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Identifier
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Eng
Catalog_2002-2003.pdf
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Title
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Eng
Course Catalog, 2002-2003
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Date
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2002
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Creator
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Eng
The Evergreen State College
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The Evergreen$tate College
Olympia. Wasf1ington 98605
EVERGREEN
WELCOMES YOU
Welcome to The Evergreen State College, where we work hard
to make learning happen, where we strive to put students at the
center of their own education.
Evergreen
has developed
a distinctive
method of teaching
and learning, one that recognizes that students have individual
learning styles and interests. Students here learn to speak and
write effectively, think analytically, tackle challenges through
collaboration, apply their knowledge to real-world situations,
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These skills prepare students to live and work injoday's world.
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My hope is that at Evergreen all of our students, whatever
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discover and nurture their own passion for
lifelong learning.
-Thomas
L. (Les) Puree, President
Welcome drum painted by Greg Colfax
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EVERGREEN'S
MISSION STATEMENT
The Evergreen State College is a public, liberal arts college serving Washington state. Its mission is to help students realize their
potential through innovative, interdisciplinary educational programs in the arts, humanities, social sciences and natural
sciences. In addition to preparing students within their academic fields, Evergreen provides graduates with the fundamental
skills to communicate, to solve problems, and to work collaboratively and independently in addressing real issues and
problems. This mission is based on a set of principles that underlies 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.
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• 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
mission is engagement with the community, the state, and the nation. One
engagement is through the work of public service centers that both
the best work of the college and bring back to the college the best
wider community.
educational
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TABLE OF CONTENTS
WHY EVERGREEN?
ACADEMIC OFFERINGS
1
Welcome to Evergreen
28
Planning and Curricular Options
2
Mission Statement
30
A Week in the Life of an Evergreen Student
4
Evergreen is About Learning
31
How to Read a Program Description
6
Graduates Making Important Contributions
32
Condensed Curriculum
8
Student Support Services and Activities
34
Matching Evergreen's Programs to Your Field ofInterest
11
Community-Based Learning
40
Programs for First-Year Students
11
Seeking Diversity, Sustaining Community
53
Culture, Text and Language
12
The Social Contract
71
Environmental Studies
79
Expressive Arts
92
Scientific Inquiry
ENROLLMENT SERVICES
15
Admission
20
Financial Aid
22
Tuition and Fees
24
Registration and Academic Regulations
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100
Society, Politics, Behavior and Change
109
Native American Studies
116
Tacoma Campus-Program
118
Graduate Study at Evergreen
120
Trustees, Administration and Faculty
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GENERAL INFORMATION
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.
\
125
Campus Life/Glossary
126
Services and Resources
128
Facilities and Campus Regulations
129
Index
132
Campus Profile
133
Academic Calendar
134
Contacting Evergreen
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EVERGREEN
IS ABOUT LEARNING
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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 make the connections that lead to greater understanding.
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Seminars and other aspects of Evergreen programs promote active learning. We
believe it is not enough for students to receive information passively in a large
lecture hall. At Evergreen, students discuss ideas in seminars, write about ideas in
collaborative and individual assignments, explain ideas in presentations and
practice applying ideas in laboratories and workshops. They challenge their own
and others' ideas.
Students demonstrate PERSONAL ENGAGEMENT in their learning by planning their
course of study at Evergreen. Students prepare an annual Academic Plan that
they discuss with their current faculty; this plan will change to reflect students'
evolving interests and academic needs.
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 pushing
them to the sidelines, and this belief is
reflected in the design and content of
our programs.
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This distinctive approach means that
the day-to-day experiences of Evergreen students differ in significant
ways from the experiences of students
at most colleges and universities.
For example, education at Evergreen is not sectioned into traditional academic
disciplines like mathematics, 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.
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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.
3. Communicate creatively and effectively.
Students learn to apply their ideas and theories and skills in
the "real world." At Evergreen, we call it 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.
4. Demonstrate integrative, independent, critical
thinking.
Those interactions contribute to another distinctive process
central to Evergreen's educational philosophy-the
narrative
evaluation system. At the end of a program, students discuss
their academic progress one-on-one with faculty and receive
written evaluations of their progress. Students also prepare
self-evaluations, discussing their accomplishments, learning
environment, new understandings and goals for the future. As
students prepare for graduation,
they work with a
faculty advisor to create a SUMMATIVE SELF-EVALUATION,
reflecting on their entire undergraduate experience, and their
achievement of their own learning goals. And students
evaluate their faculty, as well. Evaluations are an important
part of the learning experience, and students receive support
from their faculty and from Academic Advising as they learn
to reflect on and articulate their experience.
