strengthen individuals and community
through learning about culture and heritage
and the stresses between races. One of the
project's goals is to bridge the gap between
incarceration and college. Students mustpass
a police clearance to participate.
Credit awarded in Native American studies,
cultural anthropology, indigenous studies,
modern colonialism and practicum in juvenile
justice.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social work, community organizing,
juvenile justice, politics, anthropology and
cultural studies.
This program is also listed in Environmental
Studies, Native American and World
Indigenous Peoples Studies and SocialScien
Japanese Language
and Culture
Mushrooms, Culture
and History
Natural Histories: Botany,
Biography, Community
Fall,Winter, Spring/Group Contract
Faculty:Setsuko Tsutsumi
Enrollment:25
Prerequisites:Sophomore standing. Core
programor equivalent.
FacultySignature: No
SpecialExpenses: Approximate travel cost to
Japan during spring quarter is $4,000,
includingairfare and personal costs. Home
stayaccommodations.
InternshipPossibilities: No
TravelComponent: Optional trip to Japan.
Thisprogram will explore various aspects of
Japanesecivilization, aesthetics and philosophy,values and morals and the sense of
community and individual, which vary from
period to period, reflecting the changing times
and circumstances in the stream of history. We
willidentify the elements of continuity in the
midstof significant changes in Japan's long
and distinguished history.
We will concentrate on pre-19th century in
the fall, modern Japan in the winter and
conduct a field trip to Japan in the spring.
Materials will be drawn from literature,
history,politics and films appropriate to the
topics under consideration.
In the fall, we will explore the literary and
aesthetic traditions that constitute the
backbone of modern Japan. We will read the
major works in Japanese literature and history
that represent and illustrate the main views
and concerns of the time. Such examples
include The Tale of Genji, court diaries, The
Tale of Heike, Zeami's Theory of Noh and
some works of Ogai, Soseki and Kafu to serve
as a bridge between the traditional and
modern world of Japan.
In the winter, we will pay special attention
to significant topics, especially following
World War II, such as changes in the structure
of society and family, loss of self-identity,
search for traditional moorings and the
changing status of women.
In the spring, the program will consist of an
optional field trip to Japan. While living with
a Japanese family, each student will develop
individual research along lines of his or her
own interests. This trip is the culmination of
the program.
Students who choose not to go to Japan can
continue their language study on campus for
eightcredits. The Japanese language course
will run throughout the year and constitute
half of the total program. Learning a language
simultaneously with other aspects of a culture
enhances the learning of each subject as well
as drawing a whole picture of the culture.
Credit awarded in Japanese history, Japanese
literature, Japanese film, Japanese language
(beginning and intermediate).
Total: 8 or 16 credits each quarter. Eight
credit Japanese language component each
quarter.
Program is preparatory for careers and future
studies in Japanese studies, Japanese literature,
Japanese history and Japanese language.
Fall/Coordinated Study
Faculty: Paul Przybylowicz, Michael Beug,
Stacey Davis
Enrollment: 60
Prerequisites: Junior or senior standing.
College-level writing and research skills.
Faculty Signature: No
Special Expenses: Approximately $80 for
weeklong field trip to the Olympic National
Park and approximately $120 for a weeklong
field trip to the Oregon coast.
Internship Possibilities: No
Travel Component: Weeklong field trips to the
Olympic National Park and to the Oregon
coast.
Mushrooms and other fungi play many
important, fascinating roles in both ecology
and human history. The great potato famine in
the British Isles was caused by a fungus that
killed potatoes. There were numerous social,
political and economic factors, however, that
also contributed significantly to the impact of
this effect. We will explore the history of the
Irish potato famine and the sociopolitical
climate of the British Isles during this period.
We will also do intensive fieldwork to learn the
taxonomy and ecology of the wild mushrooms
of the Pacific Northwest. Students will do an
intensive research project and presentation
about mushrooms in food, medicine, culture
and/or religion. We will be reading about the
fungus kingdom and its impact on human
affairs, about British and Irish history and the
sociopolitical climate of the British Isles during
this period. There will be two weeklong field
trips, one to the Olympic rain forests and one
to the central Oregon Coast, along with
numerous shorter field trips.
Credit awarded in mycology', British and Irish
history and research.
Total: 16 credits.
Program is preparatory for careers and future
studies in field natural history, history and
mycology.
This program is also listed in Environmental
Studies.
Fall, Winter, Spring/Coordinated Study
Faculty: Matt Smith, Sam Schrager, Frederica
Bowcutt
Enrollment: 72
Prerequisites: None. This all-level program
will accept up to 25 percent or 18 first-year
students.
Faculty Signature: No
Special Expenses: $200 for weeklong field
trips.
Internship Possibilities: Yes, six credits spring
quarter only.
Travel Component: In-state field trips during
fall and spring quarters.
This program develops a naturalist approach
to the study of human life and nature. We will
ask: How do we, individually and collectively,
enact our relationship to the natural world?
How do society and nature affect our sense of
who we are? How do we tell the stories and
construct the knowledge that shape our
experience of place? How can persons,
institutions and communities act morally to
nourish the well-being of humans and the
surrounding world?
Our exploration entails a highly integrative
blend of sociological, ecological and
humanities-based thought. We will be
especially concerned with cultural frameworks
that guide people's interpretations. These will
involve such topics as gender, religion, class,
family and ethnicity as sources of identity;
Euro-American and Native American
outlooks on place in the West; the role of
science, trained professionals and environmentalism in mediating views of nature; and the
power of mass media and corporate capitalism to channel our sense of possibilities.
The focus in fall includes field study of
Puget Sound oral history and natural history,
as well as grounding in the value of stories
and the social theory of community. In winter,
students will undertake ethnographic field
study of a local institution and library-based
research on Northwest forest ecology. Spring
will feature more advanced research (or, if
appropriate, internships), with topics chosen
in light of faculty expertise. In each quarter
there will be some instruction in basic botany
(including classification, evolution and
anatomy). Throughout the year, we will
emphasize writing in journal, essay and
documentary forms.
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Readings will span community studies,
environmental studies, imaginative literature
and critical thought. The program work will
be intellectually challenging and demand
much time. We welcome first-year students
who are ready for intensive engagement in
their studies. We will also provide strong
support to upper-division students ready to
specialize in cultural, political or ecological
inquiry while seeking integrated understanding of the whole.
Credit awarded in social theory, community
and cultural studies, literature, ecology,
botany, ethnography and natural history.
Students who do upper-division work and
need upper-division credit may negotiate with
faculty.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in natural resource management, social
work, planning, cultural documentation,
environmental policy, journalism and the
humanities.
This program is also listed in First-Year
Programs and Environmental Studies.
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On Interpretation:
Stories as Effect and Cause
Fall, Winter/Coordinated Study
Faculty: Hazel Jo Reed, TBA
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
... literature belongs to the world man
constructs, not the world he sees; to his home,
not to his environment. Literature's world is a
concrete human world of immediate
experience.
- Northrop Frye
This program is based on the premise that
stories not only reflect our lives, but shape
them as well-reflect and shape our images of
person, of godhead, of community, of time, of
hope, fear, and purpose. We will deal
intensively with classical works from Greece
and Rome and with mythological and popular
works from ancient Mesopotamia through the
present. Our goals are to develop skills for
interpreting such texts and to examine
consequences implied by our interpretations.
This program is specifically designed to
prepare students for upper-division work in
the humanities and the social science
programs that focus on interpretation of texts.
In order to reflect the particular strengths of
the new faculty member in the classics, the
scope of the program may be subject to
change.
Credit awarded in various aspects of classical
studies and literature, literary criticism, and
studies in mythology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in literature, humanities and social
science.
The Physicist's World
Fall, Winter/Coordinated Study
Faculty: Tom Grissom, Paul Jeffries
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent or 12 first-year
students. This program can serve as preparation for the Introduction to Natural Science
program offered winter and spring quarters.
Students can either choose to enroll for two
quarters in The Physicist's World or enroll for
one quarter and then register for Introduction
to Natural Science.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The 20th century has brought about a
revolution in our understanding of the
physical universe. We have been forced to
revise the way we think about even such basic
concepts as space and time and causality, and
about the properties of matter. An important
part of this revolution has been the surprising
discovery of fundamental ways in which our
knowledge of the material world is ultimately
limited. These limitations are not the result of
surmountable shortcomings in human
understanding but are more deeply rooted in
the nature of the universe itself.
In this program we will examine the mental
world created by the physicist to make sense
out of our experience of the material world
around us, and to try and understand the
nature of physical reality. We will ask and
explore answers to the twin questions of
epistemology: What can we know? and How
can we know it? We will start with the preSocratic philosophers and continue through
each of the major developments of 20thcentury physics, including the theories of
relativity, the quantum theory, deterministic
chaos, and modern cosmology. We will trace
the development of answers to these questions
about the physical world, and we will
specifically examine the nature and the origins
of the limits that our answers impose on our
ultimate knowledge of the world. No
mathematical prerequisites are assumed.
Mathematical thinking will be developed
within the context of the other ideas as needed
for our purposes. The only prerequisites are
curiosity about the natural world and a
willingness to read and think and write about
challenging texts and ideas.
Thisprogram will cover everything you
alwayswanted to know about physics but
wereafraid you wouldn't be able to comprehend.Wewill discover that these ideas are not
accessibleonly to physicists, but are within
thegrasp of anyone curious about them and
willingto work to satisfy that curiosity. We
willread primary texts, such as works by the
pre-Socratics,Aristotle, Lucretius, Galileo,
Newtonand Einstein, plus selected contemporarywritings on physics. In addition to the
othertexts, a book-length manuscript has
beenwritten for this program that will serve
asan extended outline and guide to the works
andideas that we will read and discuss. Fall
quarterwill concentrate on the period up to
thebeginning of the 20th century; winter
quarterwill cover developments during the
20thcentury.
Creditawarded in philosophy of science,
historyof science, introduction to physical
science,introduction to mathematics and
quantitative reasoning and expository writing.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin the humanities and sciences.
Thisprogram is also listed in First-Year
Programsand Scientific Inquiry.
Studentswho register for a program or
coursebut do not attend the first class
meeting may be dropped.
Reading and Writing
Contemporary Prose
Reading South and North:
Literature of the Americas
Fail, Winter/Coordinated Study
Faculty: Tom Foote, Bill Ransom
Enrollment: 48
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit
an example of their best writing and
participate in a faculty interview.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This two-quarter program is a directed
exploration in the reading and writing of
contemporary prose. Seminars, lectures and
readings will examine the theory and practice
behind the writing of recent works of creative
nonfiction and fiction.
We will begin with creative nonfiction; here
students will learn to use the tools of fiction
writers to document creatively on-going
events and life experience. We begin here
because nonfiction obviates the necessity of
inventing information like dialogue and
description, since everything in creative
nonfiction happened and is already an
established part of the physical world. As
students become facile with this form, we will
move into fiction and assume the seductive
burden of creating what happens. We will
examine the interrelationship between creative
nonfiction and fiction, between what is and
how it could be. This program will strongly
emphasize observation and writing in the
field, and all students will adopt a field
research venue in which they will be required
to conduct and document on-site research.
Students will submit their own fiction and
nonfiction prose for examination and critique.
This program is craft-oriented and demands a
great deal of reading, research and collaborative work. Students will keep extensive
journals including a story journal, where they
will document the various stories they hear in
daily life. They will participate in idea and
writing workshops, establish themselves in a
venue and write extensively in multiple fiction
and non-fiction projects. Some work in, and
travel to, the off-campus community is
required. An e-mail account (free on campus)
will be necessary for some assignments.
In the winter quarter we will form into
writing units and each unit will publish its
final substantive piece in a spiral-bound book.
Credit awarded in creative writing, reading
the literature of reality, writing the literature
of reality, field research, reading contemporary prose and writing contemporary prose.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in professional writing, teaching and
editing.
Fall, Winter/Coordinated Study
Faculty: Greg Mullins, Evelia Romano
Enrollment: 50
Prerequisites: Sophomore standing, collegelevel reading and expository writing skills.
Faculty Signature: No
Special Expenses: Approximately $30 for
special event fees.
Internship Possibilities: No
Travel Component: None
Literature has long been read, studied, and
taught as a national phenomenon, as if, for
example, literature written in Mexico by
Mexicans speaks about a specifically national
experience. At the turn of the century,
however, we are becoming increasingly aware
of the extent to which culture and literature
are produced within global rather than
national frameworks. What is the role of
literature in the global system? Does literature
reflect developments in global culture? Does it
resist them? Does it remain an expression of
national culture? Have past efforts to read
literature as a national experience been
misguided?
In this program we will address these sorts
of questions with reference to the literature of
the Americas, North and South. Along the
way, we will examine various attempts to
write literary histories with reference to
nations and regions. For example, we will
consider "modernism" as a category of
literary criticism, and study 'how that term is
used in the United States, Spanish America
and Brazil. In the midst of our ongoing
discussion of nations and regions, we will also
explore universalist approaches to literary
study, for example looking at genre conventions and aesthetics. A component of the
program (equaling four credits per quarter)
will be an introduction to literary theory,
particularly as theory shapes our understanding of culture, nationalism and globalization.
The work in this program will be based on
texts-both those we read and those we write.
Readings will include poetry, novels, short
stories, literary theory, and literary criticism.
Students will write critical essays and exams.
The program will be conducted in English, but
advanced students of Spanish and/or
Portuguese will be encouraged to read
available texts in those languages. Students
who wish to complement this program with
language study can register for 12 credits
(dropping four credits in literary theory) and
take an evening language course.
Credit awarded in Latin American literature,
U.S. literature and literary theory.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future
studies in liberal arts professions such as
education, law, management, social services,
arts and humanities.
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Fall, Winter, Spring/Coordinated Study
Faculty: Thomas Rainey, Patricia Krafcik
Enrollment: 50
Prerequisites: Junior or senior standing.
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, Ahkmatova,
Solzhenitsyn, Pasternak, Ginzberg,
Yevtushenko, Petrushevskaya, Tolstaya and
Rasputin.
Intensive Beginning Russian may be offered
during summer 2000. Less intensive Beginning
and Intermediate Russian will be offered as
separate four-credit courses during fall, winter
and spring quarters outside of the Russia
program, and students are urged, but not
required, to take advantage of these opportunities. If students wish to take a Russian
language course, they should register for 12
credits per quarter in the Russia program and
for four credits in a Russian course within
Part-Time Studies corresponding to their level.
Students who choose not to study Russian
language, but who wish to participate in a
special workshop within the Russia program
led by one of the program's faculty should
register for the full 16 credits. In fall term, the
special workshop will explore the emergence
of the Russian intelligentsia; in winter,
Chekhov's short stories; and in spring
Chekhov's plays (in a readers' theater
production). Students may enroll in other
outside four-credit courses if they wish.
Given sufficient interest, the faculty will
arrange, or direct students to, study programs
in Russia during summer 200l.
Credit awarded in Russian history", Russian
literature* and Russian culture*.
Total: 12 or 16 credits each quarter. Students
may enroll in a separate four-credit Russian
language course.
Program is preparatory for careers and future
studies in the diplomatic service, international
business and trading corporations, graduate
studies in international affairs and in Russian
and Slavic studies.
*
indicates upper-division credit
Stoics and Epicureans:
Classical and Contemporary
Whole and Holy: Alternative
Herstories of Healing
Fall, Winter/Group Contract
Faculty: Mark Levensky
Enrollment: 25
Prerequisites: Sophomore standing. Core
program and college-levelliteracy.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Stoics and Epicureans is a two-quarter, fulltime, academic study of classical Stoic and
Epicurean philosophy from 350 B.C. to 200
A.D. and contemporary manifestations of
Stoic and Epicurean thought.
During fall quarter, students will read,
write about and discuss philosophical works
by and about Epicurus, Lucretius, Epictetus
and Marcus Aurelius. Students also will do
independent research, write weekly essays,
make program presentations, and, each week,
participate in one writing workshop, two
book seminars with the faculty, one studentdirected, small group book seminar and one
presentation workshop. During the winter
quarter, students will read, write about and
discuss additional readings in classical Stoic
and Epicurean philosophy and contemporary
manifestations of Stoic and Epicurean
philosophy. By the end of the quarter, each
student will complete an independent, selfdirected research project on a program topic
of his or her choice. Students will meet
together with the faculty one morning a week
for a project workshop, and one afternoon
and one morning a week for book seminars.
Students also will meet individually with the
program faculty to discuss project work.
Program topics will include: human birth,
emotion, thought, passion, pain, desire,
pleasure, want, virtue, vice, need, perception,
opinion, knowledge, wisdom, intuition, spirit,
friendship, community, free will, fate,
happiness and death; hedonism, pantheism,
atomism and materialism; logos, god, void,
nature and a good life.
Credit awarded in essay writing, Stoic and
Epicurean philosophy and research project.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities: philosophy, literature
and history.
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 25
Prerequisites: Sophomore standing or above.
Faculty Signature: Yes. Faculty will assess
students' writing skills and degree of interest
in the program. To apply, students must
submit a writing sample to Janet Ott, The
Evergreen State College, Lab I, Olympia, WA
98505, (360) 866-6000, ext. 6019, or Sarah
Williams, The Evergreen State College, SE
3127, Olympia, WA 98505, (360) 866-6000,
ext. 6561, prior to or at the Academic Fair,
May 10, 2000. (SeeJanet Ott's Web site or
call her for writing sample details.) Faculty
will conduct phone or in-person interviews.
Students will be notified of acceptance prior
to fall registration beginning May 15, 2000.
Special Expenses: $50 for materials.
Internship Possibilities: Yes
Travel Component: None
To heal: deriving from the same roots as the
words whole and holy. We intend to explore
healing as that which is whole and holy by
examining alternative herstories-forms of
healing involving body, mind, spirit and the
environment from so-called feminine
perspectives. We will learn about the historical
roots of the healing practices we use today,
our division of mainstream and alternative
medicine and the patriarchal and reductionist
effects of this division on physiology,
emotional literacy and the evolution of the
soul. In addition to books, films, lectures and
seminars, we will expect each student: (1)to
engage in an apprenticeship, community
service-learning project, an internship,
participatory or collaborative research, (2)to
go on a mid-winter retreat, and (3) to develop
the discipline of a healing practice (e.g.,a
martial art, nutritional plan, exercise routine,
herbalism, goddess worship, healing touch,
yoga, music, gardening or apprenticeship with
an indigenous healer).
From witches, midwives and alchemiststo
their takeover by corporate medicine men,we
will examine the historical contexts of healing
versus curing. Our studies will be concerned
with the contemporary resurrection of
traditional healing practices. We will ask
ourselves, what does the resurrection of
traditional healing practices such as acupuncture, herbalism, body work and other
alternative forms of medicine have to do with
the energetics of healing and the rise of
personal power out of tribal authority?
We want highly motivated, self-directed
students who are interested in, and capableof,
integrating intellectual work with personal
process. We want to develop a studentdirected learning community where experiential knowledge is put into conversation with
academic scholarship.
Booksmight include: Woman as Healer,
EmotionalLiteracy, Why People Don't Heal
andHow They Can, For Her Own Good, An
IllustratedHistory of the Healing Arts, A
Touchof Healing, Molecules of Emotion, The
HealingCircle, Mother Mysteries, Man and
HisSymbols, Ecotherapy, The Healing of
America,Anatomy of the Spirit, Gaia and
Gaia:An Eco Feminist Theology of Earth and
Healingand All Sickness is Homesickness.
Creditawarded in history, comparative
religion,ecofeminism, political theory,
physiology,
nutrition, anthropology, women's
studiesand environmental policy.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin the creative arts, biology, counseling,culturalstudies, environmental studies,
healthsciences,health care services, history,
religiousstudies, social work and women's
studies.
Thisprogram is also listed in Scientific
Inquiry.
Students who register for a program or
course but do not attend the fi rst class
meeting may be dropped.
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Crime and Punishment
Winter/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit a
two-page statement of interest to Justino
Balderrama, The Evergreen State College,
COM 301, Olympia, WA 98505, any time up
to or during the Academic Fair, November 29,
2000. Faculty will assess students' writing
skills and interest. Students will be notified of
acceptance into the program by November 30,
2000.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This is a one-quarter, upper-division, group
contract to explore the criminal justice system
and the penal system in the United States. Our
approach is cultural studies framed, thus
informed by interdisciplinary, multicultural
readings. Our investigation attempts to locate
crime and punishment within the broader
context of American culture, thus we examine
the criminal justice process and the correctional apparatus as institutions of control and
prevention, as well as institutions of fairness
and justice.
In order to be considered for enrollment,
prospective students must submit a two-page,
typewritten/word-processed statement of
interest to faculty. The statement of interest
should express clearly: (1) the degree of
interest in the program, (2) an assessment of
reading and writing skills, and (3) evidence of
the ability to work independently. Continuing
Evergreen students should also attach a copy
of a previous "Faculty Evaluation of Student
Achievement" to the statement of interest. If
any questions exist feel free to contact faculty
who is happy to respond.
Credit awarded in legal studies, criminal law,
sociology, social psychology, law and society
studies, cultural studies and social work.
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities and the social
sciences.
Doing History
Winter/Group Contract
Faculty: Stacey Davis
Enrollment: 25
Prerequisites: Junior or senior standing;
previous history classes or programs.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, four credits in
local historical societies or archives.
Travel Component: None
Have you ever imagined piecing together
historical events by reading original documents from 1940, 1860 or even the 18th
century? Do you have a little bit of the sleuth
in you?
Doing History will introduce students to
historical research. We will discuss how
concepts of "history" have changed over time,
flush out the differences between political,
social, cultural, labor, intellectual and gender
histories, and learn about historiography and
historical methodology. Specific moments in
American, European and North African
history will be our case studies.
We will travel to local archives to get our
hands on "the very stuff of history," and will
learn how to research global topics right here
at Evergreen. Students will have the option to
intern at regional historical societies, museums
and archives.
Students will design their own research
projects and complete the historiography
needed to solidify their proposals.
Credit awarded in history", historical
methodology* and research".
Total: 16 credits.
Program is preparatory for careers and future
studies in history and research.
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The English Romantics:
Poetry and Fiction
Observations: Perceiving the
World Around Us
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Charles will conduct
interviews at the Academic Fair, November
29,2000, or by phone, (360) 867-0227, to
assess students' writing skills, background
knowledge and degree of interest.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In two seminars each week we will discuss
extensive readings in the works of five major
romantic poets: Coleridge, Wordsworth,
Keats, Shelly and Byron. Discussions will be
sparked by students' weekly 10- to 1S-minute
oral presentations.
Each week seminars will discuss novels by
Edgeworth, three novels by Austen, two
novels by Scott and Mary Shelley. In addition,
each seminar member will carry out independent reading in some aspect of the period's
history, resulting in a paper at quarter's end.
. Evaluations will cover seminar participanon demonstrating familiarity with the
primary texts; organization, clarity, breadth of
reading in presentations and papers; and a
final examination on the novels.
Credit awarded in English poetry, fiction and
history of the period 1790-1850.
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities.
Winter/Coordinated Study
Faculty: Argentina Daley, Joe Feddersen
Enrollment: 50
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Faculty will assess
student writing and art abilities. Student must
submit a sample of both writing and artwork.
Students should send samples of their work to
Argentina Daley, The Evergreen State College,
SE 3127, Olympia, WA 98505 or Joe
Feddersen, The Evergreen State College, Lab
I, Olympia, WA 98505. Students will be
notified of acceptance by December 8, 2000.
Special Expenses: Approximately $200 for art
supplies and photocopying costs.
Internship Possibilities: No
Travel Component: None
Students! Here is a way to combine the unique
forms of expression of creative writing and
visual art into a whole. In this class, we will
be creating forms drawn from our own
observations of nature, multiple cultures and
the cosmos around us. Activities will include
creative writing workshops focusing on fiction
and poetry, and printmaking, bookmaking
and paper-making studio sessions in the art
component of the class. We will also have
weekly seminars on reading designed to
inspire us and complement the foci of our
study and creation. Reading will be drawn
from texts such as Terry Tempest Williams'
Refuge and Annie Dillard's Pilgrim at Tinker
Creek.
An additional emphasis in the program will
be the methodology and ideology of exhibiting works from different cultures. To this end
we are planning field trips to investigate the '
implementation of such concepts. Program
activities include lectures, seminars, writing
and art workshops and critique sessions.
Credit awarded in studio arts, creative writing
and literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in art, literature, writing and
education.
This program is also listed in Expressive Arts.
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I SPRING QUARTER OFFERINGS I
Civilization as a Transient
Sickness: The Life and Poetry
of Robinson Jeffers
Spring/Group Contract
Faculty: Tom Grissom
Enrollment: 24
Prerequisites: Third quarter freshmen, two
quarters of college or sophomore standing.
Faculty Signature: No
Special Expenses: Possible field trip to Carmel,
California (optional).
Internship Possibilities: No
Travel Component: Depending upon student
interest the program may conclude with an
optional field trip to Tor House, Jeffers' home
in Carmel, California, and the surrounding
countryside.
From the publication of his first major work
in 1924 until his death in 1962, Robinson
Jeffers had a controversial career as a major
American poet. He went from being hailed as
the most promising new voice in American
poetry by critics such as Archibald MacLeish,
and being featured on the cover of Time to
being condemned as a misguided misanthrope
for his uncompromising philosophical stance
and for his unpopular political views during
and after World War II. In between, he wrote
long, book-length, narrative poems dealing
with classical themes from Western mythology
and tragedy, and shorter but powerful lyric
poems of deep insight and measured wisdom.
In both, he advanced a harsh and unrelenting
view of the relative unimportance of humans
in the natural order, a view that he himself
labeled inhuman ism. In his work he constantly takes civilization to task for what he
sees as its overriding record of human folly
and arrogance, and advocates in its place the
beauty and the primacy of the natural world.
Although he drew upon contemporary life in
the Big Sur region of California for his poems,
Jeffers believed that poetry "is bound to
concern itself chiefly with permanent things
and the permanent aspects of life ... that a
reader two thousand years away could
understand and be moved by."
In this program we will read the major
narrativepoems written by Jeffers, from
"Tamar"to "The Double Axe," along with
allof the short poems. In addition, we will
readcriticisms of Jeffers' work and a
biographyabout the life and times of the
poet.Students will write responses each week
to the readings and will produce a longer
expositorypaper on some chosen aspect of
Jeffers'poetry. In our work we will pay
attentionto both the aesthetic qualities of the
poemsand to their meaning and relevance,
respondingto the question: What is the poet
doing,and how does he do it? Depending
uponstudent interest the program may
concludewith a field trip to Tor House,
Jeffers'home in Carmel, California, and the
surrounding countryside, the setting for his
poems.
Creditawarded in narrative and lyric poetry,
topicsin 20th century American Literature,
contemporary intellectual history and
expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studiesin literature and the humanities.
This program is also listed in First-Year
Programs.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Homicide
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Students must submit a
two-page statement of interest to Justino
Balderrama, The Evergreen State College,
COM 301, Olympia, WA 98505, any time up
to or during the Academic Fair, March 7,
2001. Faculty will assess students' writing
skills and interest. Students will be notified of
acceptance into the program by March 8,
2001.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This is a one-quarter upper-division group
contract to explore the query: "Why do
human beings kill one another?" We explore
this cultural phenomenon framed through the
interdisciplinary field of cultural studies, thus
we review the scholarly texts, the journalistic
accounts and the fictional literature that
informs our investigation, as an intellectual
meditation on murder in America. We will
examine both sensational American murder
cases, as well as America's preoccupation with
this act of violence.
In order to be considered for enrollment,
prospective students must submit a two-page
typewritten/word-processed statement of
interest. The statement of interest should
express clearly: (1) the degree of interest in the
program, (2) an assessment of reading and
writing skills, and (3) evidence of the ability to
work independently. Continuing Evergreen
students also should attach a copy of a
previous "Faculty Evaluation of Student
Achievement" to the statement of interest. If
any questions exist, contact faculty who is
happy to respond.
Credit awarded in criminology, sociology,
social psychology, cultural studies, social
work and contemporary literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities and the social
sciences.
I Want Burning:
Ecstatic Poetry and Images
Spring/Group Contract
Faculty: Craig Carlson, Susan Aurand
Enrollment: 50
Prerequisites: Junior or senior standing;
Foundations of Visual Art or equivalent
studio art experience; some prior experience
in poetry or creative writing advised.
Faculty Signature: No
Special Expenses: Students can expect to
spend approximately $250-$300 for art
supplies.
Internship Possibilities: No
Travel Component: None
Rumi's poems are the whisperings of two
lovers in a crowd-the union of lover and
beloved, body and soul. He is more interested
in celebration and ecstasy than in explanation
or linear meaning. He hears camel bells in the
distance, he waits for the beloved to arrive
and the first word spoken will coincide
exactly with the last word of his last poem.
"For Rumi, poetry is what he does in the
meantime, a song-and-dance until the greater
reality he loves arrives: A melting tear-gift eyepiece to look through, while it and the scene
and the eye dissolve," as Coleman Barks
explains.
Ecstatic poems such as Rumi's, and images
inspired by such poetry, are created not as
books or manuscripts or fine art, but as a part
of a constant, practical and mysterious
dialogue with the spirit. The focus changes
from memorializing moments or embodying
ideas, to a fluid, constantly self-revising, selfinterrupting process. "They are not so much
about anything as spoken from within
something," as Coleman Barks writes. "Call it
enlightenment, ecstatic love, spirit, soul, truth,
the ocean of ilm [divine luminous wisdom], or
the covenant of alst [the original agreement
with God]. Names do not matter. Some
resonance of ocean resides in everyone. [It]
can be felt as a salt breeze from that, traveling
inland."
If Rumi is the Ocean of Sufi poetry, then
other Sufi poets such as Rabi'a, Hafiz and
Lalla are the Great Rivers. Rumi's spiritual
intensity, multidimensional resonance and
musical richness balance well with Rubi's
asceticism, Hafiz's slyness and Lalla's
eroticism. Living as we do in an age when the
Greco-Christian denial of Earthly reality has
so terribly come to realization, these poets,
and their contemporary counterpart poets and
artists, offer deep spiritual and cultural
lessons. They are antidotes to the times.
Mystics tend to seek the universal-the Holy,
the Healthy and the Holistic. Seeing the one
root of all, they can see the transcendent unity
of all living things beyond greed or shallow
eclecticism.
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Like Rumi, there is in our culture a strain
of American poets and artists who celebrate
the ecstasy of poetry and art and the hope for
spiritual transcendence. Some spark up from
the natural world, such as the artist Emily
Carr. "This is what life is all about: salamanders, fiddle tunes, you and things, the
split and burr of it all, the fizz into particulars," as Annie Dillard writes. Others begin
with the physical body; the longing for
union-whether physical, natural, spiritualis a central concern in the work of Mary
Oliver:
-everything else
can wait but not
this thrust
from the root
of the body. What
we know: we are more
than blood-we are more
than our hunger and yet
we belong
to the moon and when the ponds
open, when the burning
begins the most
In this program we will study, write and
perform poetry and see and make images. We
will emphasize the skills involved in perceptive
reading, listening, seeing and working with
two-dimensional media, in particular, painting
and drawing. We will try to understand
interpretations of cultural influences and
change, through cross-cultural comparison of
Sufi and American poetry and images. We will
make many poems and images of our own.
"Let the beauty that you love be the work that
you do," as Rumi suggests.
Credit awarded in creative writing*, poetry*,
literature", art history", drawing*, painting*
and cultural studies *.
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities, arts, writing and
cultural studies.
This program is also listed in Expressive Arts.
* indicates upper-division credit
Irish Spring:
Living in Rural Ireland
Spring/Coordinated Study
Faculty: Sean Williams, Patrick Hill
Enrollment: 35
Prerequisites: Junior or senior standing; two
successful quarters in Awakening Ireland,
page 59.
Faculty Signature: Yes. Participation will be
determined by the student's work in Awakening Ireland and the submission of a preparatory essay based on two books about Gleann
Cholm Cille.
Special Expenses: Students will spend at least
five weeks in Ireland. Students can expect to
spend approximately $2,000 for airfare,
related instructional costs, room and board. A
non-refundable deposit of $500 is due by
February 15, 200l.
Internship Possibilities: No
Travel Component: Five to six weeks in
Ireland.
This one-quarter program is intended for
selected participants from the Awakening
Ireland program. We have the opportunity to
study traditional language and culture in
Ireland at the Oideas Gael institute in Gleann
Cholm Cille, Donegal, one of the few regions
where Gaelic is still spoken in Ireland.
We will begin our studies in Ireland during
the second week of the program, starting with
a single week of focused study in Gaelic
language, song, poetry, dance and drama. For
several more weeks we will be back in the
Gleann, studying language and aspects of
traditional culture, including options of
archaeology, tapestry weaving, singing,
dancing, playing music and performing
theatrical works on stage. Students will also
have the opportunity to .work closely with
local poets, artists and musicians, and to
witness first-hand the dramatic impact of the
European Union on traditional culture.
All students must return to Evergreen by
the end of the ninth week of spring quarter. A
summative essay will be due by the end of the
tenth week. The two faculty for this program
expect dedicated participation in all activities,
appropriate behavior for small-town Ireland,
cooperation with hosts and host families and
strict adherence to the travel dates and essay
deadlines.
Credit awarded in Celtic studies*, European
studies", cultural studies *, fieldwork,"
history" and Irish language".
Total: 16 credits.
Program is preparatory for careers and future
studies in Celtic studies, European studies,
political economy and cultural studies.
This program is also listed in Expressive Arts.
Museums, Monuments and
Backpacks: The Prehistoric and
Ancient World Museums and
Monuments XXII; A Traveling
Seminar in Europe
Spring/Group Contract
Faculty: Gordon Beck
Enrollment: 24
Prerequisites: Third quarter freshmen who
have successfully completed Myth and
Sensibility: A Study of Eastern and Western
Cultures, page 51, or sophomore standing.
Faculty Signature: Yes. Gordon Beck will
assess student interest and background in art,
archaeology, anthropology and ancient history
in person at the fall Academic Fair, September
18, 2000. Students will be notified of
acceptance by phone or mail by the end of fall
quarter, December 15, 2000.
Special Expenses: Students can expect to
spend approximately $3,250 for travel and
living expenses.
Internship Possibilities: No
Travel Component: Ten weeks of travel and
study in France, Italy, Greece, Crete and the
Greek Islands.
Traveling to the caves of the Dordogne and
the Pyrenees, to the petroglyphs in Italy and
France, to the excavations of ancient Minoan
villages on Crete, to the citadels of the
Homeric in Mycenaean Greece we will study
the paintings, sculptures, tools, habitat,
monuments and milieu of the prehistoric and
ancient humans.
This will be an intensive on-site study of
archaeological sites of the prehistoric world in
France, Italy and Greece, including Crete. Our
activities include seminars, research reports,
informal on-site discussions, image writing,
and individual site research. The goal of the
program is to develop an enhanced understanding of the life and culture of prehistoric
peoples and to discover both commonalities
with and differences from modern humans.
This study will be primarily focused on
selected sites from the Upper Paleolithic,
Neolithic, Bronze Age, Minoan, Mycenaean
and Early Greek eras.
Activities include image response writing,
lectures, research presentations, seminars and
site discussions. You will learn to use your
eyes and sensibilities to make discoveries of
your own and share your conclusions. Our
sites will include caves, petroglyphs, museums
and ancient remains.
To keep expenses low, we will stay in
campgrounds and prepare our own food.
Detailed information will be available
beginning September 15,2000, from
Academic Advising.
Credit awarded in art history, anthropology,
archaeology and writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts, humanities and the social
sciences.
This program is also listed in First-Year
Programs.
Text and Culture in America
1965-1995
Spring/Group Contract
Faculty:David Powell
Enrollment: 25
Prerequisites:Junior standing; two years of
collegework in literature and culture history.
Faculty Signature: No
SpecialExpenses: No
Internship Possibilities: No
Travel Component: None
During these years, continuous and rapid
change propelled America as the most
powerful and most economically successful of
nations onto center stage as a model,
supposedly, for the world. On the not so
public stage of consciousness, awareness, and
insight, translated into finished works of
literature, there was a vast outpouring of
what our world was really like behind, and
even beneath, our image of success. We can
touch only a few mountain peaks of this vast
output of exceptional literature, of us
speaking to ourselves about our often secret
lives.In looking at these texts, we will focus
on ideas, themes, issues, modes of thought,
and insights as they impinge on and affect
people, not as political issues. The question
we will ask often is: What is life like for these
Americans? And how can I learn from and
understand their concerns, needs, wishes, way
of living? For to know ourselves, it is
necessary to know many parts of our culture
that we cannot have lived in real life. Our
goal is cultural and experiential transcendence through immersion in and understanding of artistically created worlds which have
received wide public recognition. Be prepared
for complexity, value conflicts, and intellectual turmoil, for this material is hot;
moreover, no matter what you've heard, the
Human Condition is not a question on the
GRE, it is a fact of varied lives.
The reading list (400-600 pages per week)
will include the following exceptional, serious
books: William Styron, Sophie's Choice, Ken
Kesey,Sometimes a Great Notion, Toni
Morrison, Song of Solomon and Beloved,
Tom Robbins, Even Cowgirls Get the Blues,
John Nichols, The Milagro Beanfield War,
Louise Erdrich, Tracks, Tom Spanbauer, The
Man Who Fell In Love With The Moon,
Annie Dillard, Pilgrim At Tinker Creek and
Barry Lopez, Crossing Open Ground.
Background reading will include: Ralph
Ellison, Shadow and Act and William Carlos
Williams, In the American Grain.
Credit awarded in American literature,
minority literature and culture history.
Total: 16 credits.
Program is preparatory for careers and future
studies in literature and in the humanities.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Where Spirits Enter: Artistic
and Literary Expressions of
Religion in African Cultures in
the Americas
Spring/Coordinated Study
Faculty: Gail Tremblay, Marianne Bailey
Enrollment: 50
Prerequisites: Sophomore standing. Core
program or equivalent.
Faculty Signature: No
Special Expenses: Students can expect to pay
special event fees such as museum, music or
theatre performances.
Internship Possibilities: No
Travel Component: None
Students in this program will study interrelationships among the various arts of those
cultures from the Caribbean basin and Latin
America who derive their spiritual world view
to a great extent from the cosmologies and
religions of West Africa. The arts of the
African diaspora in the Americas have been
the site of cultural preservation even in the
face of the cruelties of slavery and have
provided an avenue for resistance and
empowerment that has enriched and
humanized the culture of the Americas. Even
when the statues and images of Catholic saints
function as a mask for the ancestral deities, in
these powerful expressions of syncretism (or
cultural mixing) the ancient traditions of
Africa and indigenous peoples thrive and
renew themselves.
Art forms influenced by these cultural
traditions are infused with possession by
spirits that inspire possession theatre, altars,
masks, banners and other objects used in rich
multifaceted ceremonial visual arts events. In
these cultures' literature, music, dance and
film become expressions of the sacred.
Students will read books about African and
diaspora religions as well as works about arts
and aesthetics and literature in a variety of
genres. They will visit museums, study films
and produce a major creative or research
project in response to what they learn.
Credit awarded in literature, mixed media
arts, comparative religion and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future
studies in literature, mixed media arts,
comparative religion and cultural studies.
This program is also listed in Expressive Arts.
Writers' Workshop
Spring/Group Contract
Faculty: Argentina Daley
Enrollment: 25
Prerequisites: Sophomore standing. Preference
will be given to juniors and seniors.
Faculty Signature: Yes. Faculty will assess
student's level of writing ability and seriousness. Students must submit a portfolio
consisting of three faculty evaluations, one to
three letters of recommendation and two to
three pieces of significant writing. Students
can mail application materials by Friday,
February 23, 2001, to Argentina Daley, The
Evergreen State College, SEM 3127, Olympia,
WA 98505. Students will be notified of
acceptance by Friday, March 16, 200l.
Special Expenses: Students must provide
multiple copies of work and tutorials for
workshop discussions; approximately $50 for
duplication costs.
Internship Possibilities: No
Travel Component: None
Writers! Here's your chance to hone your
creative writing skills within a workshop
setting for credit. The primary emphasis of
this course will be on the practical side:
writing, critiquing and more writing. Students
will share their work in round-robin fashion
during scheduled workshops, rewriting and
revising manuscripts per criticism received in
the workshop and from the instructor. We will
also explore hallmark works of contemporary
fiction and poetry, as well as essays by writers
on writing during book seminars. We will
study the formal properties of fiction and
poetry in workshops, seminars and lectures.
Each student will also be responsible for the
tutorial presentation of an author of his or her
choice.
Credit awarded in creative writing, contemporary American literature and multicultural
literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in teaching, writing professions,
education, humanities and literature.
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Environmental Studies
Tom Womeldorff,
Planning Unit Coordinator
AFFILIATED FACULTY:
Sharon Anthony
Michael W. Beug
Frederica Bowcutt
Jovana J. Brown
Paul R. Butler
Gerardo Chin-Leo
Robert Cole
Russell R. Fox
Martha Henderson
Steven G. Herman
Patricia Labine
John T. Longino
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Cheri Lucas Jennings
Lee Lyttle
David H. Milne
Carol Minugh
Ralph W. Murphy
Nalini Nadkarni
lin Nelson
John H. Perkins
Brian Price
Paul Przybylowicz
Matthew E. Smith
Oscar H. Soule
Kenneth Tabbutt
Erik Thuesen
Gabriel F.Tucker
Jude Van Buren
Ted Whitesell
Alfred M. Wiedemann
Tom Womeldorff
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.
{ill}Environmental Sciences - deals 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 among
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 thematic 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 well-equipped 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 twoyear 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 wellprepared first-year students. Every year a Marine Environments program is offered.
Introductory programs in geology are taught in alternate years, rotating with more
advanced topics in geology. 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. 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.
.nvironmentalAnalysis:
,pplicationsof Chemistry and
eologyto Issuesof Surface
'ndGroundWater
, Winter,Spring/Coordinated Study
;aculty:JeffKelly,Clyde Barlow, James Stroh
EaroUment:
50
uisites:Junior or senior standing;
collegechemistry,college algebra and physical
JCOlogy
recommended but not required.
FacultySignature:No
SpecialExpenses:Optional two-week field
trip,springquarter, to Southern Nevada and
California,approximately $500 for transportarion,logisticalsupport, food, incidentals
andpersonalitems.
InternshipPossibilities: Yes, under special
circumstanceswith a faculty signature.
TravelComponent: Optional two-week field
tripto SouthernNevada and California.
Thisprogramwill engage students in
geologicaland chemical studies of ecosystems,
usingtheoretical and experimental methods.
Topicsin geology and chemistry will be
developedthat are appropriate to problems of
aquaticand terrestrial pollution. The program
willconnectthemes dealing with geology,
hydrology,analytical chemistry and GeographicInformation Systems (GIS). Techniquesof chemical analysis and instrumental
analysiswill be developed in an advanced
laboratory.Technical writing will be
emphasized.Students will participate in
projectsinvolving research on geological and
chemicalissues and problems of ecological
andenvironmental significance.
Duringfall quarter, the program will
addresstopics in geohydrology, local
geologicalhistory, analytical chemistry and
aquaticchemistry. Students will participate in
fieldtrips and laboratories involving
analyticalchemical techniques, GIS workshopsand quantitative data analysis methods.
Duringwinter quarter, the chemistry focus
willshift toward instrumental methods of
analysisand the geochemistry of surface and
groundwater along with continued work in
geohydrology.Methods and procedures will
bedevelopedto analyze for trace materials in
thenatural environment using atomic
absorptionspectroscopy, inductively-coupled
plasmaspectroscopy, polarography, ion
chromatography and GC-mass spectrometry.
Groupprojects will be developed that will
carrythrough spring quarter. Computers will
beusedextensively for data analysis,
simulationand control of analytical
instrumentation as well as for continued work
on GIS.
Students who register for a program or
course but do not attend the fi rst class
meeting may be dropped.
Spring quarter will be devoted largely to
project work. An optional sample-collecting
expedition will be undertaken early in the
quarter to obtain soil and water samples from
arid regions of the U.S. Southwest to assist in
ecological analysis. Extensive sample analysis
and presentation of results in both oral and
written form will occupy the rest of the
quarter.
Credit awarded in analytical chemistry *,
instrumental analysis *, geohydrology",
Geographic Information Systems *, geochemistry* and environmental research*. Students
leaving at the end of fall quarter will receive
lower-division credit. Students who strengthen
their knowledge by completing at least fall
and winter quarters will receive upper-division
credit for both quarters.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in geology, hydrology, chemistry,
environmental analysis and environmental
fieldwork.
This program is also listed in Scientific
Inquiry.
From Public Issues to Public
Policy: Environmental Activism
and the Welfare State
Fall, Winter, Spring/Coordinated Study
Faculty: Greg Weeks, Cheri Lucas Jennings
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
So, hundreds of millions are invested in
dredging channels for Weyerhauser, at the
same time as endangered Coho salmon are
dumb-waitered to a distant inlet. To what
extent do environmental issues contend with
other public issues such as education, welfare,
or economic development? Increasingly,
government policies are at cross-purposes as
competing issues vie for attention and scarce
public resources. Is the Pacific Northwest
losing its rich stock of natural resources that
once attracted investment capital and
prosperity? How can the Washington
legislature possibly accommodate both
economic development and the environment?
Is a diminishing and slightly impoverished
human population a necessary prerequisite to
enhanced, sustainable natural resources in the
Northwest? How can policy-makers reconcile
mammoth expenditures toward mutually
exclusive goals?
This sophomore-and-above-level program
in environmental studies and the social
sciences examines these and other questions as
it explores the formation, implementation and
effects of public policy at all levels. Policy
topics will include welfare policy and
environmental policy. The program theme will
be the tension between social goals (such as
clean water or healthy children) and
individual rights. An important focus of the
program will be the ways public issues or
problems evolve into public policies. We will
study policy from the viewpoint of the
executive and legislative branches of
government and at the local, state and federal
levels. This program is designed to help
students improve their general academic skills
and to develop the specific skills of public
policy analysis.
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Consequently, students will cover statistics,
quantitative and qualitative research methods,
and expository writing for a policy audience.
The fall quarter will emphasize analytical
tools that will be used in the winter quarter,
when the focus will be the state legislature,
and in the spring quarter, when students will
develop public policy research projects. The
year will conclude with a policy conference
featuring panels of policy-makers and
students' presentations of their research.
Credit awarded in public policy analysis,
economics, environmental policy, political
science, statistics, research methods, expository writing and public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in public administration, environmental studies, the social sciences, law and social
research.
This program is also listed in Social Science.
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* indicates
upper-division credit
Indigenous Peoples: Identities
and Social Transformation
Introduction to Environmental
Studies: Land
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Angela Gilliam, TEA
Enrollment: 75
Prerequisites: Sophomore standing. All students
participating in community service at a
detention facility for juveniles must have a
police clearance.
Faculty Signature: Yes. Students must submit a
one-page letter of interest and goals to Carol
Minugh, TESC, Lab I, Olympia, WA 98505. A
list of accepted students will be posted on
Carol's office door, Lab I 1023, after the
Academic Fair, May 10, 2000, or students can
call Carol for confirmation, (360) 866-6000,
ext. 6025.
Special Expenses: Travel expenses to community service project sites and potential overnight
field trips.
Internship Possibilities: Yes, spring quarter with
faculty signature.
Travel Component: Overnight field trips.
This program is designed for students interested
in learning about the cultural, social and
political struggles of Native Americans and
other indigenous people. The curriculum will
focus on identity: "How are these people
identified, by themselves and by others?" and
"What does it mean to be identified as
indigenous to insiders and outsiders?" The
program will address the myriad of other social
and political issues related to identity and social
change experienced by people who have been
invaded and colonized. Contemporary issues
surrounding indigenous peoples will be
addressed along with the economic/political
ramifications of colonialism. The linguistic and
cultural genocide experienced and the resulting
cultural changes will be highlighted throughout
the year. Students will be given the opportunity
to share what they are learning about other
cultures with incarcerated youth.
In addition to the academic program, some
students will participate in community service
working with incarcerated youth. A major focus
of this service will be providing cultural classes,
assisting in the "Gateways for Incarcerated
Youth" project. Students will take a leading role
in identifying opportunities to build on what
the youth want to learn as well as strengthen
individuals and community through learning
about culture and heritage and the stresses
between races. One of the project's goals is to
bridge the gap between incarceration and
college. Students must pass a police clearance to
participate.
Credit awarded in Native American studies,
cultural anthropology, indigenous studies,
modern colonialism and practicum in juvenile
justice.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social work, community organizing,
juvenile justice, politics, anthropology and
cultural studies.
This program is also listed in Culture, Text
and Language, Native American and World
Indigenous Peoples Studies and Social Science.
Fall, Winter/Coordinated Study
Faculty: Martha Henderson, TEA
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program is designed for students
interested in environmental studies from a
land-based perspective. The emphasis on land
resources will focus on terrestrial resources
that contribute to food systems and agricultural practices in the urbanizing area of Puget
Sound. This general theme will be explored
from the perspectives of geography and land
use, agricultural resources requirements and
consumption patterns. Students will gain an
understanding of the transformation of land
resources for agricultural purposes, and the
landscapes that represent agricultural
practices in an urbanizing area.
Critical to the exploration of land as the
basis for agricultural practices are a number
of natural science and social science learning
objectives, as well as technical aspects of
geography and agriculture. Learning modules
will include physical geography topics suchas
land-forms, soil conditions, available
hydrology resources and weather and climate
conditions. Land classification systemsand
land use planning goals in an urbanizing
region will be investigated. Economic rents
and land use decision-making will be
analyzed. Opportunities for urban agriculture
as a method for land and habitat restoration
will also be examined.
The study of agriculture will includethe
development of food production and its
impact on social and natural environments.
Historical, modern and contemporary food
production systems of Puget Sound willbe
examined. The consumption of food and
redistribution of wastes and by-productswill
be investigated as the final link in the food
systems. The potential for alternative food
production and consumption in urbanizing
land use patterns will be explored.
Fall quarter will include seminar, lecture
and field trips to local food systemssites.
Winter quarter will focus on the development
of critical thinking about urban land-use
patterns and potential development of
sustainable agriculture in an urbanizingarea.
Students will also have the opportunity to
interact with growers, marketers and
consumers of agricultural produce.
Credit awarded in geography, agriculture,
political ecology and urban studies.
Total: 16 credits each quarter.
Program is preparatory for careersand future
studies in agriculture, community development and environmental studies.
Mushrooms, Culture
and History
Natural Histories: Botany,
Biography, Community
Fall/Coordinated Study
Faculty:Paul Przybylowicz, Michael Beug,
StaceyDavis
Enrollment:60
Prerequisites:Junior or senior standing.
College-levelwriting and research skills.
FacultySignature: No
SpecialExpenses: Approximately $80 for
weeklongfield trip to the Olympic National
Parkand approximately $120 for a weeklong
fieldtrip to the Oregon coast.
InternshipPossibilities: No
TravelComponent: Weeklong field trips to
theOlympic National Park and to the
Oregoncoast.
Mushrooms and other fungi play many
important, fascinating roles in both ecology
andhuman history. The great potato famine
inthe British Isles was caused by a fungus
that killed potatoes. There were numerous
social,political and economic factors,
however,that also contributed significantly to
the impact of this effect. We will explore the
historyof the Irish potato famine and the
sociopolitical climate of the British Isles
during this period. We will also do intensive
fieldwork to learn the taxonomy and ecology
of the wild mushrooms of the Pacific
Northwest. Students will do an intensive
research project and presentation about
mushrooms in food, medicine, culture andlor
religion.We will be reading about the fungus
kingdom and its impact on human affairs,
about British and Irish history and the
sociopolitical climate of the British Isles
during this period. There will be two
weeklong field trips, one to the Olympic rain
forests and one to the central Oregon Coast,
along with numerous shorter field trips.
Credit awarded in mycology", British and
Irish history and research.
Total: 16 credits.
Program is preparatory for careers and future
studies in field natural history, history and
mycology.
This program is also listed in Culture, Text
and Language.
Fall, Winter, Spring/Coordinated Study
Faculty: Matt Smith, Sam Schrager, Frederica
Bowcutt
Enrollment: 72
Prerequisites: None. This all-level program
will accept up to 25 percent or 18 first-year
students.
Faculty Signature: No
Special Expenses: $200 for two weeklong field
trips.
Internship Possibilities: Yes, six credits spring
quarter only.
Travel Component: In-state field trips during
fall and spring quarters.
This program develops a naturalist approach
to the study of human life and nature. We will
ask: How do we, individually and collectively,
enact our relationship to the natural world?
How do society and nature affect our sense of
who we are? How do we tell the stories and
construct the knowledge that shape our
experience of place? How can persons,
institutions and communities act morally to
nourish the well-being of humans and the
surrounding world?
Our exploration entails a highly integrative
blend of sociological, ecological and
humanities-based thought. We will be
especially concerned with cultural frameworks
that guide people's interpretations. These will
involve such topics as gender, religion, class,
family and ethnicity as sources of identity;
Euro-American and Native American
outlooks on place in the West; the role of
science, trained professionals and environmentalism in mediating views of nature; and the
power of mass media and corporate capitalism to channel our sense of possibilities.
The focus in fall includes field study of
Puget Sound oral history and natural history,
as well as grounding in the value of stories
and the social theory of community. In winter,
students will undertake ethnographic field
study of a local institution and library-based
research on Northwest forest ecology. Spring
will feature more advanced research (or, if
appropriate, internships), with topics chosen
in light of faculty expertise. In each quarter
there will be some instruction in basic botany
(including classification, evolution and
anatomy). Throughout the year, we will
emphasize writing in journal, essay and
documentary forms.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Readings will span community studies,
environmental studies, imaginative literature
and critical thought. The program work will
be intellectually challenging and demand
much time. We welcome first-year students
who are ready for intensive engagement in
their studies. We will also provide strong
support to upper-division students ready to
specialize in cultural, political or ecological
inquiry while seeking integrated understanding of the whole.
Credit awarded in social theory, community
and cultural studies, literature, ecology,
botany, ethnography and natural history.
Students who do upper-division work and
need upper-division credit may negotiate with
faculty.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in natural resource management, social
work, planning, cultural documentation,
environmental policy, journalism and the
humanities.
This program is also listed in First-Year
Programs and Culture, Text and Language.
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Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Sonja Wiedenhaupt
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: Students can expect to spend
approximately $800-$1,000 for six overnight
field trips, binoculars, waterproof clothing and
footwear and art materials.
Internship Possibilities: Yes, four credits
required each quarter.
Travel Component: In-state, overnight trips.
Observing, sensing and perceiving are not
simple activities. As we grow up, our experiences are increasingly mediated by the
internalization of our cultures and our
imbibing of knowledge organized and codified
by some one other than ourselves. As a result,
our curiosity and creativity, particularly in
regard to the specific, concrete places in which
we live, are often hijacked, or at least mislaid.
Through seminars, workshops, experiments
and writing we will examine the complex
functions of, and interactions between, seeing
and perceiving with the intention of becoming
self-reflective about how our curiosity and
creativity happen.
Our intention in this program is to gradually
move together from being mere residents in our
places and in ourselves, to genuine inhabitants
of both. We will bring seeing and perceiving,
curiosity and creativity outdoors with us,
spending significant time in urban, rural and
disturbed settings around campus, Olympia
and Thurston County, as well as undertaking
two, weeklong field trips each quarter. Further,
all students will undertake four-credit
internships with local organizations within
Thurston County with the overt aim of making
contributions to the people and places to which
they are responsible by virtue of the fact that
they live here.
* indicates upper-division credit
We will read natural history, psychology,
nature writing, cultural history and studies of
living in place, while developing skills in bird
and plant identification, nature writing,
cultural analysis and drawing.
Our program will take 12 hours or more
per week of program time, at least 10 hours
per week of internship time, and at least 40
hours per week of study and preparation. In
addition, neither rain, nor hail nor snow will
prevent our outdoor work. We expect all
students at the outset to seriously commit to
the full duration of the program.
Credit awarded in individualized internships,
environmental studies, literature, cultural
history, natural history, psychology, writing
and drawing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in advanced work and careers in
environmental studies, psychology, cultural
studies and art.
This program is also listed in First-Year
Programs and Social Science.
Student Originated Studies:
Community Development
Fall, Winter, Spring/Group Contract
Faculty: Russ Fox
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: Yes, see application details
below.
Special Expenses: Depends on the nature of
student projects.
Internship Possibilities: Yes
Travel Component: Depends on the nature of
student projects.
Advanced students from across the curriculum
are invited to form study and project teamsof
four to eight students to integrate and apply
their learning in community-based work.
Possibilities include, but are not limitedto,
research and projects involving community
organizations as partners or clients, research
and organizing that results in community
presentations, research on community issues
that leads to professional publication, or
collaboration among separate but related
internships or research projects. Most projects
involving significant community collaboration
will require a commitment of more than one
quarter. A weekly seminar involving all 50S
groups in the program will explore emerging
issues in community development and provide
for additional critique of each group's work.
Before being accepted into the program,
each group must submit a proposal that
includes the following: 1) a program
description with learning goals, 2) strategies
for gaining an in-depth academic perspective
of the issues being addressed, developing
group process and community researchskills,
and working with community groups or
organizations, 3) a week-by-week syllabus
with suggested readings, speakers, fieldtrips,
etc., 4) a strategy for documentation and
critical reflection, 5) a proposed processof
self- and peer evaluation and 6) a draft
covenant describing responsibilities and
commitments to each other.
SOS group proposals along with questionnaires (available from the faculty or Academic
Advising) and recent self and faculty
evaluations from each student must be
submitted to Russ Fox in Lab I at leastthree
weeks prior to registration. Studentsare
strongly encouraged to begin planning50S
studies a full quarter ahead.
Thefaculty has taught community
developmentfor many years at Evergreen and
isactivelyinvolved in the local community,
workingwith groups and organizations
addressingissues of affordable housing,
community-basedeconomics, land use
planning,preservation of local agriculture,
environmentaleducation and conservation,
community-basedsocial services, lifelong
learning,and the empowerment of ethnic
communities.Student proposals involving
otherissues are also welcome, but they may
necessitatesubcontractors to assist with
evaluation.
Creditawarded in the area of student work.
Total:12 or 16 credits each quarter.
Programis preparatory for careers and future
studiesin planning, community development,
publicservice, environmental studies and
socialsciences.
Thisprogram is also listed in Social Science.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Sustainable Forestry
Fall, Winter, Spring/Coordinated Study
Faculty: Gabriel Tucker, TBA
Enrollment: 50
Prerequisites: Junior standing, one year of
college-level biology, ecology or botany.
Faculty Signature: Yes. Faculty will conduct
an interview at the Academic Fair, May 10,
2000, to assess student's background
knowledge and interest. Students will fill out a
questionnaire as part of the application
process available from Gabriel Tucker, The
Evergreen State College, Lab I, Olympia, WA
98505 or tuckerg@evergreen.edu. Students
will be notified of acceptance on May 11,
2000.
Special Expenses: Food and lodging on
extended field trips approximately $200 per
quarter.
Internship Possibilities: Yes, spring quarter,
optional.
Travel Component: Overnight field trips.
Sustainable forestry is a land management
system, which puts the enhancement and
maintenance of a fully-functioning forest
ecosystem in a position of overriding
importance. Such an approach allows for an
economically viable harvest of a modest, but
significant, amount of wood and non-timber
forest products while improving or maintaining wildlife habitat, particularly for birds and
anadromous fish. This program will address
the potential of using a portion of the
Evergreen campus adjacent to the Organic
Farm as an ongoing site where students can
experience and take part in sustainable
forestry.
Forest ecosystem analysis and management
will be presented with a focus on the
individual forest or stand-level with strong
consideration also for landscape-level issues.
Critical readings will be drawn from literature
on basic vertebrate zoology, conservation
biology, applied forest ecology or silviculture
and community or social science perspectives
on resource management. Throughout the
program, every effort will be made to include
the perspectives of American Indians on
natural resource management.
Throughout the year, students will
participate in seminars on assigned readings,
lecture/discussion sessions, field and computer
labs and extensive group projects. Early in fall
quarter we will take an extended field trip
throughout the Pacific Northwest to visit a
variety of different forestland managers and
experimental forests including the H. J.
Andrews Experimental Forest in the central
Oregon Cascades. We will then return to
campus to collect and analyze data on a
variety of different environmental variables.
During winter quarter, students will develop a
land management plan that will be presented
for review by the campus community and
third-party certification under the Rain Forest
Alliance's SmartWood program. In the spring
quarter, students will implement some portion
of the land management plan which may
include, for example, marking a stand for
thinning and writing and administering a
contract with a horse-logging contractor.
There will also be springtime opportunities for
related internships and independent study.
Credit awarded in vertebrate zoology" ,
ecosystem analysis and management", applied
forest ecology *, conservation biology *,
expository writing*, library research* and
forestry practicum *.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental studies, natural
resource management and forest and wildlife
science.
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Working in Development:
Learning From the Past,
Creating the Future
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Fall, Winter/Coordinated Study
Faculty: Tom Womeldorff, Pat Labine
Enrollment: 50
Prerequisites: Junior or senior standing; some
previous work in environmental studies or
political economy.
Faculty Signature: No
Special Expenses: Approximately $100 for two
overnight, in-state program retreats. Fees due
prior to departure.
Internship Possibilities: No
Travel Component: Two overnight, in-state
field trips.
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, community and international
economics, the urban informal sector 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 *,
agriculture and rural development", international and community economics* and
participatory research methods".
Total: 16 credits each quarter. Students may
enroll in a four-credit language course with
faculty signature.
Program is preparatory for careers and future
studies in development work, economics,
international studies and community planning.
This program is also listed in Social Science.
* indicates upper-division credit
I WINTER
QUARTER OFFERINGS
Soil Microbial Ecology
Winter/Coordinated Study
Faculty: Paul Przybylowicz, Michael Beug
Enrollment: 50
Prerequisites: Junior or senior standing. One
year of general chemistry.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Soils are the foundations of all terrestrial
ecosystems. This program will examine the
physical and chemical aspects of soils, as well
as the myriad of soil microbes. Students will
learn about the nature and properties of soils
and the ecology of soil microorganisms
through readings, lectures and laboratories.
Soils, microbial nutrient cycling and the role
of fungi in soils will be major themes. An
understanding of some of the processes and
organisms within the soil will give students a
solid basis for advanced studies in a wide
range of disciplines, including: botany,
biogeochemistry, field biology, geology,
natural history, ecology, environmental
policy, mycology, environmental microbiology and agriculture.
Credit awarded in soils* and microbial
ecology*.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental sciences, lab and
field biology, earth science, forest ecology and
agriculture.
I I SPRING
QUARTER OFFERINGS I
Applied Geology:
Hazards and Resources
Spring/Coordinated Study
Faculty: Ken Tabbutt, Paul Butler
Enrollment: 36 undergraduate students; 16
graduate students
Prerequisites: Junior or senior standing;
college-level physical geology course; graduate
standing for graduate credit.
Faculty Signature: Yes. Faculty will conduct
an interview to assess background knowledge.
Special Expenses: Optional Grand Canyon
River trip approximately $1,500; optional
one-week field trip to Eastern Washington
approximately $100.
Internship Possibilities: No
Travel Component: Grand Canyon Rivertrip,
one-week trip to Eastern Washington (both
optional).
Applied Geology will focus on a broad range
of interactions between people and the
physical environment. The nature of these
interactions run the full spectrum from
devastating (natural hazards) to beneficial(use
of mineral, energy and water resources).In
addition, the technological advances of the
20th and 21st centuries, economic and
population growth have resulted in significant
landscape modification by humans. This
landscape modification frequently increases
the potential for natural hazards and produces
vast quantities of waste that need to be
disposed of, now more than ever,in an
environmentally responsible manner.
The people and infrastructure of the Pacific
Northwest are subject to a variety of natural
hazards, as evidenced by the 1980 eruptionof
Mt. St. Helens, widespread flooding and
landslide activity in the '90s, erosion ofthe
coast, and identification of a series of
immense earthquakes in the recent geologic
past associated with the Cascadia Subduction
Zone. The processes that create thesehazards
will be examined, as well as the mannerin
which humans have enhanced the severity
and/or frequency of these events. Population
growth and economic development hasplaced
a growing demand on the energy and mineral
resource base. This program will examine
these resources, focusing on their genesis,
distribution, economics, reserves and the
environmental degradation associatedwith
extraction and processing.
GeographicInformation Systems (GIS) is a
powerfultool for analyzing spatial data.
Studentswill have the opportunity to learn
ArcViewGIS and use it to develop local
hazardmaps. This coordinated study program
affordsboth graduate students and advanced
undergraduatestudents an opportunity to
investigatethe relationship between humans
andthe natural world, focusing primarily on
geologichazards and mineral and energy
resources.In addition to lectures, discussions,
problemsets and computer labs, field trips
willbe an important component of the class.
Anoptional field trip through the Grand
Canyonwill give students the opportunity to
conductfield studies in order to gain an
understandingof geologic processes and the
evolutionof Earth's surface. Those students
notgoingto the Grand Canyon have the
optionof participating in the one-week field
tripto Eastern Washington or enrolling for
fewercredits (8 or 12 credits).
Note:Students planning to enroll in the
GrandCanyon River trip should contact the
facultyno later than December 1,2000.
Creditawarded in natural hazards *, energy
andmineral resources *, geographical
informationsystems (GIS)·' and field studies *.
Total:8, 12 or 16 credits. Graduate students
enrollfor four-credit elective. Students not
participatingin the Grand Canyon or Eastern
Washingtonfield trips receive 12 credits.
Programis preparatory for careers and future
studiesin earth science.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Coastal Dune Ecology
Community-Based
Spring/Group Contract
Faculty: Al Wiedemann
Enrollment: 14
Prerequisites: Junior or senior standing. Basic
course work in plant biology (especially
morphology and taxonomy) and basic
geology.
Faculty Signature: Yes. Students must fill out
an application available through Al
Wiedemann, (360) 866-6000, ext. 6023, or
e-mail: wiedemaa@elwha.evergreen.edu
beginning February 10,2001. Faculty will
conduct interviews to assess student's
background knowledge in the biological
sciences and writing skills. Students will be
advised of their acceptance prior to the
Academic Fair March 7, 2001.
Special Expenses: Students can expect to
spend approximately $270 for travel and
lodging (food not included) for four multipleday field trips to coastal sites in Northern
California, Oregon and Washington for a
total of about 20 days in the field.
Internship Possibilities: No
Travel Component: Overnight, in-state and
out-of-state travel.
Coastal dune systems constitute some of the
most valuable landscapes in the world. At the
meeting place of land and sea, they have been
important for settlement, agriculture, industry,
recreation and "coastal defence"-protection
from the eroding fury of ocean storms. In
many places these uses conflict with one
another and the decisions reflecting these uses
become highly politicized. What is the nature
of these systems and why are they so
important? Through a wide variety of reading,
and field study of the dunes from northern
California to northern Washington, we will
learn about dune morphology-the various
kinds of dunes and how they are formed. We
will also look at dune dynamics-the
interaction of ocean currents, sand, wind and
vegetation in the creation of the dune systems.
And, finally we will examine the nature and
complexity of the demands placed on these
systems.
Credit awarded in geomorphology of coastal
dune systems*, vegetation of coastal dune
systems", dune management and restoration, *
and human interactions and aesthetics *.
Total: 16 credits.
Program is preparatory for careers and future
studies in ecological research and management, natural history, forestry and wildlife
management.
Spring/Group Contract
Faculty: Lin Nelson
Enrollment: 25
Prerequisites: Junior or senior standing;
previous study of environmental studies,
political economy or social science.
Faculty Signature: Yes. Faculty will conduct
an interview at the Academic Fair, March 7,
2001, or by appointment between February
26 and March 16,2001, to assess student
readiness and interest.
Special Expenses: No
Internship Possibilities: Yes, four credits with
faculty signature.
Travel Component: None
This program will examine and be involved
with research about, in and with communities.
We will explore and experiment with the
philosophies and practices that recognize,
support and challenge local knowledge. We
will consider how researchers study community life and how research emerges from the
life of the community. The foundation for our
work will be "participatory research"-when
"non-experts" become active researchers in a
quest to berter understand and respond to
conditions around them. Our focus will be on
emerging local knowledge about environment
... in particular, environment in relation to
political economy and social justice. We will
explore the broad literature-and focused
guidebooks and applications-on how people
pose questions, acknowledge and deepen local
ways of knowing, draw on and challenge
official knowledge, and develop broad plans
and specific projects. We will be especially
interested in how research on, in and with
communities reveals the nature of democracy,
the practices of science, and how race, class
and gender shape patterns of participation. A
central issue will be how community and
professional researchers do-and don'tcollaborate. Case studies, guest researchers
and visits to local projects will be crucial to
the development of our understanding.
Students, in small groups, will work with
selected regional organizations on projectsprojects which build on local knowledge and
reflect substantial efforts toward environmental protection, sustainability and social justice.
Credit awarded in community studies,
research methodology, participatory research,
environmental policy and social organizations
and movements.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental studies/science,
community development, public policy,
environmental policy, community organizing/
non-governmental organizations and
education.
Research
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Spring/Group Contract
Faculty: Martha Henderson
Enrollment: 25
Prerequisites: Sophomore standing. Introduction to Environmental Studies, Ecological
Agriculture, Political Economy and Social
Change or equivalent.
Faculty Signature: No
Special Expenses: Approximately $75 for field
trip expenses.
Internship Possibilities: Yes, 8 credits with
faculty signature.
Travel Component: None
This program will examine the entities and
contextual framework of food systems with
specific emphasis on community-based urban
food systems. Community-based urban food
systems is a broad concept that includes the
ecologic, economic, social and physical
components of food production and
consumption including residual wastes. We
will focus on sustainable agricultural practices
within communities and agricultural practices
in urbanizing areas. We will investigate the
South Sound community-based urban food
systems with speakers and field trips.
Credit awarded in food systems and community development.
Total: 16 credits.
Program is preparatory for careers and future
studies in community development and
agriculture.
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Lichens and Ascomycetes
Spring/Coordinated Study
Faculty: Michael Beug, Paul Przybylowicz
Enrollment: 40
Prerequisites: Junior or senior standing. Onequarter of taxonomy or equivalent experience.
Faculty Signature: No
Special Expenses: Students can expect to
spend approximately $200 for overnight field
trips in Washington and Eastern Oregon.
Internship Possibilities: No
Travel Component: Overnight field trips in
Washington and Eastern Oregon.
Lichens are a partnership between algae and
fungi, usually Ascomycetes. These unique
organisms are adapted to widely fluctuating
conditions and able to live in extreme
environments where neither partner could
survive alone. Lichens play very important
roles in many different ecosystems, such as
old-growth forests, arctic tundra, deserts and
exposed rock faces. This program will explore
the physiology, taxonomy, biology and
ecology of lichens and major groups of lichenforming fungi-the Ascomycetes. Many of the
common spring mushrooms, such as morels
and cup fungi, are Ascomycetes. We will
spend considerable time in the field and the
laboratory, with regular lectures and readings.
Students will be expected to complete and
present an independent research project
during the program.
Credit awarded in lichen biology and
ecology*, biology and ecology of Ascomycetes * and library research/technical
writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in natural history, environmental
studies and mycology.
The Practice of
Sustainable Agriculture
Spring, Summer, Fall/Group Contract
Faculty: Pat Moore
Enrollment: 18
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. To apply, students
must fill out a short questionnaire evaluating
interest, background and writing skills
available from Pat Moore, The Evergreen
State College, Lab I, Olympia, WA 98505, or
moorepat@elwha.evergreen.edu or the
Academic Advising Office during winter
quarter and submit it to the faculty prior to or
at the Academic Fair, March 7, 2001.
Students will be notified at the AcademicFair
or by phone the day after the fair.
Special Expenses: Field trips, approximately
$60-$80.
Internship Possibilities: No
Travel Component: None
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 developmentin
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.
Students must fill out a short questionnaire
to assess motivation, maturity, communication
and writing skills and background in
environmental studies. Transfer studentsmust
complete the questionnaire and mail a
description of college courses taken, related
work experience and letters of recommendation no later than March 2, 2001. Pat Moore
will contact transfer students about accep·
tance into the program between March 8-16,
2001. Continuing students should contact
faculty at the spring quarter AcademicFair,
March 7, 2001. Because spring and summer
studies provide the foundation for fallquarrel;
no new students will be admitted fall quartet
Credit awarded in horticulture, soils,
greenhouse management and agroecology.
Total: 8 credits spring and fall quartersand
12 credits summer quarter.
Program is preparatory for careersandfuture
studies in agriculture, horticulture and
outdoor education.
Expressive Arts
LaurieMeeker and Sean Williams, Planning Unit Coordinators
The Expressive Arts planning unit is primarily concerned with helping students gain skills and experiAFFILIATED
FACULTY:
ence in the arts with a very deliberate focus on the interplay of theory and practice. In many programs,
SusanAurand-Visual Art
students have the opportunity to work in more than one art form simultaneously, with collaborative
Andrew Buchman-Music
and crossdisciplinary approaches to learning. Program themes are drawn from current aesthetic and
Arun Chandra-Music
ideological interests of the faculty and vary widely from year to year, ensuring that the faculty and
SallyCloninger-FilmNideo
curriculum remain vital and relevant. Students should be aware that sequential skills training is not
DoranneCrable-Performance Studies, available in most of the arts but a hands-on approach is taken in every program that has Expressive
Literature
Arts faculty as members of the teaching team. Expressive Arts offerings usually include work in the
performing arts (theatre, music and dance), media arts, visual arts and creative writing. In all of these
JoeFeddersen-Visual Art
contexts, we are working to create a learning environment that supports a strong multicultural perAnne Fischel-FilmNideo
spective.
Marilyn Frasca-Visual Art
The Expressive Arts faculty are committed to the importance of creative work as a central element in
Ariel Goldberger-Scenic Design
a liberal arts education. The skills acquired in Expressive Arts programs will contribute to the work
BobHaft-Visual Art, Photography
students undertake in future academic programs as well as professionally. The faculty, however, feel it
LuciaHarrison-Visual Art
is vital for students primarily interested in the arts to have a broad range of other academic experiences
and often require academic work outside the area for admission to certain arts programs. Students
Ruth Hayes-Animation
should not expect to do all their undergraduate work within the Expressive Arts. They are encouraged
Meg Hunt-Dance
to
move into and out of the area, taking advantage of study opportunities in other planning areas at
RoseJang- Theatre
Evergreen. While studying in the Expressive Arts, students are also encouraged to work in more than
BudJohansen-Dance
one of the arts areas and to consider undertaking multimedia, collaborative projects with other stuHiro Kawasaki-Art History
dents.
Robert Leverich-Visual Art
Offerings in the Expressive Arts include annual entry-level programs in media arts (Mediaworks),
Ju-PongLin-FilmNideo
performing arts (Performing Arts in a Cultural Context and Theatre Intensive) and visual arts (FounJeanMandeberg-Visual Arts/Sculpture dations of Visual Arts). These programs 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
LaurieMeeker-FilmNideo
some of these programs requires the completion of a written application or a portfolio review. CrossSandieNisbet-Theatre
divisional programs that examine several media and are theme-based are also typical. In addition, the
RatnaRoy-Dance, African American
area offers some junior- and senior-level programs where students refine particular skills or create new
Studies,South Asian Studies
work in a specialized setting.
TerrySetter-Music
Students will not be admitted to entry-level programs in visual arts, media or theatre or advanced
StephanSimek-Theatre
group contracts in the Expressive Arts if they have not completed at least one year of full-time, interdisPaulSparks-Visual Art, Photography
ciplinary work in a coordinated studies program outside the arts. Exceptions may be made for some
transfer students whose academic records demonstrate broad training in the humanities, social sciLisaSweet-Visual Art
ences or sciences.
GailTremblay-Fiber Arts,
Individual contracts and senior thesis projects allow students to do work that suits their own parCreative Writing
ticular needs and abilities. For both these options, eligibility requirements include a minimum of three
SeanWilliams-World Music
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. Only juniors and seniors are eligible for individual contracts with Expressive Arts faculty or staff. 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 pre-professional 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 and/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.
Advanced Work in FilmlVideo: Independent
contracts in film/video are available on a limited
basis to students who are ready for advanced
work in film/video production, history and
theory. Independent contract projects might involveproduction of a film, video or mixed-media piece; writing a script or screenplay; or research on media history or theory. To do an independent contract, students must be at the junior or senior level and must demonstrate a solid
theoretical and technical background in film and
videoproduction, 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-levelfilm and video program use of several different two-dimensional and
such as Mediaworks. Transfer students who three-dimensional media. Slides, photographs
have spent a year in coordinated studies may and actual pieces may be included. (2) Students
also plan independent contracts if they have at who have worked in a variety of media should
least one year of intensive course work in me- include examples from each, demonstrating the
dia production and theory from their former range of diverse skills that they have developed.
institution. Students may not use independent (3) Several examples of written work. Assigned
contracts to learn basic production skills that papers, creative writing and/or self-evaluations
are taught in full-time programs, courses or would serve this purpose. These materials should
modules.
be contained in an easily portable portfolio. They
Portfolio for Visual Arls: The following items should be arranged in a coherent sequence based
should be included in the portfolio students sub- on one of the following factors: chronology,
mit when seeking entrance into an advanced medium, theme or the sequences of programs in
program in the visual arts: (1) At least six ex- which the work was completed. Students should
amples from a body of work that examines a contact the relevant faculty or the Academic
particular theme or topic. The theme may be Advising Office for information concerning the
explored using a single medium or through the times and places for submission of portfolios.
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Fall, Winter, Spring/Group Contract
Faculty: Doranne Crable
Enrollment: 20
Prerequisites: Junior or senior standing. One
full year of performance work; one coordinated studies Core program or equivalent.
Faculty Signature: No
Special Expenses: Field trips to commercial
and public radio stations.
Internship Possibilities: No
Travel Component: None
This program focuses on radio theatre. Its
goal is to study the political, social and
performance histories and influences of radio
drama in the 20th century. Beginning with
research, seminar discussions, field trips, films
and work with guests in fall quarter, we will
study the works of writers who created drama
for radio. Among them: Samuel Beckett, A.
Guerney, Tom Stoppard, Orson Welles, Peter
Handke, Eugene Ionesco, Harold Pinter and
war effort groups during World War I and
World War II. Each participant will research
one area of interest in radio, generally, and
present that work as part of a small group
discussion/project at the end of fall quarter.
Studio workshops will include training in
voice and acting for radio; studio engineering
and radio performance/presentation in KAOS
studios; production, management and
publicity for radio programming and sound!
music composition and writing for radio.
During winter quarter, participants will
begin to translate research and training into
actual on-air performance, beginning with
small group and then full program presentations of already-existing radio dramas by
authors listed above. Participants will also
create the sound effects, publicity and
promotions and other aspects of the work. In
addition to plays, we will consider programming for poetry, novels, nonfiction and
"children's hours."
In spring quarter, the group will create an
original piece-either a series of works or one
drama-which will air on KAOS Radio and
possibly, other public radio venues in the '
Puget Sound area. This collaborative effort
will include all aspects of the work: sound
effects and music; scripting and acting;
promotions and publicity. Co-sponsors will
participate as guides and, if the co-learners
decide, as participants in whatever area the
group deems necessary.
As part of the program, each of us will
volunteer in some community service activity.
Participation will begin in winter quarter and
continue through spring. Details and
possibilities will be presented to us in fall
quarter by various community service
volunteer coordinators. Donating time in
some capacity that benefits others will be part
of credit accumulation.
One of the exciting parts of the program
will be live performance, which will be
simultaneously broadcast over KAOS Radio.
This will begin in winter quarter. We also will
create a "Children's Story Hour," which can
possibly be live, on Saturday mornings:
details to be worked out with KAOS Radio.
Credit awarded in performance studies,
research, social history, literary studies
(poetry, drama, fiction and nonfiction prose),
writing (expository and creative) and specific
skills related work (acting, scripting,
engineering, composition, publicity,
promotions).
Total: 12 or 16 credits each quarter. Four
credits only so long as the course doesn't
conflict with program schedules or requirements.
Program is preparatory for careers and future
studies in performance, music, audio
engineering, history, literature, marketing and
promotions for radio and community service.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Awakening Ireland: From the
Power of the Bards to the Call
of the Euro
Fall, Winter/Coordinated Study
Faculty: Sean Williams, Patrick Hill, Charles
Teske
Enrollment: 75
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Faculty will conduct
interviews with students to assess the strength
of the match between students and program.
Program syllabus will be available prior to the
Academic Fair, May 10,2000. Students are
expected to read and understand the syllabus
and covenant as conditions of acceptance to
the program available under Awakening
Ireland at The Evergreen State College Web
site or contact Sean Williams (360) 866-6000,
ext. 6623.
Special Expenses: $50 per quarter for
performance fees.
Internship Possibilities: No
Travel Component: None
This two-quarter program (with a spring
quarter option of travel to Ireland) comprises
a study of Ireland through its history and
many modes of expression: songs, poetry,
Gaelic language, stories, film, drama,
literature. In focusing on pre-Christian and
early Christian nature-based spirituality and
expressive culture during fall quarter, we will
set the stage for understanding Irish reactions
to English colonialism, the Famine, and the
social upheavals taking place at the beginning
of the 21st century. Our work is quite
interdisciplinary; you will be welcome in this
program whether your personal passion is
directed toward the peace process in Northern
Ireland, literary giants such as Joyce and
Yeats, or traditional music. By examining
Ireland through the lenses of orality and
literacy, philosophies involving cycles and
seasons, language and cultural identity, and
men and women, we will attempt to gain a
holistic picture of the many facets of
experience in Ireland.
The faculty of this program expect a great
deal from themselves and from the students.
We will participate in two seminars each
week, lectures and workshops, films, weekly
writing assignments, essay-based exams each
quarter, and focused reading. In addition, we
expect all students to participate, one way or
another, in performances of play readings,
poetic recitation and song performance in a
supportive and safe environment. We expect
you to learn enough basic Gaelic to use it as
small talk in seminars and outside of class.
You should also expect to develop your skills
in research and critical analysis to explore
theoretical issues verbally and in writing. In
requiring a faculty signature for this program,
we ask only that you carefully read the
syllabus and program covenant (available
from Sean Williams by May of 2000), assess
your own capabilities and be certain that you
see yourself as a good match for this
important work.
Potentialsource material for this program
includesJoyce'sDubliners, Condren's The
Serpentand the Goddess, McCourt's Angela's
Ashes,Kinsella'sThe tsi« Collins' The
CulturalConquest of Ireland, and poetry by
Yeats,SeamusHeaney, Eavan Boland and
manyothers.We will also be viewing such
seminalfilmsas "The Field," "The Molly
Maguires,"" The Last Hurrah," "The
Dead,"and "The Secret of Roan Inish." In
thecontextof the European Union and the
post-Riverdanceworld, it is only appropriate
thatwefocus in winter quarter on the
tremendousupheavals in Irish culture.
Inspringquarter, selected participants
fromthe Awakening Ireland program will
havethe opportunity to study traditional
languageand culture in Ireland at the Oideas
Gaelinstitutein Gleann Cholm Cille,
Donegal.Seethe program titled Irish Spring,
page92, for further information.
Creditawarded in Celtic studies", literature",
traditionalexpressive arts *, cultural studies" ,
history"and Irish language *.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin Celtic studies, European studies,
politicaleconomy, cultural studies, literature,
Irish-Americanstudies and ethnomusicology.
Thisprogram is also listed in Culture, Text
andLanguage.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Big Technology
Design for the Stage 2000
Fall, Winter/Group Contract
Faculty: Terry Setter
Enrollment: 25
Prerequisites: Sophomore standing; one year
of study in music technology or composition.
Faculty Signature: Yes
Special Expenses: $75 for concert tickets,
travel and retreat expenses.
Internship Possibilities: No
Travel Component: None
This program will familiarize students with
the use of audio recording and synthesis
technology and their application in music
composition during the 20th century. There
will be historic, aesthetic and practical
components within the program that will
place the compositions and technologies
studied within stylistic and cultural contexts.
Students will present weekly research on
topics related to the program content and a
concert of original pieces will be presented at
the end of winter quarter.
It is strongly advised that students
enrolling in this program also take a related
course, through Part-Time Studies, such as
Music Theory, Piano, Musical Improvisation,
Voice, etc., to complete their 16-credit course
load. It is not required that students have a
background in music technology in order to
enroll in this program.
Credit awarded in music technology, audio
recording, analog and digital synthesis, music
history and aesthetics.
Total: 12 credits each quarter.
Program is preparatory for careers and future
studies in music, composition and technology.
Fall, Winter, Spring/Coordinated Study
Faculty: Ariel Goldberger, TBA
Enrollment: 50
Prerequisites: Sophomore standing. One year
of coordinated studies and previous drawing
experience. Portfolio review encouraged.
Faculty Signature: No
Special Expenses: Art supplies approximately
$200 per quarter, theater tickets approximately $30 per quarter, additional shop
expenses depending on the student projects.
Approximately $120 per student for tickets,
lodging and travel during three-day field trip
to Oregon Shakespeare Festival spring quarter.
Internship Possibilities: No
Travel Component: An out-of-state, three-day
field trip spring quarter.
This program will provide participants
interested in design and theatre with an
environment to develop theoretical and
practical approaches to designing the visual
aspects of a performance. Participants will
study a variety of theatrical texts and do
research into different periods and other
writings to generate appropriate visual and
design responses that address the scenic,
costume and lighting design needs of the stage.
In the fall and winter quarters, students will
go through a structured sequence of projects
to develop a familiarity with the design
process and develop skills. A large component
of the class will be dramaturgical research and
studies into the history of fine and decorative
arts, architecture, culture and theatre. Students
will be expected to explore all three areas of
study: scenic, costume and lighting design as
well as participate in performance laboratories
and collaboration workshops. In the spring,
we will undertake longer, collaborative
projects, to understand the design process indepth and develop a portfolio for future use.
Students should expect to work very hard
and participate in weekly critique sessions to
develop familiarity with critical language and
collaborative dialogue. Participants could
develop skills in many of the following areas,
depending on the overall class interests and
structure: art history, drawing, sketching,
model making, technical drafting and scenic
painting, scenic and costume crafts, theory of
color, dramatic theory and dramatic literature.
Students with interests in theatre, stage design,
applications of dramatic theory, performance,
architecture and design in general are
encouraged to register.
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change to reflect the strength of the new
faculty member in art history.
C.redit awarded in theatre, design, art history,
history of architecture and decor, history of
costume, scenic design, lighting design,
costume design, scenic crafts and technical
theatre depending on the focus of student
work.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts, design professions, history
of art, theatre, performance and cultural
studies.
This program is also listed in Culture, Text
and Language.
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The Empty Stage:
Theatre Intensive
Fiber Arts
Fall/Croup Contract
Faculty: Gail Tremblay
Fall, Winter/Coordinated Study
Enrollment: 18
Faculty: Sandie Nisbet, Rose Jang
Prerequisites: Sophomore standing. Core
Enrollment: 50
Prerequisites: Sophomore standing. One year of program required, Foundations of the Visual
Arts or work in the visual arts preferred.
coordinated studies or equivalent.
Faculty Signature: No
Faculty Signature: No
Special Expenses: Students can expect to
Special Expenses: Approximately $50 for
spend $50-$100 for materials and shop fees.
admission fees for theatre tickets.
Additional
expenses for museum and special
Internship Possibilities: No
event fees. .
Travel Component: None
Internship Possibilities: No
Our primary focus will be Euro-American
Travel Component: None
theatre tradition: theory, practice and dramatic
Students in the Fiber Arts program will study
literature. We will examine different theatrical
techniques
for weaving, felting, embroidery
experiments through history as reflections of
and various types of needle arts and techsocial and political change. As we identify
common themes in classical Western theatre and niques for various kinds of basketry. Students
contemporary works in America, we will relate will weave a sampler on the four-harness loom
and design and make three pieces of art work
them to our creative work. Play readings will
and one collaborative project with other
span from ancient Greece to Elizabethan
students in this group contract. Projects must
England to contemporary America, with
use or incorporate at least three different
particular interest in works of various cultural
techniques we are studying. There will be
and ethnic origins. The literature will include
drama, comedy and dramatic theory created at lectures and films about the history of 20thpivotal points in the history of Western theatre century fiber art. All students are expectedto
do a research paper with illustrations and
and will be explored within the context of
footnotes and a 10-minute slide presentation
concurrent artistic movements. The program
about the work of a contemporary fiber artist.
will culminate with public presentations of
Credit awarded in weaving, needlework arts,
performance projects at the end of winter.
basketry
and felting.
In the fall, to build a foundation for such
Total: 16 credits.
collaborative work, we emphasize theoretical
understanding as well as skill building in acting, Program is preparatory for careers and future
directing and playwriting. Along with regular
studies in the visual arts and textile design.
:-",orkshops,the weekly reading and writing will
inform students of the ever-present communicative and experimental nature of theatre. Also,
we will invite guest artists to give workshops
and talks. Hence, students will develop
collaborative skills, theatrical vocabulary,
critical thinking and writing skills through a
variety of activities.
Winter quarter will continue theoretical
exploration, with additional emphasis on
technical theatre and rehearsal. Final presentations will emerge from workshops, writing and
research over the two quarters. They will be
performed by students and directed by faculty.
Credit awarded in dramatic literature, theatre
history and theory, acting, directing, playwriting
and technical theatre.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in theatre, literature, cultural studies and
performing arts.
undationsof the Visua I Arts
, Winter,Spring/Coordinated Study
ty:LisaSweet,Robert Leverich, Joe
Feddersen,
GailTremblay
,lIment:44
Pmequisites:
Sophomore standing. One year
aiacoordinatedstudies program or equiva-
Icat.
Faculty
Signature:Yes. Faculty will assess
basicskillin expository writing and interest in
dieprogram.A written application will be
available
in April, 2000, from the Academic
Advising
Office.Students wishing to enter
FOVA shouldbring a completed application
to LisaSweetat the Academic Fair, May 10,
2000, or to the advising sessions held two
weeksprior to the fair. Students should
rootaettheprogram secretary after May 15,
2000, fornotification of acceptance into the
program.
Special
Expenses:$100-$200 per quarter for
artsupplies.
InternshipPossibilities:No
TravelComponent: None
Foundationsof the Visual Arts is a yearlong
groupcontract that offers an introduction to
themakingof both two-dimensional and
three-dimensionalart forms in conjunction
witha study of aesthetics and the history of
art.Thisprogram is designed for students who
havea passion for art, the ability to take risks
andthestamina and patience to work hard for
longhours.Students must be open to others'
critiquesof their work and willing to learn
howto be clear, generous and thoughtful in
theircritiqueof other students' work. All
threequarters students will write analytic
papersabout art history ideas and issues in
contemporaryart. Students will be expected to
beinclassand work in the studio at least 36
hoursper week and spend another eight hours
studyingart history and contemporary
movements.
Inthe fall, students will explore a wide
rangeof drawing methods and materials. It is
anopportunity for beginning art students to
acquirenew skills and form a grounding for
futurework in the arts. Students will develop
avisualarts vocabulary, refine visual analytic
capacity,acquire basic mechanical skills and
gaina historical perspective through a survey
ofart history. Everyone will complete weekly
studioprojects designed to help students learn
howto make creative and personal images in
responseto difficult visual problems. Students
willdevelop a working process whereby they
takecharge of their own image making. Each
week,in addition to studio time, students will
participatein weekly drawing classes,
monoprintingworkshops, critiquing sessions,
seeingseminars and art history lectures.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
In the winter, students will do intensive
work in color theory and design. There will be
exercises in painting, printmaking and digital
imaging as well as work with paper and other
materials made out of fiber. All students will
continue the survey of art history and do
research and writing about three major figures
in contemporary art that analyzes their works
and the effects of that work on the culture(s)
in which they work. In the second half of the
quarter, students will complete and present
drawings, paintings, prints and/or mixed
media work that demonstrate their ability to
combine a variety of techniques for art
making with information about color, texture
and concept to create powerful and evocative
works of art. Students will participate in
weekly studio classes, art history lectures,
critiquing sessions, seeing seminars and
visiting artist lectures.
In the spring, students will continue a
survey of art history and develop skills in
three-dimensional design and sculpture. They
will work with found objects, wood, clay and
metal. The first five weeks will emphasize
skill building, design concepts and familiarization with equipment. Students will be given
weekly design problems and have the
opportunity to work on their own themes
during the second half of the quarter. They
will participate in studio workshops in the
wood, metal and ceramics studios; critiquing
sessions; art history lectures and seeing
sernmars.
Credit awarded in drawing, painting,
printmaking, mixed media, two- and threedimensional design, sculpture and art history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, education and humanities.
Mediaworks: Experiments
with Light and Sound
Fall, Winter, Spring/Coordinated Study
Faculty: Ruth Hayes, Sally Cloninger
Enrollment: 48
Prerequisites: Sophomore standing; Core
program or its equivalent and written
application.
Faculty Signature: Yes. Students submit a
written application plus copies of previous
evaluations and self-evaluations or transcript.
Applications will be available by mid-April
and can be picked up from the program
secretaries in COM 301 or at the Academic
Advising Office. Written application is due
Friday, May 12, 2000.
Special Expenses: $250 materials each quarter.
Internship Possibilities: Spring quarter only.
Travel Component: None
Mediaworks is the entry-level moving image
program. It is designed to provide students
with basic skills in 16mm and digital
filmmaking, animation, video and audio
production, as well as background in some
aspects of film and video history and theory.
All moving image programs emphasize the
linkage of media theory and practice, focusing
on the development of a critical and oppositional perspective for imagemaking and
studying the politics of representation,
especially with regard to race, class and
gender.
In the 2000-01 version of Mediaworks we
will focus our theoretical work on the
historical, aesthetic and ideological approaches and issues that have influenced the
work of experimental imagemakers. We will
pay specific attention to media artists who
deliberately mix styles, incorporate diverse
aesthetic impulses in their work, move across
disciplines, critique the dominant corporate
media, explore autobiographical themes and
attempt to broaden both film language and
the perceptual sensibilities of their audience.
We will also study seeing and listening. Texts
may include: Technologies of Seeing, Brian
Winston; Understanding Animation, Paul
Wells; An Introduction to Film Studies, Jill
Nelmes, ed.; Resolutions, Michael Renov and
Erika Suder burg, eds.; and Audio- Vision--Sound on Screen, Michel Chion. Media artists
may include: Germaine Dulac, Norman
McLaren, Caroline Leaf, Sergei Eisenstein,
Maya Deren, Pratibha Parmar, Robert Breer,
Chick Strand, Man Ray, Bruce Conner, Peter
Kubelka, Oskar Fishinger, Marjut Rimminen,
Isaac Julien, John Cage, Nam June Paik,
Michaela Pavlatova, Bill Viola, Ernie Kovaks
and so forth.
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During fall quarter, students in this
program will be introduced to a variety of
production skills, including cinematography,
basic animation, video production, preproduction design processes, sound recording
and editing. Students will be expected to
complete a number of design problems in
these media and to demonstrate a readiness to
proceed to more advanced work in winter.
They will also complete critical writing on
media, learn and apply media research skills
and participate in theoretical discussions and
critique groups.
In winter students will continue skillbuilding in 16mm and digital filmmaking,
sound design and animation. They also will be
expected to complete their research on a
contemporary media artist, design a lecture/
presentation with a partner, and present their
topic orally and in written form. Their design
work will focus on the completion of projects
in several media.
In spring students will have the opportunity
to produce a short independent project in
film, video or animation.
Students should expect to work
collaboratively as well as individually, and to
design projects consistent with the stated
themes of the program. 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.
Credit will be awarded in film, video and
sound production, animation, media history
and theory, visual research and independent
film/video/animation projects.
Total: 16 credits each quarter.
Program is preparatory for career and future
study in media art, visual art and communications.
* indicates upper-division credit
Shaping Function/Shaping
Meaning
Student Originated Studies:
A Practicum for Concentrators
Fall, Winter/Group Contract
Faculty: Robert Leverich
Enrollment: 20
Prerequisites: Junior or senior standing.
Foundations of the Visual Arts or equivalent
year of study in drawing, painting, art history
and introduction to sculpture.
Faculty Signature: Yes. Faculty will assess
student knowledge in art history and 3-D
design. A written application will be available
in April, 2000, from the Academic Advising
Office. Students wishing to enter this program
should bring a completed application to
Robert Leverich at the Academic Fair, May
10,2000. Students should contact the
program secretary after May 15,2000, for
notification of acceptance into the program.
Special Expenses: $200 for art supplies.
Internship Possibilities: No
Travel Component: None
This advanced 3-D art program is designed
for students who want to design and make
work that is functional or expressive or both,
including tools, furniture, vessels, sculpture
and installations.
During fall quarter, students will address
functional and expressive design projects and
undertake weekly readings that address
historical, theoretical and practical issues of
functional and expressive object-making.
Some projects will be individual efforts, others
collaborative. Winter quarter students will
conduct independent research and produce a
body of work consisting of writings, drawings
and three-dimensional work of paper, wood,
clay, metal or other materials.
Emphasis throughout both quarters will
include understanding and mastery of selected
materials and processes, appropriate
workmanship and focused use of form and
writing (essays and journals) as observational
and analytical tools.
The goal of the program is to foster a
rigorously informed, reasoned and personal
approach to object-making in each student.
Credit awarded in advanced sculpture, design,
aesthetics and art history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, architecture and humanities.
Fall, Winter, Spring/Group Contract
Faculty: Anne Fischel, ju-Pong Lin
Enrollment: 25
Prerequisites: Junior or senior standing;
coordinated studies program and Mediaworks
or course equivalent.
Faculty Signature: Yes. Students must submit
project proposal and portfolio to Anne at the
Academic Fair, May 10,2000.
Special Expenses: At least $200 per quarter
for materials and project costs.
Internship Possibilities: Yes, winter and
spring.
Travel Component: None
This program is designed for intermediate and
advanced media students whose goal is to
complete portfolio-level project work in film,
video, installation, media studies, or (as space
permits) photography. It is open to seniors
and a few juniors with a strong course
background in media.
Our goal is to create a community of artists
and critical writers who can help and support
each others' work. Project development,
work-in-progress sessions and critiques will
be strongly emphasized. Critical viewingand
research will also playa part in our work.
Themes, content and workshops will be
shaped by student needs and interests.
Students should expect to be active cocreators and teachers in this program and will
be asked to do research, present films,
coordinate presentations and assist eachother
in production.
Students have the option to join this
program in fall or spring quarters. Students
planning to join this program during spring
quarter should plan on applying to Ju-Pong
Lin at the Academic Fair, March 7, 2001.
If you are accepted in this program for fall
2000, please expect to attend a planning
meeting shortly after the May 10,2000,
Academic Fair. Contact Anne (360) 8666000, ext. 6416, for specific date and time.
Credit awarded in media production" and
media studies *, as well as in the area of each
student's project work.
Total: 16 credits each quarter.
Program is preparatory for careers andfuture
studies in media production, media studies
and the arts.
Student Originated Studies:
PerformingArts
Fall, Wmter/GroupContract
Faculty:BudJohansen
Enrollment:
12
Prerequisites:
Junior or senior standing.
Theatreintensiveor equivalent college-level
workinmusic,dance or performance.
FacultySignature:Yes, performance experiencewillbe assessed at an interview with
facultyat the Academic Fair, May 10, 2000.
Special
Expenses:Production costs will depend
on project;expenditures for such things as
costumes,makeup and prop materials may be
required.
InternshipPossibilities: No
TravelComponent: None
Thisgroupcontract will help students
accomplishtheir goals in the performing arts
by providingan all-program seminar and
critiqueof participating students' work.
Eachstudent will make an agreement with
thesponsorto focus their work on some form
ofperformance,i.e., musical theatre production,musicensemble, theatre production,
danceproduction, etc.
Thefaculty will direct the seminar and
critiquesessionswith strong input by the
students;will aid and assist in the productions
asneeded;will have close contact regarding
thecreativeprocess; and will critique the
projects.
Studentswill need the skills to work
collaborativelyon projects that they develop
andproduce.All students share their works in
progresseach week for reactions and helpful
critiquesby the group.
Creditawarded in performing arts according
toeachstudent's project. Credit will reflect the
typeof work done by each student and may
varydepending on his or her role in the
project.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin performing arts and arts management.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Student Originated
Visual Arts
Studies:
Fall, Winter, Spring/Group Contract
Faculty: Paul Sparks
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: Yes. Student must submit a
writing sample, portfolio and proposal for
study to Paul Sparks, The Evergreen State
College, Lab II, Olympia, WA 98505, by
March 31, 2000.
Special Expenses: Will vary depending on the
nature of student projects.
Internship Possibilities: Yes, depending on the
nature of student projects.
Travel Component: None
Student Originated Studies (SOS) offers
students an alternative to faculty-designed
programs. SOS programs vary widely in form
and content, but as a general rule students
take a leading role in the design of the
program and with that, more of the responsibility for its success or failure. The process of
putting together an SOS can be time
consuming and demanding, but can have big
rewards. You will need to do your planning
well in advance, and to be aware that there is
a strong correlation between the success or
failure of a program and how well it is
planned. The cohesion and motivation of the
SOS group is important and tends to relate to
the size of the group. I have worked with
successful student-planned programs that had
as few as four students and as many as fifteen,
but four seems to be a minimum and five or
six may be close to an ideal number.
Your proposal for an SOS program has to
include the following:
1. A program description and goals statement.
2. A schedule for the first quarter with a
listing of times and places for all program
activities. These should include: lectures,
critiques, studio time, workshops, field trips,
ete.
3. A signed draft of a covenant that describes
all agreed-on responsibilities and obligations
including attendance, credit policy, record
keeping and a process for deciding credit and
completing peer evaluations.
4. A careful listing of space and/or equipment
needs. Proficiencies or the need for
proficiencies should be noted where appropriate.
H your group is materially larger than the
ideal size suggested above, your proposal will
not be dismissed out of hand, but you may be
encouraged to consider a collaborativelydesigned group contract with a stronger
faculty role.
Credit awarded in visual arts and theory
depending upon student projects.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in visual arts and humanities
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Fall, Winter/Group Contract
Faculty: Jean Mandeberg
Enrollment: 18
Prerequisites: Junior or senior sta~ding;
Foundations of Visual Art or equivalent
college-level experience in design, drawing .and
sculpture (which might include woodworking,
fiber arts, metalworking, fine metals or
ceramics).
Faculty Signature: Yes. Portfolio review and
interview at Academic Fair, May 10, 2000.
Transfer students can mail a slide portfolio
and statement of interest to Jean Mandeberg,
The Evergreen State College, Lab n, Olympia,
WA 98505. Students may contact the program
secretary after May 11, 2000, for notification
of acceptance into the program.
Special Expenses: Students can expe.ctto
provide art materials including precious metals
and nonferrous metals and specialized tools
and supplies needed to accomplish a series of
small-scale works.
Internship Possibilities: No
Travel Component: None
This is a two-quarter-long program for
advanced visual art students interested in the
particular demands of making small-scale art.
We will be working in jewelrymakmg,
metalsmithing and mixed media sculpture,
combining intensive studio work and critique
with design research, writing, weekly sermnars
and readings on contemporary craft, art and
folk art.
Students must be prepared to confront the
artist's and audience's experience of smallscale artwork while considering such issues as
the cultural values associated with scale,
miniaturization, the intensification of form,
imagination, mobility, technical precision and
craftsmanship.
Students will learn to express their ideas
through inventive designs and appropriat~
materials in order to take advantage of this
unique viewpoint.
Credit awarded in metalsmithing and
jewelrymaking, sculpture, issue~ in co.ntemporary art, art history and three-dimensional
design.
Total: Fall: 16 credits; winter: 14 or 16 credits.
Winter quarter students may enroll in the twocredit course The Artist's Portfolio.
Program is preparatory for careers and future
studies in arts and humanities.
* indicates
.upper-division
credit
IWINTER QUARTER OFFERINGS
I
I SPRING QUARTER
OFFERINGS I
Observations: Perceiving the
World Around Us
Contemporary Issues
in Figurative Art
Winter/Coordinated Study
Faculty: Argentina Daley, Joe Feddersen
Enrollment: 50
Prerequisites: Junior or senior sta~ding.
Faculty Signature: Yes. Faculty Willassess
student writing and art abilities. Student must
submit a sample of both writing and artwork.
Students should send samples of their work
to Argentina Daley, The Evergreen State
College, SE 3127, Olympia, WA 98505 or Joe
Feddersen, The Evergreen State College, Lab
I, Olympia, WA 98505. Students will be
notified of acceptance by December 8, 2000.
Special Expenses: Approximately $200 for art
supplies and photocopying costs.
Internship Possibilities: No
Travel Component: None
Students! Here is a way to combine the
unique forms of expression of creative .
writing and visual art into a whole. In this
class we will be creating forms drawn from
our own observations of nature, multiple
cultures and the cosmos around us. Activities
will include creative writing workshops
focusing on fiction and poetry, and
.
printmaking, bookmaking and paper-making
studio sessions in the art component of the
class. We will also have weekly seminars on
reading designed to inspire us and complement the foci of our study and creation.
Reading will be drawn from texts such as
Terry Tempest Williams' Refuge and Annie
Dillard's Pilgrim at Tinker Creek.
An additional emphasis in the program
will be the methodology and ideology of
exhibiting works from different cultures. To
this end, we are planning field trips to
investigate the implementation of such
concepts. Program activities include lectures,
seminars, writing and art workshops and
critique sessions.
Credit awarded in studio arts, creative
writing and literature.
Total: 16 credits.
Program is preparatory for .c~reersand future
studies in art, literature, wntmg and
education.
This program is also listed in Culture, Text
and Language.
Spring/Group Contract
Faculty: Lisa Sweet
Enrollment: 25
Prerequisites: Junior or senior sta~ding.
Foundations of Visual Art or equivalent year
of study in drawing, painting and art history.
Faculty Signature: Yes. Lisa will.revi~w
student portfolio at the Academic Fan, March
7,2001.
.
Special Expenses: $200 for art supphes.
Internship Possibilities: No
Travel Component: None
This advanced two-dimensional art program
will include a history of figurative art, a
comparison of modern and contemporary .
approaches in figurative art and controversies
over interpretations of and uses of the figure.
Students will study advanced life-drawingand
develop a body of work in ?ne othermedium:
painting, printmaking or mixed media.
Students will complete weekly semmar
readings, write analytic papers, write about
their own work and complete mdependent
research about contemporary figurative
artists.
Credit awarded in advanced painting,
drawing and printmaking.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts and humanities.
romClassicto Modern: A
'ravelingSeminar in Europe
Spring/Group
Contract
Faculty:
BobHaft
Enrollment:
24
Prerequisites:
Third quarter freshmen who have
IWSsfullycompleted Myth and Sensibility:
AStudyof Eastern and Western Cultures,
page51, or sophomore standing.
FacultySignature:Yes. Bob Haft, (360) 8666000,ext.6474, will assess student interest
mdbackgroundin art and classic or modern
history(forthose not enrolled in Myth and
Sensibility)
at the Academic Fairs for fall: Sept.
18,2000,winter: Nov. 29, 2000, and spring:
March7, 2001. Students must also complete a
questionnaireafter the interview. Students can
findout if they have been accepted into the
programby calling Bob or his Program
Secretary,
Pam Udovich (360) 866-6000, ext.
6600,after each Academic Fair: fall: Sept. 20,
2000,winter:Nov. 30, 2000 and spring: March
9,2001, or after successful completion of the
Mythand Sensibilityprogram.
SpecialExpenses:Students can expect to spend
approximately$3,250 for travel and living
expenses.
InternshipPossibilities: No
TravelComponent: Eight weeks of travel and
studyin France, Italy and Greece.
Thisprogram is being held in tandem with
GordonBeck'sprogram Museums, Monuments
andBackpacks:The Prehistoric and Ancient
WorldMuseums and Monuments XXII; A
TravelingSeminar in Europe. Although we will
bemeetingand traveling separately, our
activitiesand goals will be roughly the same; we
planto cross paths and share ideas at least once
duringour respective stays abroad.
Thiswill be an intensive on-site study of the
paintings,sculpture and architecture of selected
locationsin France, Italy and Greece, from the
cavepaintings at Lascaux to the Acropolis at
Athensto the Matisse Museum in Nice. By
readingand writing about, as well as drawing
anddiscussingwhat we see, we will engage
ourselvesin the process of aesthetic criticism
andappreciation.
Our activities include seminars, research
reports,informal on-site discussions, imageresponsewriting and individual site research.
Ourgoal is to develop an increased understandingofthe nature of artistic activity-both the
processand the product-and to discover the
similaritiesand differences between historic and
contemporarysensibilities.
Tokeep expenses low, we will stay in campgroundsand youth hostels. Detailed informationwillbe available at the fall Academic Fair,
September18, 2000. In order to be considered
forthe program, students will fill out a
questionnaireand have a personal interview
withthe faculty.
Creditawarded in art history, aesthetics and
writing.
Total:16 credits.
Programis preparatory for careers and future
studiesin the arts, humanities and the social
sciences.
Thisprogram is also listed in First -Year
Programs.
The Good Woman of Sichuan:
An Experimental Production
I Want Burning:
Ecstatic Poetry and Images
Spring/Coordinated Study
Faculty: Arun Chandra, Rose Jang
Enrollment: 50
Prerequisites: Junior or senior standing; Core
program in addition to at least two quarters
of performing arts experience.
Faculty Signature: Yes. Students may pick up
an application from the COM building
program secretary beginning February 26,
2001. The application deadline is 5 p.m. on
Friday, March 9. See the application form for
further details.
Special Expenses: Admission fees for theatre
and concert tickets.
Internship Possibilities: No
Travel Component: None
The program will offer students with interest
in theatre and music an opportunity to
participate in the production of a play, Bertolt
Brecht's The Good Woman of Sichuan. The
production, to be staged at the end of the
quarter, will explore the experimental nature
of performing arts and will emphasize the
dynamic interaction between music, theatre
and video. This program will work in
collaboration with selective members of a
Student Originated Studies program to
incorporate video or installation art as
integral components of the production.
Drawing on the Brechtian concept of
alienation effect, the production will
challenge the way audience perceives a
"performance" and experiment with its sense
of "theatrical space." For example, the
musical and dramatic happenings may be
juxtaposed freely, without any clear definitions or transitions. The performance may
move fluently from stage to installation space,
from video space to live space, and may cross
boundaries between audience and performers.
The Good Woman of Sichuan is chosen for
this experimental production based on its
potential for exploring relationships between
visual, performative and musical forms. We
will start the quarter with serious, in-depth
study of the play and related works on
Brechtian Epic theatre, and move to intense
rehearsal and studio work. Students will work
on specific areas of interest-which include
electronic music, music composition and
performance, music recording and engineering, theatre acting, physical movement and
dramaturgy-directly applicable to the
production. Faculty will direct the production
as a whole, but the process will be an
interactive collaboration between all
participants.
Credit awarded in music composition, music
performance, electronic music, theatre acting,
experimental theatre, dramaturgy and theatre
theory.
Total: 16 credits.
Program is preparatory for careers and future
studies in music, theatre and performing arts.
Spring/Group Contract
Faculty: Craig Carlson, Susan Aurand
Enrollment: 50
Prerequisites: Junior or senior standing;
Foundations of Visual Art or equivalent
studio art experience; some prior experience
in poetry or creative writing advised.
Faculty Signature: No
Special Expenses: Students can expect to
spend approximately $250-$300 for art
supplies.
Internship Possibilities: No
Travel Component: None
Rumi's poems are the whisperings of two
lovers in a crowd-the union of lover and
beloved, body and soul. He is more interested
in celebration and ecstasy than in explanation or linear meaning. He hears camel bells
in the distance, he waits for the beloved to
arrive and the first word spoken will coincide
exactly with the last word of his last poem.
"For Rumi, poetry is what he does in the
meantime, a song-and-dance until the greater
reality he loves arrives: A melting tear-gift
eye-piece to look through, while it and the
scene and the eye dissolve," as Coleman
Barks explains.
Ecstatic poems such as Rumi's, and images
inspired by such poetry, are created not as
books or manuscripts or fine art, but as a
part of a constant, practical and mysterious
dialogue with the spirit. The focus changes
from memorializing moments or embodying
ideas, to a fluid, constantly self-revising, selfinterrupting process. "They are not so much
about anything as spoken from within
something," as Coleman Barks writes. "Call
it enlightenment, ecstatic love, spirit, soul,
truth, the ocean of ilm [divine luminous
wisdom], or the covenant of alst [the original
agreement with God]. Names do not matter.
Some resonance of ocean resides in everyone.
[It] can be felt as a salt breeze from that,
traveling inland."
If Rumi is the Ocean of Sufi poetry, then
other Sufi poets such as Rabi'a, Hafiz and
Lalla are the Great Rivers. Rumi's spiritual
intensity, multidimensional resonance and
musical richness balance well with Rubi's
asceticism, Hafiz's slyness and Lalla's
eroticism. Living as we do in an age when the
Greco-Christian denial of Earthly reality has
so terribly come to realization, these poets,
and their contemporary counterpart poets
and artists, offer deep spiritual and cultural
lessons. They are antidotes to the times.
Mystics tend to seek the universal-the Holy,
the Healthy and the Holistic. Seeing the one
root of all, they can see the transcendent
unity of all living things beyond greed or
shallow eclecticism.
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Like Rumi, there is in our culture a strain of
American poets and artists who celebrate the
ecstasy of poetry and art and the hope for
spiritual transcendence. Some spark up from
the natural world, such as the artist Emily Carr.
"This is what life is all about: salamanders,
fiddle tunes, you and things, the split and burr
of It all, the fizz into particulars," as Annie
Dillard writes. Others begin with the physical
body; the longing for union- whether
physical, natural, spiritual-is a central
concern in the work of Mary Oliver:
-everything else
can wait but not
this thrust
from the root
of the body. What
we know: we are more
than blood-we are more
than our hunger and yet
we belong
to the moon and when the ponds
open, when the burning
begins the most
In this program we will study, write and
p~rform poetry and see and make images. We
Will~mp~aSlZ~the skills involved in perceptive
reading, listening, seeing and working with
two-dimensional media, in particular, painting
and drawing. We will try to understand
interpretations of cultural influences and
cha.nge, through cross-cultural comparison of
Sufi and American poetry and images. We will
make many poems and images of our own.
"Let the beauty that you love be the work that
you do," as Rumi suggests.
~redit awarded in creative writing", poetry",
hterature*, art history *, drawing", painting*
and cultural studies * .
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities, arts, writing and
cultural studies.
This program is also listed in Culture, Text and
Language.
* indicates upper-division credit
Irish Spring: Living in
Rural Ireland
Spring/Coordinated Study
Faculty: Sean Williams, Patrick Hill
Enrollment: 35
Prerequisites: Junior or senior standing; two
successful quarters in Awakening Ireland,
page 59.
Faculty Signature: Yes. Participation will be
determined by the student's work in Awakening Ireland, the submission of a preparatory
essay based on two books about Gleann
Cholm Cille.
Special Expenses: Students will spend at least
five weeks in Ireland. Students can expect to
spend approximately $2,000 for airfare,
related instructional costs, room and board. A
non-refundable deposit of $500 is due by
February 15, 200l.
Internship Possibilities: No
Travel Component: Five to six weeks in
Ireland.
This one-q uarter program is intended for
selected participants from the Awakening
Ireland program. We have the opportunity to
study traditional language and culture in
Ireland at the Oideas Gael institute in Gleann
Cholm Cille, Donegal, one of the few regions
where Gaelic is still spoken in Ireland.
We will begin our studies in Ireland during
the second week of the program, starting with
a single week of focused study in Gaelic
language, song, poetry, dance and drama. For
several more weeks we will be back in the
Gleann, studying language and aspects of
traditional culture, including options of
archaeology, tapestry weaving, singing,
dancing, playing music and performing
theatncal works on stage. Students will also
have the opportunity to work closely with
local poets, artists and musicians, and to
witness first-hand the dramatic impact of the
European Union on traditional culture.
All students must return to Evergreen by
the end of the ninth week of spring quarter. A
summative essay will be due by the end of the
tenth week. The two faculty for this program
expect dedicated participation in all activities
appropriate behavior for small-town Ireland '
cooperation with hosts and host families and
strict adherence to the travel dates and essay
deadlines.
Cre~it awarded in Celtic studies *, European
studies *, cultural studies *, fieldwork,"
history" and Irish language*.
Total: 16 credits.
Program is preparatory for careers and future
stu~i.esin Celtic studies, European studies,
political economy and cultural studies.
This program is also listed in Culture, Text
and Language.
Where Spirits Enter: Artistic
and Literary Expressions of
Religion in African Cultures in
the Americas
Spring/Coordinated Study
Faculty: Gail Tremblay, Marianne Bailey
Enrollment: 50
Prerequisites: Sophomore standing. Core
program or equivalent.
Faculty Signature: No
Spec.ialExpenses: Students can expect to pay
special event fees such as museum, music or
theatre performances.
Internship Possibilities: No
Travel Component: None
Students in this program will study interrelationships among the various arts of those
cultures from the Caribbean basin and Latin
America who derive their spiritual world view
to a great extent from the cosmologies and
religions of West Africa. The arts of the
African diaspora in the Americas have been
the site of cultural preservation even in the
face of the cruelties of slavery and have
provided an avenue for resistance and
empowerment that has enriched and
humanized the culture of the Americas. Even
when the statues and images of Catholic saints
function as a mask for the ancestral deities in
these powerful expressions of syncretism (~r
cultural mixing) the ancient traditions of
Africa and indigenous peoples thrive and
renew themselves.
Art forms influenced by these cultural
traditions are infused with possession by
spirits that inspire possession theatre, altars,
masks, banners, and other objects used in rich
multifaceted ceremonial visual arts events. In
these cultures literature, music, dance and film
become expressions of the sacred. Students
will read books about African and diaspora
religions as well as works about arts and
aesthetics and literature in a variety of genres.
They will VISitmuseums, study films and
produce a major creative or research project
in response to what they learn.
Credit awarded in literature, mixed media
arts, comparative religion and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future
studies in literature, mixed media arts,
comparative religion and cultural studies.
This program is also listed in Culture, Text
and Language.
Scientific Inquiry
DavidW. Paulsen, Planning Unit Coordinator
AFFILIATED FACULTY:
Clyde Barlow
Dharshi Bopegedera
John Bullock
John Aikin Cushing
Judy Bayard Cushing
Burton S. Guttman
Paul Jeffries
Linda B. Kahan
Jeffrey J. Kelly
Robert H. Knapp, Jr.
Elizabeth M. Kutter
Albert C. Leisenring
Stuart Matz
Donald V. Middendorf
Frank Motley
James Neitzel
Neal Nelson
Janet Ott
David W. Paulsen
Paula Schofield
Sheryl Shulman
James Stroh
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 processes and
results of scientific inquiry in speech and writing.
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Computability and Cognition:
The Scope and Limits of
Formal Systems
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Fall, Winter, Spring/Coordinated Study
Faculty: AI Leisenring, Sheryl Shulman
Enrollment: 50
Prerequisites: Sophomore standing; one year
of college and intermediate algebra.
Faculty Signature: Yes. Students must
successfully complete a take-home entrance
exam obtained from AI Leisenring, The
Evergreen State College, L 3220, Olympia,
WA 98505 or Sheryl Shulman, The Evergreen
State College, SE 3127, Olympia, WA 98505,
or the Academic Advising Office.
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=-Godei'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.
* indicates upper-division credit
The seminar will examine a variety of issues
in cognitive science. Readings during 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. One primary focus of the seminar
will be on the current debate between those
who favor computational models of the mind
that are based on symbol manipulation and
those who favor systems that model neural
networks.
Beyond intermediate algebra there are no
math prerequisites for this program. A more
advanced mathematical background is
desirable, however, 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*.
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 teaching, mathematics, computer
science, philosophy and cognitive science.
Data to Information
Fall, Winter, Spring/Coordinated Study
Faculty: Neal Nelson, TBA
Enrollment: 50
Prerequisites: Sophomore standing. Students
must be proficient in high school algebra and
have one quarter (or equivalent) of computer
programming in some language.
Faculty Signature: Yes. Students will be
admitted based on an entrance exam assessing
high school-level algebra and problem-solving
skills. Entrance exams will be given during the
Academic Fairs, May 10,2000, and September 18, 2000, and during the week before
classes begin.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Are you interested in how your PC or the
Internet really works? How Java programs
run? Do you like building things, solving
puzzles or doing mathematics?
Data to Information is an entry-level
program in computing and mathematics with
a strong emphasis on individual and
collaborative problem solving. The program
also emphasizes weekly readings and
discussions of books or papers on various
topics in society and technology. Data to
Information covers material in a core
computer science curriculum at a liberal arts
college, concentrating on mathematical
abstractions and fundamental algorithmicand
data modeling concepts. There is an intense
hands-on laboratory component of Data to
Information where students develop their own
logic, programming and design skills.
A primary focus of Data to Information is
problem solving, however, real world
problems often do not have clear-cut textbook
solutions, so throughout the program all
students are expected to develop the abilityto
search out the necessary information and
develop the necessary skills to effectivelysolve
mathematical and technical problems. We
guide you through this process of "learning
how to learn" in the fall and winter quarters.
The name "Data to Information" refersto
our study of how bits, bytes and raw numbers
gain meaning by having an appropriate
structure imposed upon them, thus transforming data to information. Organizing data into
different structures can produce different
results-through interpretation, corrector
incorrect, raw data becomes information.
Thus, with appropriate algorithms and data
structures, computers can correctly manipulate data to draw pictures, transmit information around the globe or compute answersto
mathematical problems.
Theprogram is organized around four
yearlongand interwoven themes. A computationalorganization theme begins with digital
logicand machine organization and continues
withconceptsof software architecture,
operatingsystems and computer networking.
A programminglanguage theme concentrates
onlearninghow to program in three major
programmingparadigms: functional
programming,imperative programming and
object-orientedprogramming. Various
mathematicalabstractions are studied through
theyearto build mathematical skills and to
developimportant theoretical foundations of
theprogram. Finally, there is an on-going
seminartheme in which we explore social,
historicalor philosophical topics of society
andtechnology.
Creditawarded in programming, data
structuresand algorithms, digital logic,
computationalorganization, software
architectureand operating systems, discrete
mathematicsand topics on science and
technology.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin computer related fields, science and
mathematics.
Environmental Analysis:
Applications of Chemistry and
Geology to Issues of Surface
and Ground Water
Fall, Winter, Spring/Coordinated Study
Faculty: Jeff Kelly, Clyde Barlow, James Stroh
Enrollment: 50
Prerequisites: Junior or senior standing.
College chemistry, college algebra and
physical geology recommended but not
required.
Faculty Signature: No
Special Expenses: Optional two-week field
trip, spring quarter, to Southern Nevada and
California, approximately $500 for transportation, logistical support, food, incidentals
and personal items.
Internship Possibilities: Yes, under special
circumstances with a faculty signature.
Travel Component: Optional two-week field
trip to Southern Nevada and California.
This program will engage students in
geological and chemical studies of ecosystems,
using 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, analytical chemistry and Geographic Information Systems (GIS). Techniques of chemical analysis and instrumental
analysis will be developed in an advanced
laboratory. Technical writing will be
emphasized. Students will participate in
projects involving research on geological and
chemical issues and problems of ecological
and environmental significance.
During fall quarter, the program will
address topics in geohydrology, local
geological history, analytical chemistry and
aquatic chemistry. Students will participate in
field trips and laboratories involving
analytical chemical techniques, GIS workshops and quantitative data analysis methods.
During winter quarter, the chemistry focus
will shift toward instrumental methods of
analysis and the geochemistry of surface and
ground water along with continued work in
geohydrology. Methods and procedures will
be developed to analyze for trace materials in
the natural environment using atomic
absorption spectroscopy, inductively-coupled
plasma spectroscopy, polarography, ion
chromatography and GC-mass spectrometry.
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 as well as for continued work
on GIS.
Spring quarter will be devoted largely to
project work. An optional sample-collecting
expedition will be undertaken early in the
quarter to obtain soil and water samples from
arid regions of the U.S. Southwest to assist in
ecological analysis. Extensive sample analysis
and presentation of results in both oral and
written form will occupy the rest of the
quarter.
Credit awarded in analytical chemistry*,
instrumental analysis *, geohydrology",
Geographic Information Systems*, geochemistry* and environmental research*. Students
leaving at the end of fall quarter will receive
lower-division credit. Students who strengthen
their knowledge by completing at least fall
and winter quarters will receive upper-division
credit for both quarters.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in geology, hydrology, chemistry,
environmental analysis and environmental
fieldwork.
This program is also listed in Environmental
Studies.
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meeting may be dropped.
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Evolutionary Biology
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Fall/Croup Contract
Faculty: Linda Kahan
Enrollment: 25
Prerequisites: Junior or senior standing; good
reading, writing skills; one course of collegelevel biology or any Evergreen program that
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 that 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 tenth week.
Credit awarded in evolutionary biology",
philosophy of biology" and independent
research in evolutionary biology*.
Total: 12 or 16 credits. Students may enroll
in a four-credit course outside of the
program.
Program is preparatory for careers and
future studies in any field of biology or
applied biology and science education.
*
indicates upper-division credit
Health and Human
Development
Fall, Winter, Spring/Coordinated Study
Faculty: Elizabeth Kutter, Stuart Matz, Rita
Pougiales, TBA
Enrollment: 100
Prerequisites: Sophomore standing. One year of
college-level 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.
We will investigate the 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 placed on
physical and cognitive development, perception,
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 provide an
opportunity to begin forming a learning
community. During 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 four-credit
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.
This program is also listed in Culture, Text and
Language and Social Science.
Matter and Motion
Fall, Winter, Spring/Coordinated Study
Faculty: John Bullock, TBA
Enrollment: 75
Prerequisites: Sophomore standing. Precalculus math required. Students must be readyto
start calculus. High school chemistryor
physics recommended.
Faculty Signature: Yes. Students must passa
math entrance exam. Exam will be available
March 1, 2000, from the AcademicAdvising
Office. Students will be notified when they
pass the exam.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Matter and Motion is an integrated studyof
chemistry, physics and calculus for the
motivated student preparing to do advanced
work in the physical and biological sciences.
The program is strongly recommendedfor all
pre-med. students. Students will learn
computer applications and work in the
chemistry and physics laboratory. Therewill
be small-group workshops and seminarsplus
whole-group lectures in chemistry, physics
and calculus. Students should plan on
devoting more than 50 hours per weekto this
program.
Credit awarded in general chemistry,
university physics and calculus.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in any science field and medicine.
Physical Systems
Fall,Winter,Spring/Group Contract
Faculty:Don Middendorf
Enrollment:25
Prerequisites:Sophomore standing. One year
ofcollegecalculus and physics.
FacultySignature:No
SpecialExpenses:Fall quarter textbooks will
costover$400 and must be purchased by the
secondday of class. Additional costs include
journalsubscriptions and overnight field trip,
approximately$100.
InternshipPossibilities:No
TravelComponent: None
Thisyearlongprogram will examine some of
themainmodels by which we describe and
understandthe physical world. We will
emphasizethe unifying concepts and common
mathematicalstructures of several major
branchesof physics. This approach is
necessarilymathematical and the required
mathematicalmethods will be developed as
neededand in the context of their use in the
physicalsciences.Quantitative problem
solvingwill be emphasized, yet a deep
conceptualunderstanding will be the main
goal.
Thespecificsubject areas covered are those
ofstandardintermediate-level physics
includingclassical mechanics, electrodynamics,quantum mechanics and topics in
contemporaryphysics. Mathematical topics
willincludemultivariable calculus, linear
algebraand differential equations. In order to
gaina better understanding of the scientific
processand to become aware of current "hot"
researchareas, students will be required to
subscribeto three journals-Science
News,
PhysicsToday and the American Journal of
Physics.These journals will be used in student
presentationsabout recent developments in all
branchesof physics as well as for discussions
aboutthe philosophy of science and current
politicalissues requiring physics for a better
understanding.We will try to understand
scienceas a process of constructing better
modelsand ask about the ramifications of
embracingone model over another. We will
spenda significant amount of time examining
theseeminglybizarre experimental and
theoreticalresults of modern physics.
Althoughwe will find many strange and
provocativeanswers, our goal will be to learn
toaskevenmore sophisticated questions
aboutthe nature of physical reality.
Thisprogram will be challenging and
demandingyet fun. Students will need to
devotea minimum of 45 hours per week to
theacademicwork.
Creditawarded in dynamics, electrodynamics,
quantummechanics, multivariable calculus,
differentialequations and philosophy of
science.Upper-division science credit is
possiblefor all credits contingent on upperdivisionperformance.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin physical sciences, engineering and
appliedmathematics.
The Physicist's World
Fall, Winter/Coordinated Study
Faculty: Tom Grissom, Paul Jeffries
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent or 12 first-year
students. This program can serve as preparation for the Introduction to Natural Science
program offered winter and spring quarters.
Students can either choose to enroll for two
quarters in The Physicist's World or enroll for
one quarter and then register for Introduction
to Natural Science.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
The 20th century has brought about a
revolution in our understanding of the
physical universe. We have been forced to
revise the way we think about even such basic
concepts as space and time and causality, and
about the properties of matter. An important
part of this revolution has been the surprising
discovery of fundamental ways in which our
knowledge of the material world is ultimately
limited. These limitations are not the result of
surmountable shortcomings in human
understanding but are more deeply rooted in
the nature of the universe itself.
In this program we will examine the mental
world created by the physicist to make sense
out of our experience of the material world
around us, and to try and understand the
nature of physical reality. We will ask and
explore answers to the twin questions of
epistemology: What can we know? and How
can we know it? We will start with the preSocratic philosophers and continue through
each of the major developments of 20thcentury physics, including the theories of
relativity, the quantum theory, deterministic
chaos, and modern cosmology. We will trace
the development of answers to such questions
about the physical world, and we will
specifically examine the nature and the origins
of the limits that our answers impose on our
ultimate knowledge of the world. No
mathematical prerequisites are assumed.
Mathematical thinking will be developed
within the context of the other ideas as
needed for our purposes. The only prerequisites are curiosity about the natural world and
a willingness to read and think and write
about challenging texts and ideas.
This program will cover everything you
always wanted to know about physics but
were afraid you wouldn't be able to comprehend. We will discover that these ideas are not
accessible only to physicists, but are within
the grasp of anyone curious about them and
willing to work to satisfy that curiosity. We
will read primary texts, such as works by the
pre-Socratics, Aristotle, Lucretius, Galileo,
Newton and Einstein, plus selected contemporary writings on physics. In addition to the
other texts, a book-length manuscript has
been written for this program that will serve
as an extended outline and guide to the works
and ideas that we will read and discuss. Fall
quarter will concentrate on the period up to
the beginning of the 20th century; winter
quarter will cover developments during the
20th century.
Credit awarded in philosophy of science,
history of science, introduction to physical
science, introduction to mathematics and
quantitative reasoning and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and sciences.
This program is also listed in First-Year
Programs and Culture, Text and Language.
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Structure and Function in
Biology and Chemistry
Whole and Holy: Alternative
Herstories of Healing
Fall, Winter, Spring/Coordinated Study
Faculty: Burton Guttman, James Neitzel, TBA
Enrollment: 75
Prerequisites: Junior or senior standing;
general chemistry and good facility in
mathematics.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program covers the whole range of topics
that we describe as laboratory biology"indoor" biology, in contrast to field biology
and ecology. Based on their strengths and
viewpoints, the faculty team will develop an
integrated treatment of the topics traditionally
called molecular and cellular biology,
microbiology, biochemistry, genetics and
physiology, along with basic organic
chemistry. The boundaries that once separated
these topics hardly exist any longer and
students will benefit from an integrated study
of them. The program will center around the
theme of structure and function at a wide
range of scales, from the molecules of organic
chemistry through the integration and
regulation of physiological processes in a large
organism. Our studies will always emphasize
that organisms are genetic systems that have
attained their condition through evolution,
are in a continuous state of evolution, and
operate within an ecological context.
This is traditionally an intensive program.
Its subjects are complex, and the sophisticated
understanding we expect to develop requires
devoted attention and many hours of work
each week. We will use some lectures in this
program, but a great deal of learning will also
happen in small, student workshops that will
require active problem solving and help to
develop the ability to clearly explain your
solutions to others. Students and faculty
members will work together closely to create
a supportive, cooperative atmosphere, but
students should think twice about enrolling if
they are unsure of their commitment or are
subject to severe stresses in their lives.
Lab work is central to the program.
Students will learn techniques of organic and
biochemistry, along with modern molecular
genetic methods for studying genes and
proteins. We will use microbial systems for
most work, probably expanding to work on
plant and animal systems later. Spring quarter
will probably include options for more
intensive study of specific topics, including lab
explorations.
Credit awarded in organic chemistry,
molecular and cellular biology, biochemistry
and genetics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in biology, chemistry, health sciences
and environmental studies.
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 25
Prerequisites: Sophomore standing or above
Faculty Signature: Yes. Faculty will assess
students' writing skill and degree of interest
in the program. To apply, students must
submit a writing sample to Janet Ott, The
Evergreen State College, Lab I, Olympia, WA
98505, (360) 866-6000, ext. 6019, or Sarah
Williams, The Evergreen State College, SE
3127, Olympia, WA 98505, (360) 866-6000,
ext. 6561, prior to or at the Academic Fair,
May 10, 2000. (SeeJanet Ott's Web site or
call her for writing sample details.) Faculty
will conduct phone or in-person interviews.
Students will be notified of acceptance prior
to fall registration, May 15,2000.
Special Expenses: $50 for materials.
Internship Possibilities: Yes
Travel Component: None
To heal: deriving from the same roots as the
words whole and holy. We intend to explore
healing as that which is whole and holy by
examining alternative herstories-forrns of
healing involving body, mind, spirit and the
environment from so-called feminine
perspectives. We will learn about the
historical roots of the healing practices we use
today, our division of mainstream and
alternative medicine and the patriarchal and
reductionist effects of this division on
physiology, emotional literacy and the
evolution of the soul. In addition to books,
films, lectures and seminars, we will expect
each student: (1) to engage in an apprenticeship, community service-learning project, an
internship, participatory or collaborative
research, (2) to go on a mid-winter retreat,
and (3) to develop the discipline of a healing
practice (e.g., a martial art, nutritional plan,
exercise routine, herbalism, goddess worship,
healing touch, yoga, music, gardening or
apprenticeship with an indigenous healer).
From witches, midwives and alchemists to
their takeover by corporate medicine men, we
will examine the historical contexts of healing
versus curing. Our studies will be concerned
with the contemporary resurrection of
traditional healing practices. We will ask
ourselves, what does the resurrection of
traditional healing practices such as
acupuncture, herbalism, body work and other
alternative forms of medicine have to do with
the energetics of healing and the rise of
personal power out of tribal authority?
* indicates upper-division credit
We want highly motivated, self-directed
students who are interested in, and capableof,
integrating intellectual work with personal
process. We want to develop a student-directed
learning community where experiential
knowledge is put into conversation with
academic scholarship.
Books might include: Woman as Healer,
Emotional Literacy, Why People Don't Heal
and How They Can, For Her Own Good, An
Illustrated History of the Healing Arts, A
Touch of Healing, Molecules of Emotion, The
Healing Circle, Mother Mysteries, Man and
His Symbols, Ecotherapy, The Healing of
America, Anatomy of the Spirit, Gaia and
Gaia: An Eco Feminist Theology of Earth and
Healing and All Sickness is Homesickness.
Credit awarded in history, comparative
religion, ecofeminism, political theory,
physiology, nutrition, anthropology, women's
studies and environmental policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the creative arts, biology,counseling,
cultural studies, environmental studies,health
sciences, healthcare services,history,religious
studies, social work and women's studies.
This program is also listed in Culture,Text
and Language.
IWINTER QUARTER OFFERINGS
Introduction to Natural Science
Wmter,Spring/Coordinated Study
Faculty:LindaKahan, Dharshi Bopegedera,
Paul Jeffries
EnroUment:
75
Prerequisites:
Sophomore standing; high
schoolalgebra.
FacultySignature:No
SpecialExpenses:No
InternshipPossibilities:No
TravelComponent: None
Introductionto Natural Science is designed to
providea basic conceptual and methodologicalbackgroundof science for students who
wantto continue in the natural sciences but
whodo not have the necessary mathematical
preparationto take the calculus-based science
inMatterand Motion. It will cover key
conceptsin physics, chemistry and biology
necessaryto prepare students for more
advancedstudy in environmental or biological
sciencese.g., Marine Life or Molecule to
Organism.Program activities will include
lectures,laboratories, workshops and
seminars.Seminars will focus on the history,
philosophyand/or sociology of science,
addressingissues such as how scientific ideas
aredevelopedand how they change, the
relationshipof scientific ideas to other
intellectualtrends in society, the notion of
scientificmethod, fraud and scientific
integrity,the nature and composition of the
scientificcommunity, etc.
Creditawarded in general physics, general
chemistry,introductory biology and history /
philosophy/sociologyof science.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin natural sciences including environmentalsciencesand graduate and professional
studiesin the health sciences and medicine.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
I I SPRING
QUARTER OFFERINGS
I
Astronomy and Cosmologies
Spring/Group Contract
Faculty: E. J. Zita
Enrollment: 24
Prerequisites: Maturity, good thinking skills
and facility with algebra. This all-level
program will accept up to 25 percent or 6
first-year students.
Faculty Signature: Yes
Special Expenses: $30 for equipment, $200$300 for binoculars and tripod and $300 for
possible field trip to the Southwest.
Internship Possibilities: No
Travel Component: Possible field trip to the
Southwest.
Learn beginning-to-intermediate astronomy
through lectures, discussions, intractive
workshops and observation, using naked eyes,
binoculars and telescopes. Students will build
(and take home) learning tools such as
celestial spheres and spectrometers, research a
topic of interest (in the library and through
observations), learn to create a Web page, and
share your research with classmates.
We will also seminar on cosmologies: how
people across cultures and throughout history
have understood, modeled and ordered their
universe. We will study creation stories and
world views, from ancient peoples to modern
astrophysicists.
Students are invited to help organize a field
trip to clear skies, perhaps to Chaco Canyon.
Credit awarded in astronomy, physical science
and philosophy of science.
Total: 16 credits.
Program is preparatory for careers and future
studies in astronomy, physical sciences,
history and philosophy of science.
This program is also listed in First-Year
Programs.
Concepts of Computing
Spring/Group Contract
Faculty: TBA
Enrollment: 48
Prerequisites: High school-level algebra. This
all-level program accepts up to 50 percent or
24 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This spring quarter offering will examine
fundamental ideas in computing and
mathematics that underlie today's computing
technology. There will be hands-on lab work
together with an examination of the models,
methods and abstract concepts behind
software and hardware systems.
The program is intended for students who
have an interest, but limited background, in
computing. It will be useful for students who
want some exposure to computing as a basis
for future work in a variety of disciplines that
use computing (especially the sciences). This
program is also helpful, though not required,
for students interested in additional course
work in computer science or mathematics.
Topics may include programming, algebra
and discrete mathematics, computational
organization, the World Wide Web and logic
or the historical, philosophical, social or
ethical implications of computing.
Credit awarded in mathematics and introductory computing.
Total: 16 credits.
Program is preparatory for careers and future
studies in science, mathematics and computing.
This program is also listed in First-Year
Programs.
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Social Science
Laurence R. Geri, Planning Unit Coordinator
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AFFILIATED FACULTY:
Don Bantz
Peter G. Bohmer
PriscillaV. Bowerman
Bill Bruner
Stephanie Coontz
Llyn DeDanaan
Elizabeth Diffendal
Carolyn E. Dobbs
Peter Dorman
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
Cynthia Kennedy
Janice Kido
Gerald Lassen
Daniel B. Leahy
Carrie Margolin
Earle W. McNeil
Lawrence J. Mosqueda
Raul Nakasone (Suarez)
Alan Nasser
Dean Olson
Toska Olson
Mark Papworth
Alan R. Parker
Gary Peterson
Yvonne Peterson
Liza Rognas
Zahid Shariff
Niels Skov
Linda Moon Stumpff
Masao Sugiyama
Paul Tamburro
Michael Vavrus
Sherry l. Walton
Gregory Weeks
Sonja Wiedenhaupt
The faculty in the Social Science Planning Unit integrate 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, psychologicaland
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.
Business,Entrepreneurship
and Management:
Advanced Topics
Fall,Winter, Spring/Group Contract
Faculty:John Filmer
Enrollment:25
Prerequisites:Junior or senior standing. This
programis intended for continuing students
whohave completed one of the part-time or
full-timemanagement programs at Evergreen
or elsewhere and desire to learn more about
management.
FacultySignature: Yes. Faculty will assess the
leveland scope of student understanding of
basicmanagement issues and practices.
Studentsmust submit a short, written
statement describing their management
background and expectations of this program
toJohn Filmer, The Evergreen State College,
SE3127, Olympia, WA 98505 or
trade@halcyon.com
SpecialExpenses: Transportation for field
trips.
Internship Possibilities: Yes
Travel Component: None
This group contract will be tailored to the
needs of students who have previously
studied management and desire an opportunity for further study and exploration in
management-related topics. The specific
content will vary from quarter to quarter
depending upon the interests, expertise and
preferred direction of the group, faculty and
guests. Applications will cover non-profit
organizations, for-profit organizations and
government organizations. Topics will
include leadership, team building,
entrepreneurism, marketing, international
commerce, communication, global economics, global strategies and public and private
sector interaction. Program activities will
consist of lectures, workshops, seminars, case
studies and group and individual research
projects intended to build upon the background and experience of the class and of
each student.
Credit awarded in organizational management*, planning *, international business*,
marketing *, finance *, public policy*,
decision making *, project management* and
public relations*. Note: credit may vary
depending upon the structure, makeup and
focus of each class.
Total: 8 to 16 credits each quarter to
accommodate part-time students.
Program is preparatory for careers and future
studies in public administration, non-profit
organizational management and business
management.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Diaspora, A Journey
Toward Destiny
Fall, Winter, Spring/Coordinated Study
Faculty: George Freeman Jr., Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program
will accept up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: Approximately $60 each
quarter for a three-day field trip to Cispus
during fall and winter quarters.
Internship Possibilities: No
Travel Component: In-state retreat during fall
and winter quarters. Some student research
projects may involve travel.
Diaspora, A journey toward destiny
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
Sometimes I feel like a motherless child,
A long ways from home. A long ways from
home.
Diaspora, A journey toward destiny
Remember, a Lord,
what is come upon us:
consider, and behold our reproach.
Our inheritance is turned to strangers,
Our houses to aliens.
We are orphans and fatherless,
Our mothers are widows.
- The Book of Lamentations, Jeremiah 5:1-3
Diaspora, A journey toward destiny
My heart is in the East and I am at the
edge of the West.
How then, can I taste what I eat,
How can I enjoy it?
How can I fulfill my vows and pledges
while Zion is
In the domain of Edam
And I am in the bonds of Arabia?
It would be easy for me to leave behind
All the good things of Spain;
It would be glorious to see the dust
Of the ruined Shrine.
- Yehudah Halevi (1075-1141), Spain.
More often than not, many of us feel a
yearning for something or someplace we call
home. This yearning is derived in part from a
sense of dislocation and "otherness" and
speaks to a desire to be at rest. Our program,
Diaspora, A Journey Toward Destiny,
addresses the patterns of longing and the
yearning for a homeland. Through an
examination of the forced migrations of two
peoples, the Jews and people of African
descent, we intend to examine the multiple
influences that shape our beliefs about
culture, place and time as related to that
which we call home and the journey to home.
The first quarter and part of the second
quarter of our program explores the African
and Jewish diaspora brought about through
slave trade, through the exodus of Jews from
Europe, and through centuries of intolerance.
Referring to specific historical periods, we will
examine the factors that shaped these forced
migrations and the continual redefining of the
concept of home. We will examine the slave
trade to Europe and America and the
trafficking of people as property. We will
explore the factors that led to the extermination of six million Jews during the Holocaust.
Along with this search, we will look at how
culture both endures and is transformed
through its interaction with geographic place.
We will examine the dynamic tension of
creating a home in hostile lands and of the
influence on our current American landscape
of these two communities of people.
Using as our foundation a historical
understanding of the creation of home by
Jews and people of African descent, we then
turn our attention to ourselves. The remaining
academic year explores our yearning for
"home" where no home can be found and no
other truly exists. We will develop our
understanding of place and identity and how
identity formation is associated with place as
related to time. This identity, with multiple
influences, is blended into the broader
American cultural landscape. How does this
happen? How do we end up calling anyone
place home? How do we place ourselves in the
overall landscape and make our communities
our homes? What roles do education and the
media play in creating our cultural sense of
home? Our program explores the psychological and sociological structures that support
our identity development as an American
phenomenon. Diaspora, A Journey Toward
Destiny will frame our current challenge to
work together as disparate communities
affected by this common experience and as a
journey toward a common destiny. We will
figure out how we can make our lives useful
and productive through engagement with one
another, community involvement, and through
thoughtful and purpose£ulliving. As is true of
any journey, the final destination is far less
important than the journey itself.
Credit awarded in Judaic studies, AfricanAmerican studies, history, social science,
psychology, and the humanities.
Total: 16 credits each quarter. Students may
enroll in language studies components for four
credits during fall, winter and spring quarters
upon approval of faculty.
Program is preparatory for careers and future
studies in education, international studies, the
social sciences, humanities and the travel
industry.
This program is also listed in First-Year
Programs and Culture, Text and Language.
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From Public Issuesto Public
Policy: Environmental Activism
and the Welfare State
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Fall, Winter, Spring/Coordinated Study
Faculty: Greg Weeks, Cheri Lucas Jennings
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
So, hundreds of millions are invested in
dredging channels for Weyerhauser, at the
same time as the endangered Coho salmon are
dumb-waitered to a distant inlet. To what
extent do environmental issues contend with
other public issues such as education, welfare,
or economic development? Increasingly,
government policies are at cross-purposes as
competing issues vie for attention and scarce
public resources. Is the Pacific Northwest
losing its rich stock of natural resources that
once attracted investment capital and
prosperity? How can the Washington state
legislature possibly accommodate both
economic development and the environment?
Is a diminishing and slightly impoverished
human population a necessary prerequisite to
enhanced, sustainable natural resources in the
Northwest? How can policy makers reconcile
mammoth expenditures toward mutually
exclusive goals?
This sophomore-and-above-Ievel program
in environmental studies and the social
sciences examines these and other questions as
it explores the formation, implementation and
effects of public policy at all levels. Policy
topics will include welfare policy and
environmental policy. The program theme will
be the tension between social goals (such as
clean water or healthy children) and
individual rights. An important focus of the
program will be the ways public issues or
problems evolve into public policies. We will
study policy from the viewpoint of the
executive and legislative branches of
government and at the local, state and federal
levels. This program is designed to help
students improve their general academic skills
and to develop the specific skills of public
policy analysis.
* indicates upper-division credit
Consequently, students will cover statistics,
quantitative and qualitative research methods,
and expository writing for a policy audience.
The fall quarter will emphasize analytical
tools that will be used in the winter quarter,
when the focus will be the state legislature,
and in the spring quarter, when students will
develop public policy research projects. The
year will conclude with a policy conference
featuring panels of policy-makers and
students' presentations of their research.
Credit awarded in public policy analysis,
economics, environmental policy, political
science, statistics, research methods, expository writing and public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in public administration, environmental studies, the social sciences, law and social
research.
This program is also listed in Environmental
Studies.
Growing Up in the 21st Century:
Youth, Work and Families
Fall, Winter/Group Contract
Faculty: Stephanie Coontz
Enrollment: 25
Prerequisites: Junior or senior standing; some
background in history or political economy;
upper-division writing skills.
Faculty Signature: Yes. Students must bring a
paper from a previous class demonstrating
upper-division writing skills to the Academic
Fair, May 10, 2000.
Special Expenses: No
Internship Possibilities: This program will
provide interested students with internships in
the public schools or in child care centers for
spring quarter.
Travel Component: None
This advanced two-quarter program will
explore the changing demographic, economic,
cultural and social context in which American
children are born, reared, educated and
prepared (or not prepared) for work and adult
responsibilities. We will put contemporary
family, parenting and youth trends in historical
and theoretical perspective, exploring the
conceptual issues involved in defining terms,
describing social change and analyzing causal
relationships. Students will be expected to sort
through competing theoretical perspectives and
work with statistical material. We will attempt
to develop a sophisticated grasp of how race,
class and gender interact with general socioeconomic or cultural trends to produce conflict,
accommodation and variation in the demands
of parenting, the experience of growing up, the
interaction of work and family life and the
generation or resolution of social problems such
as youth violence, educational failure and child
neglect.
Reading and writing demands will be heavy,
requiring advanced skills in critical reasoning
and argumentation. Students will also revise
and hone their writing in weekly writing
workshops.
Credit awarded in history *, sociology *, gender
studies *, multicultural studies * and writing*.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in graduate school, family law,
education and social services.
Health and Human
Development
Fall,Wmter, Spring/Coordinated Study
Faculty:Elizabeth Kutter, Stuart Matz, Rita
Pougiales,TBA
Enrollment: 100
Prerequisites:Sophomore standing. One year
of college-levelwork.
FacultySignature: No
SpecialExpenses: $40 for fall quarter retreat.
Internship Possibilities: Spring quarter only.
TravelComponent: None
Attitudes about health reflect the basic world
view and values of a culture, such as how we
relateto 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.
Wewill investigate the biological, cultural,
spiritual and social forces that influence
healthy human development so that we may
developstrong 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
definesand 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 placed
on physical and cognitive development,
perception, interpersonal and intercultural
communication, mind-body interactions and
the influences of nutrition, environment,
gender,culture and world view on human
health.
Studentswho register for a program or
coursebut do not attend the first class
meeting may be dropped.
An early fall quarter retreat will provide an
opportunity to begin forming a learning
community. During 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 siguature.
Program is preparatory for careers and future
studies in the health professions, human
services and education.
This program is also listed in Culture, Text
and Language and Scientific Inquiry.
"How Can You Tell an
American?"
Fall, Winter, Spring/Coordinated Study
Faculty: Charles Pailthorp, Jose Gomez
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
Are we all "Americans" in the same way? Who
counts as an "American" has changed rapidly
in United States culture, particularly since the
U.S. emerged as a world power following the
Great War of 1914-18. We have had different
varieties of Americans, including hyphenated
Americans (Italian-American, AfricanAmerican ... ) and we have to wonder: What
are the qualities that determine who is a "real
American" and what does that status ensure?
Answers to this complex question must include
discussions of gender, ethnic identity, sexual
orientation and age. It also must include the
real or mythical histories of how one's
"people" came to be in this region of North
America. How have these processes of
identifying and classifying "Americans"
developed? How are they proceeding today?
Where are they headed? Most importantly,
what bearing do they have on our central
values of liberty, freedom and equality? Can
we still share the ideal of all being" Americans" in a just society?
American identity has been expressed in
law, literature, music and image. The law and
the arts have had a particular, powerful role in
shaping our image of who we are, and of who
counts as "we." In this program we will
examine instances and critical developments in
the law and the arts, and we will examine their
important intersection in the tensions which
surround the phrase "freedom of expression."
Our scrutiny of the arts will include visual art
and emphasize music (particularly jazz and
musical theater). This work will be a critical
analysis based on visual and aural study rather
than on the actual creation of music or art.
Students in the program will become
members of a community of writers, each
writing to her or his peers as an intended
audience. In addition to writing essays on a
regular basis, students will write critiques of
one another's work.
Reading, writing, small group discussion
and close study of music and images will be
the principal activities of these three quarters.
There will be two periods of evaluation: the
first midway through winter quarter, the
second at the end of the program.
Credit awarded in writing, jurisprudence,
social psychology, sociology, philosophy,
history of art, American studies, history of
music and social and cultural history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities, American studies,
history of the arts and social sciences.
This program is also listed in Culture, Text
and Language.
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Indigenous Peoples: Identities
and Social Transformation
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Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Angela Gilliam, TBA
Enrollment: 75
Prerequisites: Sophomore standing. All
students participating in community service at
a detention facility for juveniles must have a
police clearance.
.
Faculty Signature: Yes. Students must submit a
one-page letter of interest and goals to Carol
Minugh, TESC, Lab I, Olympia, WA 98505. A
list of accepted students will be posted on
Carol's office door, Lab I 1023, after the
Academic Fair, May 10, 2000, or students can
call Carol for confirmation, (360) 866-6000,
ext. 6025.
Special Expenses: Travel expenses to community service project sites and potential
overnight field trips.
Internship Possibilities: Yes, spring quarter
with faculty signature.
Travel Component: Overnight field trips.
This program is designed for students
interested in learning about the cultural, social
and political struggles of Native Americans
and other indigenous people. The curriculum
will focus on identity: "How are these people
identified, by themselves and by others?" and
"What does it mean to be identified as
indigenous to insiders and outsiders?" The
program will address the myriad of other
social and political issues related to identity
and social change experienced by people who
have been invaded and colonized. Contemporary issues surrounding indigenous peoples
will be addressed along with the economic!
political ramifications of colonialism. The
linguistic and cultural genocide experienced
and the resulting cultural changes will be
highlighted throughout the year. Students will
be given the opportunity to share what they
are learning about other cultures with
incarcerated youth.
* indicates upper-division credit
In addition to the academic program,
some students will participate in community
service working with incarcerated youth. A
major focus of this service will be providing
cultural classes, assisting in the "Gateways
for Incarcerated Youth" project. Students
will take a leading role in identifying
opportunities to build on what the youth
want to learn as well as strengthen individuals and community through learning about
culture and heritage and the stresses between
races. One of the project's goals is to bridge
the gap between incarceration and college.
Students must pass a police clearance to
participate.
Credit awarded in Native American studies,
cultural anthropology, indigenous studies,
modem colonialism and practicum in
juvenile justice.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in social work, community
organizing, juvenile justice, politics,
anthropology and cultural studies.
This program is also listed in Environmental
Studies, Native American and World
Indigenous Peoples Studies and Culture, Text
and Language.
Multicultural Counseling:
A New Way to Integrate and
Innovate Psychological Theory
and Practice
Fall, Winter, Spring/Group Contract
Faculty: Heesoon Jun
Enrollment: 25
Prerequisites: (1) Senior standing.
(2) Students who have spent at least two
quarters at Evergreen with 95 percent
attendance records.
(3) Programs or classes covering general
principles in psychology, human biology,
research methods and statistics, as well as
issues of diversity and inclusiveness. Students
should have a well-rounded, liberal arts
education through the study of multiple
disciplines prior to entering the program as the
program is a senior-level capstone to their
education.
Faculty Signature: Yes. Obtain an application
packet for the program from the Program
Secretary, Lab II. The application and related
materials must be submitted by May 1,2000.
Students will be notified of acceptance by mail
beginning May 15,2000.
Special Expenses: Travel to and from
internship site.
Internship Possibilities: 15 to 16 hours per
week required for winter and spring quarters.
Travel Component: None
This is a senior-level program involving
internships in psychological counseling. Its
basic purpose is to allow students to make and
test a commitment to work in counseling
ethnically and culturally diverse clientele. The
goals of the 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.
Objectives
1. The effectiveness of existing psychological
counseling theories and techniques with
individuals of multicultural backgrounds will
be examined.
2. Students will explore their own selfknowledge from the standpoint that selfawareness is a prerequisite to any particular
technique or skill.
3. Psychological counseling skill-building with
cultural empathy will be accomplished through
operationalization of conceptual understanding of psychological counseling theories,
counseling practice with peers, and
videotaping.
4. Students will learn basic techniques of how
to interpret research articles and how to
incorporate research findings into counseling
practice.
5. Ethics in a multicultural setting will be
explored through examining "Ethical
Principles of Psychologists and Code of
Conduct" by the American Psychological
Association, "Code of Ethics and Standards of
Practice" by the American Counseling
Association, "The Law Relating to Psychologists" and "The Law Relating to Counselors"
by the Washington State Department of
Health.
Internship Requirement
Internships will entail a minimum of 15 to 16
hours per 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) working in an area in which the student
has not had previous significant experience
and (5) obtaining placement in an internship
is a prerequisite for continuing in the program
winter and spring quarters.
Instructional Strategies
Lectures, hands-on workshops, films,
seminars, role-playing, group discussions,
videotaping, field trips, guest speakers,
internship case studies, paper and pencil tests,
etc.
Application Process
1. Students must submit a complete portfolio
including all Evergreen evaluations (both
faculty and self), all college transcripts and
two major papers.
2. Students must submit a typed, doublespaced, maximum-of-five-page-essay
describing motivation for wanting to enroll
and ability to be on time (attendance, weekly
assignments and final papers)
3. Submit a completed questionnaire that is
attached to a program expectation letter from
the faculty.
Credit will be awarded in multicultural
counseling theories and culture-bound
assessment, multicultural psychological
counseling skill-building, advanced abnormal
psychology (including use of DSM-IV),
advanced life-span developmental psychology,
personality theories, ethnic studies, sexual
orientation 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 careers and future
studies in psychological counseling, clinical
psychology, social work, school counseling,
cross-cultural studies, research psychology,
class,race, gender and ethnicity studies.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
The New Insecurity:
Prosperity's Child
Fall, Winter/Coordinated Study
Faculty: Priscilla Bowerman, Alan Nasser
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program focuses on transformations that
have emerged in the United States since World
War II, with particular emphasis on changes
since 1975. Today's media commonly acclaims
our current "unprecedented period of
prosperity." Reportedly, we are enjoying the
longest period of economic prosperity in the
history of our country. Yet, born of this
expansion is a growing insecurity for many
people. This program is built on the premise
that the expansion and the insecurity are
integrally linked: the expansion has been
achieved by means that have reduced the
circumstances and prospects of many people.
The effects have not been merely economic;
they have also affected interpersonal relations,
family relations, morality and even the ways
people experience and see themselves as
individuals. In this program students will
learn about two kinds of things: (1) what
changes in the political economic structure
have been fueling this unprecedented period of
economic prosperity and (2) what changes
have been wrought in our personal and social
lives and our prospects.
In order to provide students with a
common historical background and with a
common vocabulary, we will spend several
weeks of the fall term on an introduction to
the origins and development of capitalism.
Then, we will move directly to studying how
changes in American culture over the past 50
years have been affected by changes in the
political economy. We will examine conservative, liberal and radical interpretations of
these changes.
We will explore changes in social relations
within the family and in the workplace. We
will study how our sense of time and of space
has been altered by the media and information
industries. We will explore the new Puritanism
which promotes ever-increasing restrictions on
personal choice. We will ask how we have
come to experience ourselves as vulnerable,
victimized, beset by risk and danger. And we
will explore how these developments are
linked to globalization; to the rising dominance of finance over the production of
goods; to changes in corporations that have
led to the elimination of many jobs and the
alleged gap between the skills people have and
available jobs; to the growing inequality of
income in the United States and welfare
reform; and to changes in U.S. health care
policy.
Students who enter the program should
have good reading, writing and thinking skills
and welcome close study of texts and
arguments from philosophy, ethics and social
and political theory. They should be eager to
entertain and rigorously examine conflicting
views on issues.
Credit awarded in sociology, social history,
contemporary American history, political
economy: contemporary economic problems
and political philosophy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in sociology, government and social
services.
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Political Economy and Social
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Fall, Winter/Coordinated Study
Faculty: Larry Mosqueda, Peter Dorman,
Jeanne Hahn
Enrollment: 75
Prerequisites: Sophomore standing or above.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program will examine the nature,
development and concrete workings of modern
capitalism with the U.S. experience a~ ~ central
focus. We will also examine the transitions
from feudalism in Europe and elsewhere, the
foundations of the U.S. political economy and
the development of the globalized economy. As
such we will analyze the political and
econ~mic relations between the United States
and the rest of the world. Other recurring
themes will be the relationship between
oppression, exploitation and resistance, both
nationally and internationally, and how we
have understood the interrelationship of
democracy and capitalism in the past and how
we understand it in the globalized economy.
Specific issues that may be explored include
the transatlantic slave trade, the development
of markets (e.g., supply and demand),
consumption theories and production (theories
of the firm and market studies). We will also
examine the connections between war,
economics and revolution. In examining the
modern era we will examine the role of the
corporatio;, domestically and internationally,
and comparative capitalism in Asia and
Europe (e.g., the rise and fall of social
democracies). As we examine the linkage
between the economic core of capitalism to
political systems and social structures, we will
study the role of such institutions as the World
Bank the International Monetary Fund and
other' institutions and alliances. In winter
quarter, students will engage in a major
research project.
Credit awarded in political economy, history,
economics and political theory.
Total: 16 credits each quarter.
Program is preparatory for careers .and ~ture
studies in political science, economics, history,
law, education and government.
* indicates upper-division credit
Reinhabitation
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Sonja Wiedenhaupt
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent or 12 first-year
students.
Faculty Signature: No
Special Expenses: Students can expect to spend
approxintately $800-$1,000 for SIX ove.rmght
field trips, binoculars, waterproof clothing and
footwear and art materials.
Internship Possibilities: Yes, four credits
required each quarter.
Travel Component: In-state, overnight trips.
Observing, sensing and perceiving are not .
simple activities. As we grow up, our expenences are increasingly mediated by the
internalization of our cultures and our
imbibing of knowledge organized and codified
by some one other than ourselves. As a result,
our curiosity and creativity, particularly m
regard to the specific, concrete places in which
we live are often hijacked, or at least mislaid.
Throu~h seminars, workshops, experiments
and writing we will examine the complex .
functions of and interactions between, seeing
and perceiving with the intention of becoming
self-reflective about how our cunosity and
creativity happen.
Our intention in this program is to gradually
move together from being mere residents in our
places and in ourselves, to genuine inhabitants
of both. We will bring seeing and percerving,
curiosity and creativity outdoors with us,
spending significant time in urban, rural a~d
disturbed settings around campus, Olympia
and Thurston County, as well as undertaking
two weeklong field trips each quarter. Further,
all s~udents will undertake four-credit
internships with local organizations within .
Thurston County with the overt aim of making
contributions to the people and places to which
they are responsible by virtue of the fact that
they live here.
We will read natural history, psychology,
nature writing, cultural history and studies of
living in place, while developing skills in bird
and plant identification, nature writing,
cultural analysis and drawing.
Our program will take 12 hours or more per
week of program time, at least 10 hours per
week of internship time, and at least 40 hours
per week of study and preparation. In addition,
neither rain, nor hail nor snow WIllprevent our
outdoor work. We expect all students at the
outset to seriously commit to the full duration
of the program.
Credit awarded in individualized internships,
environmental studies, literature, cultural
history, natural history, psychology, writing
and drawing.
Total: 16 credits each quarter.
Program is preparatory for careers an~ future
studies in advanced work and careers In
environmental studies, psychology, cultural
studies and art.
This program is also listed in First-Year
Programs and Environmental Studies.
Strategic Business Policies
for the 21st Century
Fall, Winter, Spring/Coordinated Study
Faculty: Cynthia Kennedy, TBA
Enrollment: 50
Prerequisites: Junior or senior standing.
Faculty Signature: No
Special Expenses: Approximately $40 each
quarter for fall and spring Challenge course
and field trip fees.
Internship Possibilities: Yes, spring quarter
with faculty signature.
Travel Component: Two overnight retreats.
This program seeks to identify the social,
political, economic and environmental Issues
shaping business policy as we enter the 21st
century. It is guided by the belief that liberal
arts graduates bring a special talent to the
study and practice of business management.
They are "big picture" thinkers, skilledat
framing the larger issues that often drive
strategic thinking in public and private
organizations. Evergreen graduates, in
particular, learn collaborative processesthat
enable them to span and build on differences
between theory and application, ethnicity,
gender and discipline. Liberal arts graduates
become strong critical thinkers and acnve
listeners. They communicate ideas clearlyand
reason about ethical principles and moral
outcomes. They know enough about finance,
marketing, organizational behavior and other
disciplines to know how to get specialized
expertise when needed, but will not devorethe
bulk of their education to one area. Their
talent is putting elements together into a
comprehensive strategic plan that will be
competitively successful and ethically .
consistent with their sense of what ISright,
just and fair.
This program aims to make meaningful
progress toward these learning objectives:(1)
writing clear and well-structured essaysand
reports, (2) listening actively and reading
effectively, (3) expressing ideas clearlyand
supporting argumentation, (4) developing
strategic planning skills, (5) refiningsmallgroup interaction skills and (6) defining
ethical parameters for business policy-makers.
Fallquarter topics will focus on domestic
issueswhilewinter quarter will expand into
theinternationalarena. Spring work will
emergefrom a computer model: student
groupswillsimulate strategic planning and
implementationin a competitive industry with
operationsin several countries. Workshops
willfocuson reading financial statements and
budgets,understanding economic data,
interpretingorganizational behavior patterns
andeffectivewriting. Weekly activities include
twoseminars,a lecture and discussion period
andtwoworkshops. Weekly seminar papers
andperiodicworkshop submittals are
required.A research paper is required each
quarter(individual submittals in fall and
springquarters and group submittals in winter
quarter).Two overnight retreats, one in fall
andonein spring, will incorporate the
Challengecourse's experiential-based activities
asa wayof developing leadership skills.
Creditawarded in financial management *,
internationalbusiness*, organizational
behavior*,strategic planning*, business and
society*and business policy*.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin business management and nonprofit
organizations.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Student Originated Studies:
Community Development
Fall, Winter, Spring/Group Contract
Faculty: Russ Fox
Enrollment: 25
Prerequisites: Junior or senior standing.
Faculty Signature: Yes, see application details
below.
Special Expenses: Depends on the nature of
student projects.
Internship Possibilities: Yes
Travel Component: Depends on the nature of
student projects.
Advanced students from across the curriculum are invited to form study and project
teams of four to eight students to integrate
and apply their learning in community-based
work. Possibilities include, but are not limited
to, research and projects involving community organizations as partners or clients,
research and organizing that results in
community presentations, research on
community issues that leads to professional
publication, or collaboration among separate
but related internships or research projects.
Most projects involving significant community collaboration will require a commitment
of more than one quarter. A weekly seminar
involving all SOS groups in the program will
explore emerging issues in community
development and provide for additional
critique of each group's work.
Before being accepted into the program,
each group must submit a proposal that
includes the following: 1) a program
description with learning goals, 2) strategies
for gaining an in-depth academic perspective
of the issues being addressed, developing
group process and community research skills,
and working with community groups or
organizations, 3) a week-by-week syllabus
with suggested readings, speakers, field trips,
etc., 4) a strategy for documentation and
critical reflection, 5) a proposed process of
self- and peer evaluation and a 6) draft
covenant describing responsibilities and
commitments to each other.
SOS group proposals along with questionnaires (available from the faculty or
Academic Advising) and recent self and
faculty evaluations from each student must be
submitted to Russ Fox in Lab I at least three
weeks prior to registration. Students are
strongly encouraged to begin planning SOS
studies a full quarter ahead.
The faculty has taught community
development for many years at Evergreen and
is actively involved in the local community,
working with groups and organizations
addressing issues of afforda ble housing,
community-based economics, land use
planning, preservation of local agriculture,
environmental education and conservation,
community-based social services, lifelong
learning, and the empowerment of ethnic
communities. Student proposals involving
other issues are also welcome, but they may
necessitate subcontractors to assist with
evaluation.
Credit awarded in the area of student work.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future
studies in planning, community development,
public service, environmental studies and
social sciences.
This program is also listed in Environmental
Studies.
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Working in Development:
Learning From the Past,
Creating the Future
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Fall Winter/Coordinated Study
Fac~lty: Tom Womeldorff, Pat Labine
Enrollment: 50
Prerequisites: Junior or senior standing;
previous academic work in environmental
studies or political economy.
Faculty Signature: No
Special Expenses: Approximately $100 for
two overnight, in-state program retreats. Fees
due prior to departure.
Internship Possibilities: No
Travel Component: Two overnight, in-state
field trips.
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,
community and international economics" the
urban informal sector and grassroots social
change movements.
Workshops will develop skills to help
students function with sensitivity in culturally
diverse settings and to assist in self-directe~
community development. Student work will
involve critical reading, expository writing
and collaborative research projects.
Credit awarded in sustainable development",
agriculture and rural devel?pment", , ~
international and community economics' and
participatory research methods".
Total: 16 credits each quarter. Students may
enroll in a four-credit language course with
faculty signature.
Program is preparatory for careers an~ future
studies in development work, econormcs,
international studies and community
planning.
This program is also listed in Environmental
Studies.
* indicates
upper-division credit
I SPRING QUARTER
OFFERINGS
I
The Good Life in the Good
Society: Moral, Social and
Political Philosophy From
Machiavelli to Marx
Spring/Group Contract
Faculty: Alan Nasser
Enrollment: 25
Prerequisites: Junior or senior standin,g.
Faculty Signature: Yes. The faculty ':1'111 .
conduct an interview at the Academic Fair,
March 7, 2001. During the fair interested
students must submit a writing sample and
past faculty evaluations. Ac~epta,ncedecisions
will be made at the Academic FaIT,based on
the interview and application materials.
Transfer students must be junior standing.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program is an examination and
,
assessment of classical modern moral, social
and political philosophy. It will include the
work of Niccolo Machiavelli, Thomas
Hobbes, John Locke, John Stuart Mill, G. W.
F. Hegel and Karl Marx. We will examine the
work of these philosophers In their historical
and cultural contexts. Particular attention will
be paid to concepts, theories and practices,
specific to modernity that serve to distinguish
life and thought in the modern world from
pre-modern (traditional) ways of living and
thinking.
We will examine in detail the concepts of
the individual, individual natural rights,
private property, liberty and freedom~the
modern state the decline of moral thinking
based in the notion of character, and the rise
of moral philosophies based on rules and
principles, among others. We will pay
particular attention to the influence of these
philosophers on the contemporary neoliberal
orthodoxy.
This is an advanced, demanding, bookish
program with an exclusive focus on the ,
careful analytical examination of challenging
readings. It will require a considerable degree
of motivation and self-discipline of students.
Credit awarded in ethics, political philosophy
and social philosophy.
Total: 16 credits.
Program is preparatory for ,careers and f.u~ure
studies in social science, philosophy, political
philosophy and ethics.
Marxist Theory
Spring/Group Contract
Faculty: Larry Mosqueda
Enrollment: 25
Prerequisites: Junior or senior standing; ,
equivalent of Political Economy and SOCIal
Change program or one year of political
science, sociology or history.
Faculty Signature: Yes. Faculty will assess
student ability to write at the college level.
Students must submit a past social science
research paper and set up an interview
appointment between February 5 and 28,
2001. Dr. Mosqueda will notify students of
acceptance into the program by March 8,
2001.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
I am not a Marxist - Karl Marx
Sit down and read. Educate yourself for the
coming conflicts - Mary Harris "Mother
Jones"
If one believes the current mass media, one
would believe that Marxism is dead and that
the "end of history" is upon us. As Mark
Twain is reported to have said upon news
account of his demise, "The reports of my
death are greatly exaggerated," The same, of
course, is true for Marxist Theory.
Few Americans have read more than The
Communist Manifesto, if that. Very few
"educated" people have a clear understanding
of Marx's concept of alienation, the dialectic
historical materialism, his analysis of labor
and revolutionary change.
In this course we will examine the
development of Marx's thought and Marxist
Theory. We will read and discuss some of
Marx's early and later writings as well as
writings of Lenin and others. We will also
explore concrete examples of how "dialectics"
and "materialism" can be applied to race and
gender issues. At the end of the program,
students should have a solid foundation for
the further study of Marxist analysis.
Credit awarded in Marxist theory" and
theories of social and political change".
Total: 16 credits.
Program is preparatory for careers and future
studies in political science, history and
education.
Native American and World
Indigenous Peoples Studies
AFFILIATED FACULTY:
Carol Minugh
Alan Parker
Gary Peterson
Paul Tamburro
Native American and World Indigenous Peoples Studies (NAWIPS) offers a variety of opportunities for academic work. The area programs focus on the indigenous peoples of the
Pacific Northwest, the Americas and the world. The college offers these educational opportunities through campus programs and the reservation-based program that targets community building through designing a curriculum that responds to the educational goals of the
Indian Nations they serve. In addition to these two academic programs, emphasis is placed
on learning through student involvement in the activities of the Longhouse Education and
Cultural Center and the Northwest Indian Applied Research Institute.
On-campus, yearly coordinated study programs require that students begin their studies
by understanding the basic principles and concepts of the treaty relationship between the
Tribal Nations and the U.S. Government. Participants examine political, social, economic
and cultural issues related to indigenous history. Their studies explore a continuum that
begins in pre-Columbian times and examines the global effects of colonialism and the political and cultural revitalization movements of the contemporary era.
Off campus, the reservation-based program emphasizescommunity building within Native
American communities where the classes are held. The yearlong coordinated study program offers participants opportunity to be effective inside or outside their reservation.
Material is taught using the tribal perspective and issues related to tribal communities are
often the topics of discussion.
The Longhouse Education and Cultural Center represents a living, contemporary culturallink 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 primary function of the facility is to
provide classroom space on campus, house the NAWIPS programs, serve as a center for
multicultural and cross cultural interaction and host conferences, cultural ceremonies, performances, exhibits and community gatherings.
The Northwest Indian Applied Research Institute responds to the concerns identified by
tribal communities. The institute will provide students opportunities for conducting applied research. The results will be disseminated through workshops, conferences and community interaction. The institute will work with the tribes to find ways to implement
(if they choose) the results of the research. In addition, a Web site will be maintained and
the information gathered will be made accessible by tribes and Indian organizations in
the region.
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Indigenous Peoples: Identities
and Social Transformation
Tribal: Reservation-Based/
Community-Determined
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Angela Gilliam, TBA
Enrollment: 75
Prerequisites: Sophomore standing. All
students participating in community service at
a detention facility for juveniles must have a
police clearance.
Faculty Signature: Yes. Students must submit a
one-page letter of interest and goals to Carol
Minugh, The Evergreen State College, Lab I,
Olympia, WA 98505. A list of accepted
students will be posted on Carol's office door,
Lab I 1023, after the Academic Fair, May 10,
2000, or students can call Carol for confirmation, (360) 866-6000, ext. 6025.
Special Expenses: Travel expenses to
community service project sites and potential
overnight field trips.
Internship Possibilities: Yes, spring quarter
with faculty signature.
Travel Component: Overnight field trips.
This program is designed for students
interested in learning about the cultural, social
and political struggles of Native Americans
and other indigenous people. The curriculum
will focus on identity: "How are these people
identified, by themselves and by others?" and
"What does it mean to be identified as
indigenous to insiders and outsiders?" The
program will address the myriad of other
social and political issues related to identity
and social change experienced by people who
have been invaded and colonized. Contemporary issues surrounding indigenous peoples
will be addressed along with the economic!
political ramifications of colonialism. The
linguistic and cultural genocide experienced
and the resulting cultural changes will be
highlighted throughout the year. Students will
be given the opportunity to share what they
are learning about other cultures with
incarcerated youth.
In addition to the academic program, some
students will participate in community service
working with incarcerated youth. A major
focus of this service will be providing cultural
classes, assisting in the "Gateways for
Incarcerated Youth" project. Students will
take a leading role in identifying opportunities
to build on what the youth want to learn as
well as strengthen individuals and community
through learning about culture and heritage
and the stresses between races. One of the
proj ect's goals is to bridge the gap between
incarceration and college. Students must pass
a police clearance to participate.
Credit awarded in Native American studies,
cultural anthropology, indigenous studies,
modem colonialism and practicum in juvenile
justice.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social work, community organizing,
juvenile justice, politics, anthropology and
cultural studies.
This program is also listed in Environmental
Studies, Culture, Text and Language and
Social Science.
Fall, Winter, Spring/Coordinated Study
Faculty: Gary Peterson, TBA
Enrollment: 50
Prerequisites: Consult coordinator.
Faculty Signature: Yes
Special Expenses: Expenses related to at least
two visits to the Olympia campus each
quarter and two visits to the various
Reservation sites.
Internship Possibilities: No
Travel Component: Four weekend visits to the
campus or Reservation site each quarter.
This community-based and communitydetermined program seeks tribal members and
other students who work or live on a
reservation.
The program emphasizes communitybuilding within the Native American
communities where classes are held. Students
and tribal officials design the curriculum by
asking what an educated member of an Indian
nation needs to know to contribute to the
community. The interdisciplinary approach
provides an opportunity for students to
participate in seminars while also studying in
their individual academic interest areas.
Curriculum development for the academic
year begins with community involvement the
previous spring. Students and tribal representatives identify educational goals and
curriculum topics. A primary goal of this
process is the development of students' ability
to be effective inside and outside the Native
community. Using suggestions received, the
faculty develop an interdisciplinary curriculum and texts, methods and resources to assist
the learning process. Students make the
learning appropriate to their community.
Within the framework of the identified
curriculum, the premise is 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. Scholarship and critical
thinking skills are assessed as part of student
evaluations.
This program is primarily designed for
upper-division students seeking a liberal arts
degree. Program themes change yearly on a
rotating basis. The theme for 2000-01 is
leadership. Natural resources is integrated
into the program each year.
For program information, call Gary
Peterson, program director, The Evergreen
State College, Lab 1, Olympia, WA 98505,
(360)866-6000, ext. 6021.
Credit distribution relates to specific
curricular foci and topics adopted in the
program.
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 human services, tribal government
and management, natural resources,
community development, Native American
studies and cultural studies.
Tacoma Campus
Director: Dr. W. J. Hardiman
AFFILIATED FACULTY:
W. J. Hardiman
Lowell Kuehn
Willie Parson
Gilda Sheppard
Artee Young
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
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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
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Who Should Apply
Adult learners 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 (253) 593-5915 or, through the Olympia
campus, (360) 866-6000, ext. 6004.
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"Enter to learn, depart to serve."
Urban Studies:
Institutional Dynamics
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Fall, Winter, Spring/Coordinated Study
Faculty: Artee Young, Willie Parson, Joye
Hardiman, Gilda Sheppard, Lowell Kuehn,
TBA
Enrollment: 170
Prerequisites: Junior standing.
Faculty Signature: Yes. Students may contact
the Tacoma Office to schedule an interview
(360) 866-6000, ext. 6004.
Special Expenses: No
Internship Possibilities: Yes, spring quarter
only.
Travel Component: None
The goal of this yearlong interdisciplinary
program is to study urban communities and
their institutions. Urban communities have
often stood as paradigms for modernity and
progress. Nevertheless, contradictions abound
within many of the institutions that lie at the
center of urban settings. Thus, this program
will examine urban communities, looking
particularly at the history, organization and
dynamics of institutions within these
communities.
Fall quarter, the program will focus on
communities and their institutions from
historical and cross-cultural bases. We will
examine the nature of the relationship
between people and the organizations that
help address essential needs. Winter quarter,
our focus will turn toward institutional
research, assessment, evaluation and
management. We will investigate the issues,
problems and concerns when institutions and
community conflict. In spring quarter we will
develop informational forums and proposals
for institutional enhancement and/or change.
These efforts will be aimed at combining our
research with outreach so that we work with
communities and local government to address
problems impacting urban areas.
By the end of the program, students will be
expected to be able to do advanced-level
bibliographic and electronic research, and
martial intellectual and corporal resources to
develop and implement communityresponsive, institution-based programs to
address urban problems.
* indicates upper-division credit
The program format will consist of largegroup lectures and dialogues, small-group
book seminars, workshops and collaborative
research projects. Classes in data collection,
textual analysis and oral, written and
multimedia presentation will occur each
quarter, as will skill development in composition, collaboration and coalition building.
Credit awarded in community and cultural
studies *, law and goverrunent policy *, public
health *, social science research *, organizational development *, research methodology *,
media literacy" and multimedia *.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in community development, cultural
advocacy, organizational development, law
and public policy, education, public health,
social and human service administration and
media arts.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Graduate Study at Evergreen
Master in Teaching (MIT)
Director: Michael Vavrus
Admissions Officer: TBA
Field 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 Residency
Teacher Certification in Washington state.
The program is fully accredited by the state
Board of Education.
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.
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 8 quarter hours).
4-12: Subject-area endorsement for teaching
grades four through 12 within a departmentalized classroom. MIT applicants must have a
primary endorsement and are encouraged to
add a supporting 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.)
Some primary and supporting subject-area
endorsements are available through the
Evergreen undergraduate curriculum;
eligibility for others can be reviewed by a
qualified Evergreen staff or faculty member on
the basis of a transcript from another
institution.
For complete information on endorsements,
please consult the current Master in Teaching
Catalog.
Academic Advising
Regularly scheduled advising sessions are
offered throughout the year by Academic
Advising and the MIT Office for any
prospective applicant seeking advice about
meeting endorsement requirements. Please call
the MIT Admissions Officer at (360) 8666000, ext. 6181, or the Office of Academic
Advising at (360) 866-6000, ext. 6312, to sign
up for a session or schedule an appointment.
Note: Undergraduate students who intend
to apply to the MIT Program are encouraged
to attend an advising session in their junior
year, if not sooner, to plan a curriculum that
will meet credit requirements for their chosen
endorsement area(s).
For complete information on admissions
requirements and procedures, please
consult the current Master in Teaching
Catalog.
The Evergreen Master in Teaching Catalog
is available from the Admissions Office,
The Evergreen State College, Olympia, WA
98505, (360) 866-6000, ext. 6170.
Prerequisites for MIT Admission
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)
Writing Assessment 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
.4 quarter hours in college-level
mathematics (e.g., computation and
quantitative reasoning)
• 8 quarter hours in college-level social
science
We urge prospective students to plan ahead
and to complete their application as early as
possible in order to ensure full consideration.
Admission to the MIT Program is competitive
and the maximum 60 available spaces are
offered to the most qualified candidates as
their respective applications are reviewed.
The Admissions Office begins accepting
applications in September and our first
admissions decisions are based on a review of
all applications completed by November 15.
Thereafter, applications will be considered as
they are received and completed. Application
materials must be received by 5 p.m. May 15
to be considered for fall admission. Applications that are not completed by the deadline
will be considered on a space available basis.
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5. Endorsement requirements:
Within eight quarter hours of completion
of endorsement requirements (see Master
in Teaching Catalog) before beginning
the MIT program.
Program Location
Application Review Process
>-
The two-year MIT program cycles for
2000-02 and 2001-03 are based in
Olympia. Students assume responsibility
for finding transportation to and from field
sites and other program-related activities.
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Graduate Program in
Environmental Studies (MES)
Graduate Progam in
Public Administration (MPA)
Director: John Perkins
Director: Linda Moon Stumpff
The MES/MPA Graduate Catalog
The MES/MPA Graduate Catalog contains a
The primary commitment of the Graduate
full description of the curriculum, academic
Program in Public Administration (MPA
policies, admissions procedures and requireProgram) is to challenge and thoroughly
prepare students to seek democratic, equitable, ments for both programs, plus an application
form. Please consult the MES/MPA Graduate
practical solutions to problems facing public,
Catalog before applying for admission.
private and non-profit sectors and citizens in
Individuals interested in receiving a copy or
the Pacific Northwest.
applying to either program should contact the
The program welcomes students intending to
Admissions Office, The Evergreen State
pursue a public sector career as well as those
College, Olympia, WA 98505, (360) 866already working for government or organiza6000, ext. 6170.
tions involved in public issues. We also
encourage students with career interests in the
Admissions
non-profit or private sectors to consider the
MPA Program. Most MPA students are
First admissions decisions are made on
employed full time in the public, non-profit or
applications completed by February 15. After
private sectors. A few plan further doctoral
that date, applications will be considered as
work. To accommodate working students,
they are completed until the programs are
classes are offered in the evenings.
filled.
A student can complete the 60-credit degree
Admission is competitive. Admission
requirement in six to eight academic quarters.
decisions are based on a thorough review of
Students lacking significant public-sector
the following (see the MES/MPA Graduate
experience are expected to complete an
Catalog for complete details regarding these
internship for at least one quarter. Students are procedures) :
required to have recently completed course
1. MES/MPA application for admission
work in statistics and micro/macro economics.
2. Official academic transcripts certifying
Both are offered in Evergreen's summer school. receipt of a bachelor's degree
To satisfy the degree requirement, a student
3. Statement of interest
must participate in a sequence of six core
4. Letters of recommendation
programs and complete 12 hours of elective
5. Brief essay by the applicant (MPA only)
courses. Each core program is interdisciplinary
6. GRE score (MES only)
and team-taught by two or three faculty.
For some who apply, the transcript or
The core sequence provides sustained
instruction in the analytical, administrative and admissions material may be an incomplete
reflection of their interests and abilities. Our
communication skills needed for effective
admissions process considers the applicant's
public service. It is also designed to instill in
academic preparation as well as his or her
students the habit of examining the political
professional accomplishments or other public
and economic context of public administration
activities and may require an interview with
and policy-making, addressing the ethical
faculty.
dimension of administration and policy and
attending to issues of race and gender in the
workplace and in public policy.
Financial Aid
The MPA core curriculum includes: The
Limited financial aid is available in the form
Political and Economic Context of Public
of fellowships, assistantships, scholarships,
Administration; Research Methods for the
tuition waivers, work-study assistance and
Public Sector; Understanding Public Organizaguaranteed student loans. The Free Applications; Fiscal Policy; Public Policy and Its
tion for Federal Student Aid (FAFSA)must be
Administrative Implications; and the Applicacompleted before any financial aid decision
tions Project.
can be made. The FAFSA should be mailed to
the central processor by February 15, 2000;
The eight-credit applications project is
the deadline for MES/MPA financial aid is
completed during spring quarter of the second
May 15. Later applicants who qualify for
year. It is typically a group-authored research
financial aid will compete for remaining
effort with practical impact for current public
policy issues. Topic, form and content will vary monies. In some cases, the MPA or MES
programs can assist a student in obtaining
with students' interests, opportunities and
part-time public-sector employment.
development, but every project represents the
Information on financial aid is available from
culmination of work in the program and
the assistant director for the MES/MPA
provides a document that demonstrates the
Student Services and the Financial Aid Office.
author's knowledge and ability.
Elective courses allow a student to broaden
the study of public administration beyond the
range of the core programs. A special series of
electives on the topic of Tribal Governance will
be offered in spring and/or summer.
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); Case Studies: Environmental
Assessment, Policy, and Management (spring);
and Quantitative Analysis and Research
Methods for Environmental Studies (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 eight- and
16-credit thesis option. The eight-credit thesis
is completed during winter and spring quarter.
Students selecting the eight-credit 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/MPA
Programs should be directed to the
MES/MPA Program Coordinator, LAB I,
The Evergreen State College, Olympia,
WA, 98505, (360) 866-6000, ext. 6707.
MES and MPA
Program Procedures
Trustees, Administration
BOARD OF TRUSTEES
SEPTEMBER 1999
Deborah Barnett
Olympia
Stanley Flemming
University Place
Bill Frank, Jr.
Olympia
Dwight Imanaka
Seattle
David Lamb
Hoquiam
Karen Lane
Bellevue
Marilee Roloff
Spokane
Sinnamon Tierney
Lacey
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
Lee Lyttle
Academic Dean
Nancy Taylor
Academic Dean
William E. Bruner
Dean of Library Services
Jesse Welch
Dean of Enrollment
Services
Phyllis Lane
Dean of Student and Academic
Support Services
This is a listing of Evergreen's faculty
as of summer 1999.
A more extensive description of
Evergreen faculty members' areas of
expertise can be found in the Student
Advising Handbook, available at
Academic Advising.
and Faculty
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.
Sharon Anthony, Environmental Chemistry,
1998; A.B., Mathematics and Chemistry,
Bowdoin College, 1989; Ph.D., Physical
Chemistry, University of Colorado, 1995.
Theresa A. Aragon, Management, 1999; B.A.,
Political SciencelPhilosophy, Seattle University,
1965; M.A., Political Science/Sociology,
University of New Mexico, 1968; Ph.D.,
Political SciencelPublic Administration,
University of Washington, 1977.
William Ray Arney, Sociology, 1981; B.A.,
Sociology, University of Colorado, 1971; M.A.,
Sociology, University of Colorado, 1972;
Ph.D., University of Colorado, 1974.
Susan M. Aurand, Art, 1974; B.A., French,
Kalamazoo College, 1972; M.A., Ceramics,
Ohio State University, 1974.
Marianne Bailey, Languages and Literature,
1989; B.A., Foreign Languages and Literature,
University of Nevada, 1972; M.A., French
Language and Culture, University of Nevada,
1974; Doctor of Letters, Francophone
Literature and Culture, Sorbonne, University of
Paris, 1985; Graduate work at University of
Washington, University of Tubingen, West
Germany.
Justino Balderrama, Health and Human
Services, 1984; B.A., Sociology, California State
University, 1962; M.S.W., Social Work, San
Jose State University, 1975.
Don Bantz, Public Administration, 1988; B.A.,
Management/Marketing, 1970; M.P.A.,
University of Southern California, 1972;
D.P.A., University of Southern California,
1988.
Clyde Barlow, Chemistry, 1981; B.S.,
Chemistry, Eastern Washington University,
1968; Ph.D., Chemistry, Arizona State
University, 1973.
Gordon Beck, Emeritus, Art History and
Archaeology, 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,
1990-94; 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, Emerita, Natural Resource
Policy, 1974; Dean of Library Services, 197481; 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 Berkeley,
1967; Ph.D., Library and Information Studies,
University of California Berkeley, 1971.
William H. Brown, Emeritus, Geography,
1974; B.A., Geography, Antioch College,
1956; M.A., Geography, University of
California Berkeley, 1967; Ph.D., Geography,
University of California 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.
John P. Bullock, Inorganic Chemistry, 1999;
B.S., Chemistry, State University of New York
College at Plattsburgh, 1985; Ph.D., Inorganic
Chemistry, University of Minnesota, 1990.
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, Emeritus, Plant Biology,
Biophysics and Environmental Policy, 1972;
Director of Graduate Program in Environmental Studies 1994-99; B.A., Physics, Reed
College, 1958; Ph.D., Biological Sciences,
Rockefeller University, 1965.
Arun Chandra, Music Performance, 1998;
B.A., Composition and English Literature,
Franconia College, 1978; M.M, Guitar
Performance, University of Illinois at Urbana!
Champaign, 1983; D.M.A., Composition,
University of Illinois at Urbana/Champaign,
1989.
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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 University,
1974.
Robert Cole, Physics, 1981; B.A., Physics,
University of California at Berkeley, 1965;
M.S., Physics, University of Washington,
1967; Ph.D., Physics, Michigan State
University, 1972.
Stephanie Coontz, History and Women's
Studies, 1974; B.A., History, University of
California Berkeley, 1966; M.A., European
History, University of Washington, 1970.
Doranne Crable, Expressive Arts, Performance Theory and Practice, Comparative
Mythology, Women's Studies and Laban
Movement Theory and Practice, 1981; B.A.,
University of Michigan, 1967; M.A., Wayne
State University, 1973; Fellow, Edinburgh
University, Scotland, 1975; Ph.D., Wayne
State University, 1977; CM.A., University of
Washington.
Thad B. Curtz, Literature, 1972; B.A.,
Philosophy, Yale University, 1965; M.A.,
Literature, University of California Santa
Cruz, 1969; Ph.D., Literature, University of
California Santa Cruz, 1977.
John Aikin Cushing, Computer Science,
1976; Director of Computer Services, 197684; Academic Dean, 1993-present; B.A.,
Physics, Reed College, 1967; Ph.D., Cognitive
Psychology, Brown University, 1972.
Judith Bayard Cushing, Computer Science,
1982; B.A., Math and Philosophy, The
College of William and Mary, 1968; M.A.,
Philosophy, Brown University, 1969; Ph.D.,
Computer Science, Oregon Graduate
Institute, 1995.
Argentina Daley, American Studies, 1988;
B.A., Comparative Literature, University of
Washington, 1971; M.A., English, University
of Washington, 1973; Ph.D., English,
University of Washington, 1992.
Virginia Darney, Literature and Women's
Studies, 1978; Academic Dean, 1994-present;
A.A., Christian College, 1963; B.A.,
American Literature, Stanford University,
1965; M.A., Secondary English Education,
Stanford University, 1966; M.A., U.S.
Studies, King's College University of London,
1972; Ph.D., American Studies, Emory
University, 1982.
Leo Daugherty, 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.
Stacey Davis, European History, 1998; B.A.,
History, Princeton University, 1992; M.A.,
History, Yale University, 1993; M. Philosophy,
History, 1996; Ph.D., History, Yale University,
1998.
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, Emeritus, 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, 1987-91; Interim Vice
President for Student Affairs, 1991-92;
Academic Dean, 1992-94; Director of
Graduate Program in Public Administration
1994-98; 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.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977;
Ph.D., Economics, University of Massachusetts, 1987.
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, Emerita, History of Science,
1971; Academic Advisor, 1988-90; B.S.,
Mathematics, University of Oklahoma, 1957;
M.A., Mathematics, University of Pennsylvania, 1960.
Joe Feddersen, Printmaking, 1989; B.F.A.,
Printmaking, University of Washington, 1983;
M.F.A., University of Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages,
1973; 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.
Anne Fischel, Film/Video, 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.LT., 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, 198386; B.A., Mathematics, University of
California Santa Barbara, 1966; M., Urban
Planning, University of Washington, 1971.
Marilyn J. Frasca, Art, 1972; B.F.A., Fine
Arts, San Francisco Art Institute, 1961; M.A.,
Art, Bennington College, 1964.
George Freeman, Jr., Clinical Psychology,
1991; B.A., Liberal Arts, Secondary Education, Adams State College, 1977; M.A.,
Clinical Psychology, Southern Illinois
University, 1984; Ph.D., Clinical Psychology,
Southern Illinois University, 1990.
Laurance R. Geri, Master of Public Administration, 1997; B.A., Economics, University of
Washington, 1980; M.P.A., Policy Analysis
and Evaluation, George Washington
University, 1982; D.P.A., 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 1990-96; B.A., Spanish,
Journalism, Education, University of
Wyoming, 1965; Fulbright Scholar,
Universidad Nacional Autonoma de
Nicaragua, 1967; J.D., Harvard Law School,
1981.
Margaret H. Gribskov, Emerita, 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,
Universityof Mississippi, 1964; Ph.D.,
Physics,University of Tennessee, 1970.
Burton S. Guttman, Biology, 1972; B.A.,
Interdisciplinary Science, University of
Minnesota, 1958; Ph.D., Biology, University
of Oregon, 1963.
Bob Haft, Expressive Arts, 1982; B.S.,
Psychology,Washington State University,
1971; M.F.A., Photography, Washington State
University, 1975.
Jeanne E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon, 1962;
M.A., Political Science, University of Chicago,
1964; A.B.D., Political Science, Chicago,
1968.
W.Joye Hardiman, Literature and Humanities, 1975; Director, Tacoma Campus, 1990present; 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 Institute, 1986.
Phillip R. Harding, Emeritus, Architecture,
1971; B., Architecture, University of Oregon,
1963; M., Architecture, University of
California 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 Berkeley, 1965; M., Architecture, University of California 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, lndiana State
University, 1978; Ph.D., Geography, Louisiana
State University, 1988.
Peta M. Henderson, Emerita, 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 Davis,
1967; Ph.D., Zoology, University of California Davis, 1973.
Patrick J. Hill, Philosophy, 1983; Provost and
Academic Vice President, 1983-90; A.B.,
Philosophy, Queens College, 1963; A.M.,
Philosophy, Boston University, 1966; Ph.D.,
Philosophy, Boston University, 1969.
Virginia Hill, Communications, 1975; B.A.,
Journalism/Philosophy, Marquette University,
1964; Ph.D., Communications and Organizational Psychology, University of Illinois, 1971.
David Hitchens, History, 1970; Campus
Adjudicator, 1987-89; B.A., History,
University of Wyoming, 1961; M.A, History,
University of Wyoming, 1962; Ph.D., History,
University of Georgia, 1968.
Taylor E. Hubbard, Library Science, 1986;
B.A., History/Business, University of Vermont,
1966; M.A., History, San Francisco State
University, 1968; M.L.S., University of
California Los Angeles, 1969.
Margaret I. Hunt, Dance, 1976; B.F.A.,
Dance, Ohio State University, 1969; M.Ed.,
Dance, Temple University, 1972.
Ryo Imamura, Psychology, 1988; B.A.,
Mathematics, University of California
Berkeley, 1967; M.S., Counseling, San
Francisco State University, 1978; Ed.D.,
CounselinglEducational Psychology, University of San Francisco, 1986.
Winifred Ingram, Emerita, 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 of the
Mary Ingraham Bunting Institute of Radcliffe
College, 1971-72.
Ren-Hui (Rose) Jang, Theater, 1988; B.A.,
English, National Taiwan University, 1980;
M.A., Theater, Northwestern University,
1981; Ph.D., Theater, Northwestern University, 1989.
Paul C. Jeffries, Philosophy of Science, 1999;
B.A., Physics, Princeton University, 1990;
M.A., Philosophy, Cornell University, 1995.
Bernard Johansen, Emeritus, 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 Berkeley, 1968.
Cynthia C. Kennedy, Management, 1999;
B.S., Business 'and French, The Pennsylvania
State University, 1985; M.B.A., The Pennsylvania State University, 1988.
Janice Kido, Communication, 1991; Director,
Master in Teaching Program, 1991-95; B.Ed.,
Secondary Speech Education, University of
Hawaii at Manoa, 1965; M.A., Speech!
Communication, University of Hawaii at
Manoa, 1970; Ph.D., Communication: CrossCultural Communication, The Union
Institute, 1995.
Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University
of Washington, 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, 1996-99; 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., CurriculumlInstruction, University of
Oregon, 1980; Ph.D., Human Development!
Family Studies, Oregon State University, 1986.
Patricia Krafcik, Russian Language and
Literature, 1989; B.A., Russian, Indiana
University, Bloomington, 1971; M.A., Russian
Literature, Columbia University, 1975; Ph.D.,
Russian Literature, Columbia University,
1980.
Lowell Kuehn, Sociology and Public Administration, 1975; Acting Director, Washington
State Institute for Pubic Policy, 1984-85;
Director of Graduate Program in Public
Administration, 1983-84; B.A., Sociology,
University of Redlands, 1967; M.A., Sociology, University of Washington, 1969; Ph.D.,
Sociology, University of Washington, 1973.
Elizabeth M. Kutter, Biophysics, 1972; B.S.,
Mathematics, University of Washington, 1962;
Ph.D., Biophysics, University of Rochester,
New York, 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.
Lance Laird, Comparative Religion, 1998;
B.A., Religious Studies, 1986; M.Div.,
Theology, The Southern Baptist Theological
Seminary, 1989; Th.D., Comparative Religion,
Harvard Divinity School, 1998.
Eric H. Larson, Emeritus, Anthropology,
1971; B.A., San Jose State College, 1956;
M.S., San Jose State College, 1957; Ph.D.,
Anthropology, University of Oregon, 1966.
Gerald Lassen, Public Administration, 1980;
Academic Advisor, 1990-present; B.A.,
Mathematics, University of Texas, 1960;
M.A., Economics, University of Wisconsin,
1967.
Daniel B. Leahy, Public Administration, 1985;
Director of Labor Center, 1987-95; B.A.,
Economics, Seattle University, 1965; M.P.A.,
New York University Graduate School, 1970.
Albert C. Leisenring, Mathematics, 1972;
B.A., Mathematics, Yale University, 1960;
Ph.D., Mathematics, The University of
London, 1967.
~
::>
u
;:t:
Mark A. Levensky, Philosophy, 1972; B.A.,
Philosophy, University of Iowa, 1959; A.M.,
Philosophy, University of Michigan, 1961;
Ph.D., Philosophy, University of Michigan,
1966.
Robert T. Leverich, 3-D Art, 1999; B.A.,
University of Minnesota at Minneapolis, 1978;
Master of Architecture, University of Minnesota
at Minneapolis, 1979; M.F.A., Rochester
Institute of Technology, 1990.
P.Ju-Pong Lin, Experimental Video, 1999; B.A.
Comparative Literature with Certificate in
Film Studies, Indiana University, 1985; M.A.,
Intermedia Arts, VideolPerformance, The
University of Iowa, 1995; M.F.A., Intermedia
Arts, VideolPerformance, The University of
Iowa, 1996.
John T. Longino, Zoology, 1991; B.S., Zoology,
Duke University, 1978; Ph.D., Zoology,
University of Texas, Austin, 1984.
Cheri Lucas-Jennings, Public Policy, 1999;
B.A., Political Economy/Graphic Design, San
Francisco State University, 1974; M.A., Political
Science, Women's Studies and Public Law,
University of Hawaii at Manoa, 1978; Ph.D.,
Public Legislation and Public Health,
University of Hawaii at Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Academic
Dean 1998-present; B.F.A., Architecture,
University of New Mexico, 1974; M. Urban
Planning, University of Washington, 1985; M.
Library Sciences, University of Hawaii, 1991.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry Making, Idaho State
University, 1977.
Carrie Margolin, Psychology, 1988; B.A.,
Hofstra University, 1976; Ph.D., Dartmouth
College, 1981.
David Marr, American Studies and English,
1971; Academic Dean, 1984-87; B.A., English,
University of Iowa, 1965; M.A., English
(American Civilization), University of Iowa,
1967; Ph.D., English (American Studies),
Washington State University, 1978.
S. R. Martin, Jr., Emeritus, English and
American/African-American Studies, 1970;
Academic Dean, 1973-76; A.B., English,
University of California at Berkeley, 1957;
M.A., English, San Francisco State College,
1961; Ph.D., American Studies, Washington
State University, 1974.
John Marvin, Emeritus, Mathematics, 1988;
B.A., Mathematics, University of Montana,
1954; M.A. and A.B.D., Mathematics, Johns
Hopkins University, 1961.
Stuart P. Matz, Human Biology, 1999; B.A.,
Philosophy, University of California, San
Diego, 1986; Ph.D., Biology, University of
Oregon, 1994.
Charles J. McCann, Emeritus, 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, Emeritus, 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.
Helena Meyer-Knapp, Politics and Government, 1998; B.A., History, Oxford University,
1969; M.A., Communications, University of
Pennsylvania, 1971; Ph.D., Interdisciplinary
Political Studies, The Union Institute, 1990.
Donald V. Middendorf, Physics and Biophysics, 1987; B.A., Biology, University of
Missouri, 1977; M.S., Applied Physics,
Cornell University, 1980; Ph.D., Plant
Physiology, 1984.
David H. Milne, Biology, 1971; B.A., Physics,
Dartmouth College, 1961; Ph.D., Entomology,
Purdue University, 1967.
Maxine Mimms, 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.,
Education Administration, Washington State
University, 1975; D.Ed., Higher Education
Administration, Pennsylvania State University,
1981.
Harumi Moruzzi, Intercultural Communication, 1990; B.A., English, Nanzan University,
Nagoya, Japan, 1970; Ph.D., English, Indiana
University, 1987.
Lawrence J. Mosqueda, Political Science,
1989; B.S., Political Science with minors inSociology and Economics, Iowa State
University, 1971; M.A., Political Science,
University of Washington, 1973; Ph.D.,
Political Science, University of Washington,
1979.
Frank Motley, Librarianship, 1978; Head of
Library Reference, 1972-79; B.S., Psychology,
Portland State University, 1965; M.S.,
Librarianship, University of Oregon, 1968.
Arthur Mulka, Emeritus, 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.
Greg A. Mullins, American Studies, 1998;
A.B., English, Stanford University, 1985;
Ph.D., English, University of California
Berkeley, 1997.
Ralph W. Murphy, Environmental Science,
1984; Director, Graduate Program in
Environmental Studies, 1988-95; B.A.,
Political Science and Economics, University of
Washington, 1971; M.A., Political Science,
University of Washington, 1973; Ph.D.,
Political Science, University of Washington,
1978.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest
Resources, University of Washington, 1983.
Raul Nakasone (Suarez), Education, 1991;
Credentials for Secondary Education in
Mathematics, Physics, and Chemistry, Enrique
Guzman y Valle National University of
Education, 1968; M.A., Teaching (Physics),
Lewis and Clark College, 1973.
Alan Nasser, Philosophy, 1975; A.B., Classical
and Modern Languages, St. Peter's College,
1961; Ph.D., Philosophy, Indiana University,
1971.
James Neitzel, Chemistry, 1989; B.A.,
Chemistry, Biology, Macalester College, 1977;
Ph.D., Chemistry, California Institute of
Technology, 1987.
Alice A. Nelson, Spanish Language and
Culture, 1992; A.B., cum laude, Spanish,
Davidson College, 1986; A.M., Spanish, Duke
University, 1989; Certification, Women's
Studies, Duke University, 1990; Certification,
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, Pennsylvania State University,
1975; Ph.D., Sociology, Pennsylvania State
University, 1981.
Neal N. Nelson, Computing and Mathematics, 1998; B.A., Mathematics, Washington
State University, 1974; M.S., Computer
Science, Washington State University, 1976;
Ph.D., Computer Science, Oregon Graduate
Institute, 1995.
Charles T. Nisbet, Emeritus, 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.
Steven M. Niva, Middle Eastern Studies,
1999; B.A., Foreign Affairs, Middle East
Politics and Political Philosophy, University of
Virginia, 1988; Ph.D., Political Science,
Columbia University, 1999.
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.
Toska Olson, Sociology and Social Problems,
1998; B.A., Anthropology, University of
Washington, 1989; M.A., Sociology,
University of Washington, 1991; Ph.D.,
Sociology, University of Washington, 1997.
Janet Ott, Biology, 1985; B.S., St. Lawrence
University, 1975; Ph.D., Biology, University of
Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-92; 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, St. 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.
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; Director of
Graduate Program in Environmental Studies
1999-present; Academic Dean, 1980-86; B.A.,
Biology, Amherst College, 1964; Ph.D., Biology,
Harvard University, 1969.
Gary W. Peterson, Northwest Native American
Studies, 1999; B.A., Human Services, Western
Washington University, 1992; M.S.W.,
University of Washington, 1995.
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.
Michael J. Pfeifer, American History, 1999;
B.A., History, Washington University, St. Louis,
1991; M.A., History, University of Iowa, 1993;
Ph.D., History, University of Iowa, 1998.
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, Emeritus, Literature, 1972;
B.A., English, Pennsylvania State University,
1960; Ph.D., Literature, University of Pennsylvania, 1967.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
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.
Paul Przybylowicz, Environmental Studies
Generalist, 1998; B.S., Forest Entomology,
SUNY College of Environmental Science and
Forestry, 1978; Ph.D., Plant Pathology, Oregon
State University, 1985.
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.
Bill Ransom, Creative Writing, English,
Sociology, Education, 1997; B.A., Educationl
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.
Liza R. Rognas, Library Faculty/Reference
Librarian, 1999; B.A. History, Washington
State University, 1991; M.A., AmericanlPublic
History, Washington State University, 1995;
M.A., Information Resources and Library
Science, University of Arizona, 1998.
Evelia Romano, 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.
Sarah F. Ryan, Labor Studies, 1999; B.A., The
Evergreen State College, 1992; M.A., Labor
and Industrial Relations, Rutgers-The State
University of New Jersey, 1999.
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.
Paula Schofield, Organic Chemistry, 1998; B.S.,
Chemistry, Manchester Metropolitan University, 1990; Ph.D., Polymer Chemistry,
University of Liverpool, 1995.
Samuel A. Schrager, Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., Interdisciplinary Studies, The Evergreen
State College, 1976; B.A., Mathematics,
Western Washington University, 1978; M.S.,
Software Engineering, Seattle University, 1985;
M.S., Computer Science, University of
Washington, 1996.
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.
Gilda Sheppard, Cultural Studies/Media
Literacy, 1998; B.A., Sociology, Mercy College
of Detroit, 1972; M.S.W., Master in Social
Work, University of Washington, 1983; Ph.D.,
Sociology/Cultural and Media Studies, The
Union Graduate School, 1995.
Sheryl Shulman, Computer Science, 1997;
B.A., Natural Science, Shimer College, 1973;
M.S., Computer Science, Illinois Institute of
Technology, 1977; Ph.D., Computer Science,
Oregon Graduate Institute, 1994.
Stepan S. Simek, Theatre, 1999; Acting
Certificate, Prague Conservatory of Dramatic
Arts, 1983; B.A., TheatrelHistory, San
Francisco State University, 1991; M.F.A.,
Directing, University of Washington, 1995.
Leon R. "Pete" Sinclair, Emeritus, 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, Biology, 1970; B.S.,
Zoology, Colorado College, 1953; M.S.,
Entoinology, Colorado State University 1955;
Ph.D., Entomology, University of California
Berkeley, 1966.
Barbara L. Smith, Political Science, 1978;
Academic Dean, 1978-94; Director, Washington Center for Improving the Quality of
Undergraduate Education, 1985-94; Provost
and Academic Vice President, 1994-present;
B.A., Political Science, Lawrence University,
1966; M.A., Political Science, University of
Oregon, 1968; Ph.D., Political Science,
University of Oregon, 1970.
Matthew E. Smith, Political Science, 1973;
Academic Dean, 1987-90; B.A., Political
Science, Reed College, 1966; M.A.T., Social
Science, Reed College, 1968; Ph.D., Political
Science, University of North Carolina, 1978.
Oscar H. Soule, Biology, 1971; Director of
Graduate Program in Environmental and
Energy Studies, 1981-86; Associate Academic
Dean, 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.
Ann Storey, Art History, 1998; B.A., Art
History, The Pennsylvania State University,
1973; M.A., Art History, University of
Washington, 1993; Ph.D., Art History,
University of Washington, 1997.
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.
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Gregory Stuewe-Portnoff, Emeritus, 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.
Linda Moon Stumpff, Natural Resource
Policy, 1997; Director of Graduate Program in
Public Administration 1999-present; 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, 1994-98; B.A., Eastern
Washington University, 1963; M.S., Western
Washington University, 1967; Ph.D.,
Washington State University, 1975.
Lisa Sweet, 2-D Art, 1999; B.F.A., Ceramics
and Drawing, Grand Valley State University,
1989; M.F.A., Printmaking, University of
Wisconsin, Madison, 1997.
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;
Academic Dean 1999-present; B.A., History,
Stanford University, 1963; M.A., Education,
Stanford University, 1965.
Peter B. Taylor, Emeritus, Oceanography,
1971; B.S., Biochemistry, Cornell University,
1955; M.S., Marine Biology, Scripps
Institution of Oceanography, University of
California Los Angeles, 1960; Ph.D., Marine
Biology, Scripps Institution of Oceanography,
University of California San Diego, 1964.
Charles B. Teske, Emeritus, 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, Emeritus, 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 Berkeley,
1965; Postdoctoral studies, Psychology, C. G.
Jung Institute, 1975-77 and University of
Washington, 1986-87.
Erik V. Thuesen, Zoology, 1993; B.S. Biology,
Antioch College, Yellow Springs, 1983;
M. A., Fisheries, Ocean Research Institute,
University of Tokyo, 1988; Ph.D., Biological
Sciences, University of California Santa
Barbara, 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., Forest Management, Oregon State
University, 1976; M.S., Forest Resources,
University of Washington, 1983; Ph.D.,
Natural Resources, Cornell University, 1990.
Nancy Turner, Literature and Writing, 1998;
B.A., The Evergreen State College, 1978;
M.F.A., Creative Writing, Goddard College,
1996.
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 Washington University, 1970.
Edward A. Whitesell, Geography, 1998; B.A.,
Environmental Biology, University of
Colorado at Boulder, 1973; M.A., Geography,
University of California Berkeley, 1988;
Ph.D., Geography, University of California
Berkeley, 1993.
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.
Sonja Wiedenhaupt, Social Psychology, B.A.,
Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D., SociaV
Personality Psychology, University of
California Berkeley, expected 2000.
Ainara D. Wilder, Emerita, 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 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, Emeritus, 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., Speech
Communication and Theatre, University of
Michigan, 1980; J.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 WisconsinMadison, 1993.
The heart of the Evergreen campus is Red Square, where students gather when the weather is nice (which happens more
often than locals are prone to admit). Most buildings are clustered around the square within easy walking distance of one
another-even after an unusual snowfall.
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
and
much more, all a short walk from the 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 educationciTexperience 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 all that Evergreen
has to offer.
Academic Advising A key part of the
student support services available in the
Student Advising Center, Academic
Advising offers 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 basisfrom faculty
in your programs and areas of interest.
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 get help with your
planning. Check with Advising, Admissions or Registration & Records for dates
and times.
All-level programs These allow freshmen
to work alongside sophomores, juniors
and seniors. Like Core programs, they
offer freshmen college-level skills.
Academic Pathways The way to specialize
in a particular field of study is to plan an
academic or career "pathway." Talk with
an advisor or a faculty member teaching
in your field of interest to find out how
to plan your own academic pathway.
Students congregate in the College Activities Building to eat, relax, work and study. "The CAB" also houses the college
Bookstore, your source for art materials, office supplies, computers and software, sundries, gifts and, of course, books.
Upstairs, students staff the offices of more than 50 student organizations.
Evergreen's festive outdoor graduation ceremony is attended by family and friends of approximately
a thousand graduates. The day after graduation
is Super Saturday, the largest one-day festival in Washington state. More than 25,000
people a year enjoy the music, crafts and food at this free gathering.
The Longhouse Education and Cultural Center, which incorporates the architecture of Pacific Coast tribes, reflects Evergreen's
commitment to multicultural
education. Evergreen also offers programs on Native American reservations and its Tacoma
Campus provides upper-division
programs for urban adults.
CAB Unless you're calling a taxi, CAB
refers to the College Activities Building.
Chaos Around here, it's spelled KAOS and
it's the college's community radio station.
Contracts Evergreen offers three kinds of
academic contracts: Group Contracts,
Individual Learning Contracts and
Internship Contracts. Talk to an academic
advisor or faculty member to learn more.
Coordinated Study Programs Academic
programs with a team of two to five
faculty and 40 to 100 students. Primarily
full time and one or more quarters in
length, they focus on interdisciplinary
study and research on a particular theme
or topic.
Core Programs Coordinated studies for
beginners. Participants study several disciplines while 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.
CPJIt's the Cooper Point Journal, the
college's student newspaper.
Credits Full-time students at Evergreen
earn 12 to 16 credits. The amount of
credit earned in a program is clearly
specified at the end of the evaluation of
the student's academic performance.
OTFDisappearing Task Forces. Evergreen's
planners, hoping to avoid permanent
committees, created DTFsto study problems, make recommendations and then
disappear. Several DTFsare active each
academic year and students are encouraged to participate. Contact the Office of
the Vice President for Student Affairs.
EARSEvergreen's Automated Registration
System lets currently admitted students
register for classesover the phone.
Appointment information will be mailed
to you each quarter.
Evergreen students learn by doing; in the arts, doing means performing live. Students display sculpture, produce plays,
perform on the college's Indonesian gamelan and much more. And a host of artists, from the thriving local scene and from
around the world, appear on campus and at Olympia-area venues.
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.
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.
EquivalenciesThe approximate course
titles and credit hours listed at the end of
the program descriptions. These will be
listedasfinal "course equivalencies" at
the end of a faculty evaluation of your
academicwork. This is the way Evergreen
translatesinterdisciplinary studies into
coursetitles similar to those at other
institutions. Students may earn equivalenciesin four to six disciplines. For example,
you might be awarded credit in history,
mathematics,science and writing for your
work in a single coordinated studies
program.
Evaluation Evergreen's grading system
consists of a narrative evaluation of a
student's academic work at the end of
each quarter. Faculty members write
evaluations of each student's work and
progress, and each student writes a selfevaluation. These become official
documents, making up your permanent
transcript. Students also write evaluations
of faculty members, which become part of
the faculty member's official portfolio.
Evaluation Conference A quarterly conference in which a faculty member and a
student discusstheir evaluations of the
student's work. Conferences occur during
Evaluation Week, the 11th and final week
of each quarter.
Faculty Sponsor A student's primary
instructor during a quarter in a group
contract, individual contract or internship.
Field Trips Trips off campus are often
integrated into the schedule of program
activities-just like lectures, seminars,
etc.
First Peoples At Evergreen, First Peoples
refers to people of color-often referred
to as minorities. The name recognizes the
unique indigenous heritages of all
people of color. See First Peoples' Advising Serviceson page 21 and the First
Peoples' Recruitment staff on page 28.
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.
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.
Evergreen prides itself on providing resources for student research and projects-whether
that involves searching through
books, periodicals, films, recordings and on-line databases in the Library, staring down the barrel of a microscope in the
science labs or making a documentary with equipment from Media Loan.
Geoduck The campus mascot-a legacy
from our early humorists-is an oversized
clam native to this area and noted for
digging deep and fast.
Governance An ongoing demonstration
of our commitment to working together
to make decisions. Students participate in
governance along with staff and faculty
members, usually through a DTF.
Individual Learning Contract An individual
study plan agreed to by a student and a
faculty sponsor. May include readings,
writing, photography, painting, 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.
Internships Supervised experience in a
work situation for which a student
receives academic credit. Internships
require advance planning through
Academic Advising.
Interdisciplinary Study Many Evergreen
programs involve study in three or more
disciplines, and all require some crossdisciplinary work. You may find yourself
learning about science and art in the same
program, or about social science and
human development, or combining history
with exploration of literature.
Part-Time Studies Evening and weekend
offerings that include half-time interdisciplinary programs and two-, four- and sixcredit courses on specific subjects.
Part-Time Programs Half-time (8-credit)
evening and weekend programs designed
for working adults and others who cannot
attend daytime classesto earn credit
toward a bachelor's degree.
Greener Short for Evergreener.
Charting your own course doesn't mean going it alone. Evergreen faculty and the advisors at Academic Advising will help
you design an academic pathway. And at Academic Fairs you can meet with faculty members to gather information
about
their programs.
From the central campus, where buildings never rise above the surrounding trees, you can follow forested trails to the
beach or the Organic Farm. Or board a college sailboat to explore Puget Sound. Forest, Sound and farm are all living
laboratories (and the Farmhouse is an inviting venue for potlucks and other events).
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Student athletes enjoy intercollegiate
competition
in soccer, basketball, swimming and tennis, plus intramural
leagues and club rugby. Recreation opportunities
include climbing walls, a swimming pool and diving well, weight
racquetball courts, sailing and kayaking. Rental equipment is available for outdoor pursuits.
Planning Unit An interdisciplinary grouping of Evergreen faculty interested in a
specific set of disciplines or issues.Faculty
in each Planning Unit meet regularly to
plan curriculum and often teach together.
Prior Learning From Experience Also
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.
Programs To distinguish our multidisciplinary and full- or half-time offerings
from courses or classesat other institutions, we use the term "programs."
Retreat Many academic programs go on
retreats, often off campus, for secluded
work on a particular project or the finale
to an entire year's studies.
Self-evaluation Your evaluation of your
academic work as measured against your
objectives for the 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
Evergreen education. Seminar participants meet to discussassigned readings.
The group, a faculty member and 22 to 25
students, prepares by reading and
analyzing the material to be discussed.
sports
rooms,
Social Contract Evergreen's planning
faculty wanted the college to function as
a community, so they wrote their ideas
about social ethics and working together
into the Social Contract. See page 23.
The Student Advising Handbook
Published by Academic Advising, this
handbook is an invaluable source of
information and a tool for planning your
career at Evergreen and beyond.
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Campus Services and Resources
Access for Students
With Disabilities
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Evergreen welcomes students with disabilities.
The primary responsibility of Access Services
for Students with Disabilities is to ensure that
all students with documented disabilities are
reasonably accommodated. We are committed
to providing equal access to all activities,
facilities and programs offered at Evergreen.
This office will be happy to meet with you to
answer any questions you may have and to
discuss specific accommodations necessary for
you to make the most of your Evergreen
experience.
Please contact this office as soon as possible
upon your admission to the college to ensure
accommodations can be made in a timely
manner. Written documentation of a disability
must be received prior to the provision of
services.
Campus tours are available upon request.
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Offices that will assist you:
Access Services, Library 1407D
(360) 866-6000, ext. 6348, TDD: 866-6834
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CAB 320, (360) 866-6000, ext. 6092
Campus Bookstore
The Evergreen Bookstore, in the College
Activities Building, is the place to find all
program books and materials. The Bookstore
also features general reading and reference
books; video, computer and software sales;
film processing; ticket sales; novelty items and
the latest in Geoduck leisure wear. For latenight needs, including books, magazines,
snacks and school supplies, check out the
Branch, a subsidiary of the Bookstore in
Housing's Community Center.
Campus Parking
Motor vehicles must display valid parking
permits. Permit prices are as follows:
Automobiles Motorcycles
Daily
$1
$1
Quarterly
Academic Year
Full Year
$25
$65
$75
$12.50
$35
$37
Daily permits can be purchased at the
information booth on the front entrance road
to campus. Longer-term permits can be
purchased at the Parking Office, Seminar
2150. Parking is permitted in designated areas
only. Parking in or alongside roadways is
hazardous and prohibited. Illegally parked
vehicles will be cited or impounded at the
expense of the vehicle owner or driver.
The college does not assume responsibility
for any vandalism or theft while vehicles are
parked on campus.
Convenient parking is available for persons
with disabilities. A Washington state disabled
parking permit must be displayed when a
vehicle is 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 (360) 866-6000, 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 with the
grievance officer and the administration to
resolve issues using the college's Social
Contract whenever possible. The office is
located in Seminar 2150. Reach them by
telephone at (360) 866-6000, 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-to-face,
the mediation process is free of charge,
voluntary and confidential. Training opportunities are available.
For more information, call (360) 866-6000,
ext. 6656.
Child Care Center
The Child Care Center is licensed by the
Washington State Department of Social and
Health Services. It is also accredited by the
National Academy of Early Childhood
Programs. 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 (360) 866-6000, ext.
6060.
Computing Services
Academic Computing encourages students
and faculty to use computers throughout the
curriculum for writing evaluations, working
with still or motion or sound media, or
solving complex statistical, scientific or
computer science problems.
The Computer Center, Library 2408,
provides no-cost resources to students,
including three microcomputer laboratories
with video and audio projection equipment,
clusters of microcomputers, workstations and
minicomputers. These offer a diversity of
application software (such as Word Perfect,
Excel, MS Works, graphics packages, and
SPSSx ) as well as computer languages (such
as Pascal, C, COBOL, Prolog, LISP and
BASIC).These facilities also provide accessto
world wide information resources through the
Internet.
Equipment for the physically challenged is
also available in the Computer Center
(scanners, sound synthesizers, image
enlargements), as are application manuals,
specially designed reference materials and
workshops to help you make the best use of
the facilities.
The Computer Applications Lab (CAL),
Lab II, 1223, supports the Evergreen scientific
community with Pentium-based workstations
and peripherals supporting scientific research,
lab equipment, data collection and
analysisand geographic information systems
(GIS). A wide array of scientific application
software are supported in the CAL, including
Labview and Vernier software for data
acquisition, MathCAD, Matlab, SPSS,Stella
for environmental modeling, and a host of
GIS software from ARCIINFO to Idrisi.
The Graphics Imaging Lounge (GIL),
Library 1314, is Evergreen's digital multimedia lab. Open to the entire campus
community, they offer computers, up-to-date
media applications and training in an
environment designed to foster creativity and
artistic expression.
The music technology labs provide students
with MIDI sequencing, audio-sampling,
synthesis and recording resources for
composition and production. The animation
labs provide 2-D and 3-D capturing, editing
and compositing stations with lights, set
support and video interfacing.
The Tacoma Campus contains a generalpurpose 20-station computer lab based on
Pentium systems supporting word processing,
spreadsheets, statistics and science applications. The campus also has a graphics lab
based on Pentium and Power Mac platforms.
All labs are networked to share printing,
peripherals, the Internet, WEB server and
application resources and provide students
with graphics, word processing, imaging and
scanning and desktop publishing capabilities
for academic projects.
Evergreen has been able to maintain stateof-the-art computing resources through grant
assistance from the National Science
Foundation, AT&T, Apple, Digital and others.
Evergreen has established microcomputer
purchase plans for students at substantial
educational discounts through the college
Bookstore. We encourage you to consider
purchase of a computer for your academic
work at Evergreen.
Equal Opportunity
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,
Library 3103. For information on equal
opportunity contact Paul Gallegos, special
assistant to the president for equal opportunity, (360) 866-6000, 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 and legal affairs, (360) 866-6000,
ext. 6386 or TDD: (360) 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, (360)
866-6000, 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.
Weapons and firearms as defined by state law
are prohibited on campus except where
authorized by state law. Campus residents
with housing contracts are required to check
their firearms with Police Services for secure
storage. Violations of the Campus Housing
Contract relating to firearm possession are
grounds for immediate expulsion from
Evergreen or 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
Bicyclesshould 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
registration licenses that aid in recovery of lost
or stolen bicycles are available at Campus
Police Servicesfor 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 (360) 866-6000,
ext. 6252, or drop in and talk to any Library
staff member.
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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
Box number
Building letter and room number
Building street address
Olympia WA 98505
A self-service postal unit, maintained by
the U.S. Postal Service, is located on the first
floor of the College Activities Building for
outgoing mall needs. Direct questions to
Receiving and Mail, Library 1321, (360) 8666000, ext. 6326.
Public Service at Evergreen
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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
:Vashington state. The center designs and
Implements union-initiated and centersponsored programs throughout the year. The
~enter 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
Library 2102, (360) 866-6000, ext. 6525.
The Northwest Indian Applied Research
Institute was established in 1999 by The
Evergreen State College, with authorization
~rom the state Legislature, in response to the
Interest of tnbal communities. The Institute
undertakes applied research (i.e., putting
theory into practice) that focuses on natural
resource management, governance cultural
revitalization and economic sustai~ability as
these issues impact tribal communities in the
Northwest. Evergreen students and faculty are
recruited to assist in these research projects.
The Institute's research programs are
administered in collaboration with a network
of Indian community leaders, educators,
professionals assisting tribal governments
service providers and public agencies.
'
Student Organizations
In addition to providing financial support to
the College Recreation Center, Child Care
Center, 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 as of May
1999, include:
Advocate for Improving Salmon Habitat (AFISH)
American Indian Science and Engineering Society
Amnesty International
Asian Solidarity in Action
Bike Shop
~e Washington Center for Improving the
Camarilla
Quality of Undergraduate Education was
Community Gardens
established in 1985 and includes 48 particiCooper Point Journal (CPJ)
pating institutions-all of the state's public
Environmental Resource Center (ERC)
fou~-year institutions and community colleges,
Evergreen Animal Rights Network (EARN)
10 mdepe~dent colleges and one tribal college.
Evergreen Community Food Pantry
The Washmgton Center focuses on higherEvergreen Math and Science Network
education reform and helps institutions share
Evergreen Medieval Society
and more effectively utilize existing resources
Evergreen Political Information Center (EPIC)
by supporting the development of interdisciEvergreen Queer Alliance (EQA)
plinary "learning community" programs and
Evergreen Swing Club
other curriculum-reform projects; facilitating
Freaks of Nature
faculty exchanges; holding workshops and
Gaming Guild
conferences; and providing technical
Giant Robot Appreciation Society
assistance on effective approaches to teaching
Masters in Environmental Studies
and learning.
Masters in Public Administration
The Washington State Institute for Public
Masters in Teaching
Policy, established in 1983, undertakes
Jewish Cultural Center
research studies, sponsors conferences
Latin American Solidarity Organization
publishes newsletters and otherwise p;omotes
MeChA
the .flo~ of applied research on key publicMen's Center
policy Issues to the Washington State
Middle East Resource Center
Legislature and state agencies.
Mindscreen
Native Student Alliance
Student Governance
Peer Health Advocacy Team (pHAT)
Percussion Club
There has never been a permanent student
Prison Action Committee
governance structure at The Evergreen State
College. Nevertheless, students have played an S&ABoard
Sexual Harassment Assault Prevention Education (SHAPE)
Important role in the ongoing governance of
Slightly West Literary Magazine
the college. Through participation in
Student Arts Council
"disappearing task forces" and standing
Student CD Project
committees students ensure that their voices
Students at Evergreen for Ecological Design (SEED)
and thoughts are included in decisions made
Students for a Free Tibet
by the college.
Students of Color Anthology
Students interested in being informed of
Talking about Race
and involved with such efforts may contact
The Ninth Wave (Evergreen Celtic Cultural League)
the Office of the Vice President for Student
Umoja
Affairs, Library 3236, (360) 866-6000,
Unified Graduate Student Association
ext. 6296.
Union of Student Workers
Union of Students with Disabilities
Women of Color Coalition
Women's Resource Center
The Student Activities Office, KAOS-FM
(Olympia Public Radio) and student organizanons are located on the third floor of the
College Activites Building.
Mission Statement
The Evergreen State College is a public, liberal arts college serving Washington
mission is to help students realize their potential
educational
addition
programs in the arts, humanities,
to preparing
with the fundamental
and independently
students within
through
innovative,
state. Its
interdisciplinary
social sciences, and natural sciences. In
their academic fields, Evergreen provides graduates
skills to communicate,
to solve problems, and to work collaboratively
in addressing real issues and problems. This mission is based on a set of
principles that underlie the development
of all college programs and services.
Principles that guide Evergreen's educational programs:
• Teaching is the central work of the faculty at both the undergraduate and graduate levels. Supporting student learning engages everyone at Evergreen-faculty and staff.
• Academic offerings are interdisciplinary and collaborative, a
structure that accurately reflects how people learn and work in their
occupations and personal lives.
• Students are taught to be aware of what they know, how they
learn, and how to apply what they know; this allows them to be
responsible for their own education, both at college and throughout
their lives.
• College offerings require active participation in learning, rather
than passive reception of information, and integrate theory with
practical applications.
• Evergreen supports community-based learning, with research and
applications focused on issues and problems found within students'
communities. This principle, as well as the desire to serve diverse
placebound populations, guides Evergreen's community-based
programs at Tacoma and Tribal Reservations.
• Because learning is enhanced when topics are examined from the
perspectives of diverse groups and because such differences reflect
the world around us, the college strives to create a rich mix in the
composition of its student body, staff, and faculty, and to give
serious consideration to issues of social class, age, race, ethnicity,
gender, and sexual orientation.
• Faculty and staff continually review, assess and modify programs
and services to fit changing needs of students and society.
As evidenced by these principles, an important part of Evergreen's educational mission is engagement
with the community, the state, and the nation. One focus of this engagement is through the work of
public service centers that both disseminate the best work of the college and bring back to the college the
best ideas of the wider community.
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Campus Profile
174
FACULTY
4,194
3,932
94%
Undergraduate
6%
59%
Graduate
Female
262
2,478
Male
1.716
41%
Male
58%
42%
Full-time
85%
Students of color
14%
Part-time
15%
63%
14%
Tacoma campus
STUDENTS {fall quarter 1998}
Ph.D. or terminal degree
86%
Undergraduate
~~~
~%
Graduate
Male
55%
26%
24%
71 %
Faculty of color
Olympia campus
Tacoma campus
Instructional
student/faculty
ratio
STAFF
22:1
423
18-24 age group
25-29 age group
3G-39 age group
11%
12%
17%
40+ age group
Students of color
93%
7%
Female
100%
72%
Undergraduate
Female
28%
Male
Tribal program
Black/African American
4%
4%
Female
4%
10%
Students with disabilities
60%
Students of color
5%
Native American/lndian
975
156
Students living on campus
Asian/Pacific Islander
Mexican/Latino/Hispanic
4,006
Olympia campus
32
Male
81%
19%
Native American
97%
Entering class
Applicants, degree seeking
Admitted
86%
1,521
Enrolled
Nondegree-seeking
Washington
1,725
3,726
3,215
enrollment
residents
Residents of other states
Residents of other countries
204
1,231
474
20
Financial aid recipients
Students receiving aid
Average award
GRADUATES
(1998 graduate
Employed
Graduate school
Other or no response
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GPA AND SAT SCORES
2.0G-2.49
2.5G-2.99
10G-149
15G-4.00
8%
10%
28%
32%
36%
35%
28%
23%
20G-349
35G-499
50G-649
65(}-800
No SAT
Admitted
0%
Enrolled
1%
13%
13%
50%
46%
25%
24%
12%
16%
20G-349
35G-499
50G-649
65G-800
No SAT
Admitted
1%
22%
2%
24%
12%
7%
12%
Enrolled
53%
51%
2.0G-2.49
2.5G-2.99
10G-149
3.5G-4.00
15%
15%
30%
33%
22%
32%
33%
20%
FIRST-YEAR STUDENTS
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;;:0
{distribution for students admitted and enrolled for fall 1998}
GPA
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SAT Verbal
SAT Math
TRANSFER STUDENTS
Admitted
Enrolled
GPA
16%
2,450
$9,300
placement after one year)
78%
15%
7%
Index
Picking an academic program? Two indexes elsewhere in this catalog are specifically designed to help you identify
academic programs that meet your interests and needs. The Condensed Curriculum, on page 39, lists programs by the
Planning Groups that offer them and the type of students they are geared toward. Matching Evergreen's Programs to
Your Field of Interest, on page 41, lists programs according to traditional academic subjects areas.
A
B
A Material World 47
A Passion For Collecting 55
A Week in the Life of an
Evergreen Student 19
About Time 47, 59
Academic Advising 21
Academic Calendar 135
Academic Credit 33
Academic Fair 36
Academic Honesty 34
Academic Pathways 5
Academic Regulations 33
Academic Standing Policy 35
Accessfor Students With Diabilities 21, 126
Accreditation 136
Acting 41
Active Learning 5
Address Changes 33
Administration 115
Admissions 25
Aesthetics 41
African American Studies 41
Agriculture 41
Air Waves 84
Allen, Nancy 58, 62
America 59
American Studies 41
Animation 41
Answers to Frequently Asked Questions 18
Anthony, Sharon 52
Anthropology 41
Application Review Process 113
Applied Geology:
Hazards and Resources 80
Archaeology 41
Arney, Bill 49
Art 41
Art History 41
Art/Media Theory 41
Asian Studies 41
Astronomy 41
Astronomy and Cosmologies 55, 99
Audio Engineering 41
Auditors 29
Aurand, Susan 71, 91
Awakening Ireland:
From the Power of the Bards to the Call
ofthe Euro 59, 84
Bailey, Marianne 73, 92
Balderrama, Justino 61, 69, 71
Bantz, Don 47
Barlow, Clyde 75, 95
Beck, Gordon 57, 72
Beug, Michael 65, 74, 77, 80, 82
Big Technology 85
Blake's Magic 60
Board of Trustees 115
Bookstore 126
Bopegedera, Dharshi 99
Botany 41
Bowcutt, Frederica 52, 65, 77
Bowerman, Priscilla 105
British Literature 41
Buchman, Andrew 53
Bullock, John 96
Business 41
Business, Entrepreneurship and
Management: Advanced Topics 101
Butler, Paul 80
c
Calculus 41
Campus Location 131
Campus Profile 130, 131
Campus Regulations 127
Campus Services and Resources 126
Career Development Center 21
Carlson, Craig 60, 71, 91
Celtic Studies 41
Center for Mediation Services 126
Chandra, Arun 54, 91
Chaos 122
Chemistry 41
Child Care Center 126
Civilization as a Transient Sickness: The Life
and Poetry of Robinson Jeffers 56, 71
Classical Studies 41
Classics 41
Cloninger, Sally 87
Coastal Dune Ecology 81
Cognitive Science 41
Cole, Rob 52
Collaborative Learning 4
Communication 41
Community College Transfer 28
Community Development 41
Community Studies 41
Community-Based Learning 20
Community-Based Research 81
Community-Based Urban Food Systems 82
Comparative Religion 41
Computability and Cognition: The Scope and
Limits of Formal Systems 94
Computer Science 41
Computing Services 126
Concepts of Computing 56,99
Condensed Curriculum 2000-01 39
Conservation Biology 41
Contemporary America 57
Contemporary Issues in Figurative Art 90
Contents 1
Contracts 122
Coontz, Stephanie 102
Cooper Point Journal 122, 128
Coordinated Study Programs 122
Core Programs 122
Costume Design 41
Counseling 41
Counseling Center 21
Courses 122
Crable, Doranne 84
Creative Nonfiction 41
Creative Writing 41
Credit Limit 33
Credits 122
Crime 61
Crime and Punishment 69
Criminology 42
Critical Reasoning 42
Cultural History 42
Cultural Studies 42
Culture, Text and Language 58
Curtz, Thad 54
D
Daley, Argentina 70, 73, 90
Dance 42
Data to Information 94
Daugherty, Leo 47, 59
Davis, Stacey 55, 65, 69, 77
DeDanaan, Llyn 49
Design 42
Design for the Stage 2000 61, 85
Diaspora, A Journey Toward Destiny 48, 61,
101
Diversity 20, 25, 129
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Doing History 69
Dorman, Peter 106
Drawing 42
Drop or Change a Program 33
DTF 122
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EARS 122
Ecology 42
Economics 42
Education 42
English Literature 42
Environmental Analysis: Applications of
Chemistry and Geology ... 75, 95
Environmental Policy 42
Environmental Science 42
Environmental Studies 42, 74
Equal Opportunity 126, 127, 136
Equivalencies 123
Ethics 42
Evaluation 33, 123
Evaluation Conference 123
Evaluations 5
Evans Chair 38
Evergreen Center for
Educational Improvement 128
Evolution 42
Evolutionary Biology 96
Expenses 31
Expository Writing 42
Expressive Arts 83
F
Faculty Directory 115
Faculty Sponsor 123
Family Studies 42
Feddersen, Joe 70, 87, 90
Feminist Theory 42
Fiber Arts 86
Fiction 42
Field Trips 123
Film 42
Filmer, John 101
Financial Aid 30, 114
First Peoples' 123
First Peoples' Advising Services 21
Fischel, Anne 88
Folklore 42
Food Services 127
Foote, Tom 67
Foundations of the Visual Arts 87
Fox, Russ 78, 107
From Classic to Modern:
A Traveling Seminar in Europe 57, 91
From Lab to Living Room: Science,
Public Policy, Personal Behavior 49
From Public Issues to Public Policy:
Environmental Activism ... 75, 102
G
GED 26
Geoduck 124
Geographic Information Systems 42
Geography 42
Geology 42
Geomorphology 42
Geri, Laurence R. 100
Gilliam, Angela 64 76 104, 110
Glossary 121
"
Goldberger, Ariel 61, 85
Gomez, Jose 63, 103
Governance 124
Government 42
GPA 130
Graduate Progam in
Public Administration 114
Graduate Program in
Environmental Studies 114
Graduate Programs 113
Graduate Teacher Education 113
Graduation Requirements 35
Greener 124
Grissom, Tom 53, 56, 66, 70, 97
Growing Up in the 21st Century:
Youth, Work and Families 102
Guttman, Burton 98
H
Haft, Bob 51, 57, 91
Hahn, Jeanne 106
Hardiman, Joye 112
Hayes, Ruth 87
Health 42
Health and Human
Development 62, 96, 103
Health Center 21
Henderson, Martha 76, 82
Hill, Patrick 59, 72, 84, 92
Hill, Virginia 63
Hispanic Forms in Life and Art 62
History 42
History of Medicine 42
History of Science 42
History: A Celebration of Place 49
Hitchens, David 57
Home-schooling 26
Homicide 71
Horticulture 42
Housing 21, 29
"How Can You Tell an American?"
63, 103
How to Get Here 131
How to Read a Program Description 45
Human Development 42
Human Services 42
Humanities 42
Hydrology 42
Hype and Hucksters:
Media Campaigns as Popular Culture 63
I Want Burning:
Ecstatic Poetry and Images 71, 91
Imagining the Middle East and
South Asia 50, 64
Indigenous Peoples Studies 42
Indigenous Peoples: Identities and
Social Transformation 64 76 104 110
Individual Learning Contrac; 12~
,
Individual Study/Internships 37
Individuals vs. Societies:
Studies of American and Japanese ... 51
Interdisciplinary 124
Interdisciplinary Learning 4
International Students 26
International Studies 38,43
Internships 124
Introduction to Environmental Studies:
Land 76
Introduction to Natural Science 99
Irish Spring: Living in Rural Ireland 72, 92
J
Jang, Rose 86, 91
Japanese Film 43
Japanese History 43
Japanese Language 43
Japanese Language and Culture 65
Japanese Literature 43
Japanese Studies 43
Jeffries, Paul 53, 66, 97, 99
Jo, Hazel Reed 66
Johansen, Bud 89
Journalism 43
Judaic Studies 43
Jun, Heesoon 104
K
Kahan, Linda 96, 99
Kawasaki, Hiro 51
Kelly,Jeff 75, 95
Kennedy, Cynthia 106
KEY Student Services 22
Kimbro, Ernestine 61
Krafcik, Patricia 68
Kuehn, Lowell 112
Kutter, Elizabeth 62, 96, 103
L
Labine, Pat 80, 108
Labor Education and Research Center 128
Laird, Lance 50, 64
Land Use 43
Language Studies 43
Lassen, Gerald 57
Latin American Studies 43
Law 43
Law and Government Policy 43
Leadership Studies 43
Leave of Absence 33
Leisenring, Al 94
Levensky, Mark 68
Leverich, Robert 87,88
Library 127
Library Research 43
Lichenology 43
Lichens and Ascomycetes 82
Lighting Design 43
Lin, Ju-Pong 54, 88
Literary Criticism 43
Literature 43
Longhouse Education and
Cultural Center 38
Longino, John 55
Lucas Jennings, Cheri 75, 102
Lyttle, Lee 46
M
Management 43
Mandeberg, Jean 90
Marine Science 43
Marketing 43
Marr, David 59
Marxist Theory 108
Master in Teaching 113
Master of Environmental Studies 114
Master of Public Administration 114
Matching Evergreen Program to
Your Field of Interest 41
Mathematics 43
Matter and Motion 96
Matz, Stuart 62, 96, 103
McCann, Charles 70
Media 43
Media History 43
Media Production 43
Mediaworks:
Experiments with Light and Sound 87
Meeker, Laurie 83, 85, 110
Men's Studies 43
MES/MPA Graduate Catalog 114
Microbiology 43
Middendorf, Don 97
Minugh, Carol 64, 76, 104, 110
Mission Statement 129
Mixed-Media 43
Molecular Biology 43
Moore, Pat 82
Moruzzi, Harumi 51
Mosqueda, Larry 106, 108
Mullins, Greg 58, 67
Multicultural Counseling: A New Way to
Integrate and Innovate ... 104
Multicultural Studies 43
Museums, Monuments and Backpacks:
A Traveling Seminar in Europe 57, 72
Mushrooms, Culture and History 65, 77
Music 43
Music Composition 43
Music History 43
Music Technology 43
Mycology 43
Myth and Sensibility: A Study of Eastern and
Western Cultures 51
Mythology 43
N
Nadkarni, Nalini 49
Nakasone, Raul 49
Nasser, Alan 105, 108
Native American and
World Indigenous Peoples Studies 109
Native American Studies 43
atural Histories: Botany, Biography,
Community 52, 65, 77
Natural History 43
Natural Resource Management 43
Natural Science 43
Neitzel, James 98
Nelson, Alice 62
Nelson, Lin 81
Nelson, Neal 94
New and Continuing Student
Enrollment Process 33
Nisbet, Sandie 86
Niva, Steven 50, 64
Northwest Indian Applied
Research Institute 128
Nutrition 43
o
Observations: Perceiving the World
Around Us 70, 90
Olson, Dean 48
Olson, Toska 53
On Interpretation:
Stories as Effect and Cause 66
Organizational Management 43
On, Janet 68, 98
p
Pailthorp, Charles 63, 103
Painting 43
Parker, Alan 85, 110
Parking 126
Parson, Willie 112
Part-Time Studies 37
Paulsen, David 54, 93
Pedersen, Sarah 48
Performance 43
Performance Theory 43
Performing Arts in Cultural Context 53
Peterson, Gary 110
Peterson, Yvonne 49
Philosophy 43
Philosophy of Science 43
Philosophy of the Mind 43
Photography 43
Physical Science 43
Physical Systems 97
Physics 44
Physiology 44
Planning 44
Planning Group 125
Poetry 44
Police Services 22, 126
Political Economy and Social Change:
From Colonization ... 106
Political Philosophy 44
Political Science 44
Political Theory 44
Pougiales, Rita 62, 96, 103
Powell, David 73
Prehistory 44
Price, Brian 54, 78, 106
Printmaking 44
Prior Learning From Experience 38
Programs 4, 125
Programs for First-Year Students 46
Przybylowicz, Paul 65, 77, 80, 82
Psychology 44
Public Administration 44
Public Policy 44
Public Service at Evergreen 128
R
Rainey, Thomas 68
Ransom, Bill 67
Reading and Writing Contemporary
Prose 67
Reading South and North:
Literature of the Americas 67
Record Keeping 34
Recreation, Wellness and Athletics 22
Refunds 31
Registration 33
Reinhabitation 54, 78, 106
Religion 44
Research Methods 44
Retention of Records 29
Retreat 125
Romano, Evelia 67
Running Start 26
Russia 68
Rutledge, David 49
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Saliba, Therese 50, 64
SAT Scores 130
Schofield, Paula 47
Scholarship Applicants 29
Scholarships 30
Schrager, Sam 52, 65, 77
Science 44
Scientific Inquiry 93
Sculpture 44
Selecting Your Program of Study 36
Self-Evaluation 125
Sexual Harassment 24
Seminars 125
Setter, Terry 85
Shaping Function/Shaping Meaning 88
Sheppard, Gilda 112
Shulman, Sheryl 94
Simek, Stepan 53
Smith, Matt 52, 65, 77
Social and Cultural History 44
Social Contract 23, 125
Social Psychology 44
Social Science 100
Social Service 44
Social Work 44
Sociology 44
Sociology of Science 44
Soil Microbial Ecology 80
Soils 44
Sparks, Paul 89
Special Features of the Curriculum 37
Special Students 29
Spirituality 44
Statistics 44
Strategic Business Policies for the 21st
Century 106
Stoics and Epicureans:
Classical and Contemporary 68
Stroh, James 75, 95
Structure and Function in Biology and
Chemistry 98
Student Activities 22
Student Advising Handbook 125
Student Affairs 22
Student Conduct Code 24
Student Organizations 128
Student Originated Studies:
A Practicum for Concentrators 88
Student Originated Studies: Community
Development 78, 107
Student Originated Studies:
Performing Arts 89
Student Originated Studies: Visual Arts 89
Student Support Services and Activities 21
Summer Quarter 29
Sustainable Forestry 79
Sweet, Lisa 87, 90
T
Tabbutt, Ken 52, 80
Tacoma Campus 111
Tamburro, Paul 49
Teaching Endorsements 113
Technology, Cognition, Education 54
Teske, Charles 59, 84
Text and Culture in America 1965-1995 73
The Development of Sail Power:
Scientific Principles, ... 48
The Empty Stage: Theatre Intensive 86
The English Romantics:
Poetry and Fiction 70
The Good Life in the Good Society 108
The Good Woman of Sichuan:
An Experimental Production 91
The New Insecurity: Prosperity's Child 105
The Olympic Peninsula: Salmon,
Timber and Energy 52
The Physicist's World 53, 66, 97
The Practice of Sustainable Agriculture 82
Theatre 44
Theatre History and Theory 44
Transfer of Credit 28
Tremblay, Gail 73, 86, 87, 92
Tribal Government 44
Tribal: Reservation-Based/CommunityDetermined 110
Tsutsumi, Setsuko 65
Tucker, Gabriel 79
Tuition and Fees 31, 135
u
Upside Down Program 29
Urban Studies 44
Urban Studies: Institutional Dynamics 112
v
Veteran Students 33
Video 44
w
Washington Center for Improving the
Quality of Undergraduate Education 128
Washington State Institute for
Public Policy 128
Web 131
Weeks, Greg 75, 102
Where Spirits Enter: Artistic and Literary
Expressions of Religion ... 73, 92
Whole and Holy:
Alternative Herstories of Healing 68, 98
Why Evergreen? 2
Wiedemann, AI 81
Wiedenhaupt, Sonja 54, 78, 106
Wildlife Science 44
Williams, Sarah 68, 98
Williams, Sean 59, 72, 83, 84, 92
Withdrawal 33
Womeldorff, Tom 80, 108
Women's Studies 44
Wong, York 47, 59
Working in Development:
Learning From the Past, ... 80, 108
Working Small 90
Writers' Workshop 73
Writing 44
Writing Center 22
y
Young, Artee 112
z
Zita, E.]. 55, 99
2000-01 Academic Calendar
FAll
WINTER
SPRING
2000
2001
2001
First Session
Second Session
July 30
SUMMER
Orientation
Sept. 18-24
Quarter Begins
Sept. 25
Jan.8
April 2
June 25
Evaluations
Dee. 11-15
March 19-23
June 11-15
July 30--Aug. 3
Quarter Ends
Dee. 15
Vacations
Thanksgiving
Break
Nov. 19-26
/
Sept. 3-7
March 23
June 15
Aug. 3
Sept. 7
Winter Break
Spring Break
Commencement
Super Saturday
Dee. 16-Jan. 7
March 4-April1
June 15
June 16
No classeson Martin Luther King Day, Presidents' Day, Independence Day, Memorial Day and Labor Day holidays.
Estimated Tuition and Fees
Rates are set by the Washington State Legislature and the Evergreen Board of Trustees. They are subject to change without
notice. The rates below are estimates for the 2000-2001 academic year. For other fees, see the Miscellaneous Fees chart on
page 32.
Enrollment status
Quarter credit hours
Washington
Full·time undergraduate
10-16
$952 per quarter
$3,370 per quarter
Part-time undergraduate
9 or fewer
$95.20 per credit;
$337.00 per credit;
Cl
2 credits minimum
2 credits minimum
LU
resident tuition*
Nonresident
tu ition *
c:::
Full-time graduate
16MIT;
$1,522 per quarter
$4,621 per quarter
9 or fewer
«
u
u
~
Cl
$152.20 per credit;
$462.10 per credit;
2 credits minimum
2 credits minimum
" Tuition and fees may vary summer quarter, which is not part of the regular academic year.
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 the college. Changes become effective when Evergreen so determines and apply to prospective students as well as
those currently enrolled.
...J
LU
10--12 MPA, MES
Part-time graduate
«
z
The Evergreen State College Catalog Production Team
Editing: Esme Ryan, Craig McLaughlin, Virginia Darney
Copyediting and Production Assistance: Pat Barre, Debbie Waldorf
Design: Mary Geraci, Judy Nunez-Pifiedo
Cover and Interior Photography: Martin Kane, Steve Davis,
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 for assembling the 2000-01 curriculum.
This Catalog is published by The Evergreen State College Office
of College Advancement. © 1999 by The Evergreen State College
Printed on recycled paper.
The information contained in this Catalog is available in other
media with 24 hours' notice. mD: (360) 866-6834.
«
u
«
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
Academic Advising
ext. 6312
Academic Deans
ext. 6870
E-mail: admissions@evergreen.edu
Direct other correspondence to the
appropriate office.
Admissions
ext. 6170
Financial Aid
ext. 6205
Housing
ext. 6132
Part-Time Studies
ext. 6164
President's Office
ext. 6100
ext. 6530
Recreation Center
Registration and Records
ext. 6180
Student Accounts
ext. 6447
Student Advising Center
ext. 6312
Tacoma Campus
ext. 6004
Vice President for Student Affairs
ext. 6296
Campus Location
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 corning 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
www.evergreen.edu.
o
Mud
...-'~
Bay Rd.
U
State St
4th St
5th St
Key
Campus Map
DRIFTWOOO
1. Library (LIB)
4. Lecture Hall (LH)
2. Seminar (SEM)
3. Longhouse
5. Arts and Sciences (LAB 1)
6. Arts and Sciences (LAB 2)
7. Arts Annex (Lab Annex)
8. Communications (COM)
9. Recreation Center (CRC)
10. College Activities Building (CAB)
11. Childcare Center
12. Central Plant
13. Pavilion
14. Modular Housing
15. Student Housing
16.
17.
18.
19.
Residence Halls
Community Center
IT Bus Stop
Campus Public Safety
ROAD
<C---
Organic Farm
1.2 miles from Overhulse
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
down the road.
~ Automatic Door
[J Elevator
Incline
[EJ Parking
Ramp
~ Stairs
[[] Curb Cut
o
o
Recreation
Fields
Accessible route.
on second floor
Parking Lot C
100
Parking Lot 8
200
400
Catalog_2000-2001.pdf