These principles infuse the Evergreen curriculum and guide
academic planning for both faculty and students. We believe
that they will provide the context within which our graduates
can meet the following expectations:
I. Articulate and assume responsibility
for your own work.
A successful Evergreen graduate will know how to work well
with others, not only in the workplace or social contexts, but
as an active participant in the struggle for a more just world.
You will assume responsibility
for your actions as an
individual and exercise power responsibly and effectively.
A successful Evergreen graduate will know how to listen
objectively to others so as to understand and accept a wide
variety of viewpoints. By developing a genuine interest in the
experiences of others, you will learn to ask thoughtful
questions, to communicate
persuasively,
and express
yourself creatively.
A successful Evergreen graduate will have the ability to
appreciate and critically evaluate a range of topics, across
academic disciplines. As you explore these disciplines, you
will develop a greater curiosity toward the world around you,
and its interconnections, that will enhance your skills as an
independent, critical thinker.
5. Apply qualitative, quantitative and creative modes of
inquiry appropriately to practical and theoretical
problems across disciplines.
A successful Evergreen graduate will understand the importance of the relationship between analysis and synthesis.
Through being exposed to the arts, sciences and humanities,
and coming to your own critical understanding of their
interconnectedness, you will learn to apply appropriate skills
and creative ways ofthinking to the major questions that confront you in your life.
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6. As a culmination of your education, demonstrate
depth, breadth and synthesis of learning and the ability
to reflect on the personal and social significance of that
learning.
A successful Evergreen graduate will be able to apply the
personal frame of reference you develop as a result of this
unique education in order to make sense of the world. This
understanding will allow you to act in a way that is both
easily understood by and compassionate
toward other
individuals across personal differences.
2. Participate collaboratively and responsibly in our
diverse society.
A successful Evergreen graduate will understand that by
giving of yourself you make the success of others possible. A
thriving community is crucial to your own well-being. The
study of diverse worldviews and experiences will help you to
develop the skills to act effectively as a local citizen within a
complex global framework.
--------------------------~-
EVERGREEN
G RA D U AT ES
making important contributions.
Alumni frequently tell us their Evergreen
experience of their lives.
education was the most influential
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 summer 2000 survey of graduates found that after a year, 97 percent were
working, in graduate or professional school, or doing something else meaningful
to them.
Students here are asked to think creatively, to listen to others' ideas
and defend theirs, and to apply their knowledge. They are invited
to identify their own goals and then find ways to achieve them.
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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. 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 Guggenheim Fellowships 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.
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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.
After 30 years of using evaluations, we know employers and graduate and professional schools value our noncompetitive system.
----------------------------8
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STUDENT SUPPORT
SERVICES AND ACTIVITIES
Evergreen's learning environment is profoundly engaging and challenging.
Ideally, the education you receive here will bridge the gaps between academic
disciplines and enable you to view concepts, problems and solutions in a unified,
interdisciplinary manner. It's an experience designed purposely to empower you
for your entire life, not just to prepare you for a job. You will find the experience
most valuable if you look carefully at the many decisions you'll be making about
your education, if you take responsibility for your own learning and keep your
eyes wide open for the rich and varied opportunities Evergreen offers.
Evergreen's commitment to you means more than just making all this available.
We're committed to helping you make the most of your academic career, your
social development and your physical well-being. Sound advice, genuine support,
good information and easily accessible resources are invaluable tools for students
making their way through this community of learners. We encourage you to take
advantage of these services.
For information on other services and resources, see page 126.
_~~-------------------------
Academic Advising
Kitty Parker, Director
LIB 1401, (360) 867-6312
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 appointmentwhichever 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.
Access Services for Students with Disabilities
linda Pickering, Director
LIB 14070, (360) 867-6348, TOO: 867-6834
www.evergreen.edu/access
Welcome to Evergreen! Access Services for Students with Disabilities provides students, staff and
faculty with assistance and information regarding the rights and responsibilities of all concerned when
working with students who have disabilities. pickeril@evergreen.edu.
Career Development Center
Wendy Freeman, Director
LIB 1407, (360) 867-6193
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, 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 6,OOO-volume library. The extensive job
board is updated daily.
Counseling and Health Centers
Elizabeth McHugh, Director
Counseling: SEM4116, (360) 867-6800
Health: SEM1110, (360) 867-6100
The Counseling and Health centers provide safe, confidential environments for enrolled students to
discuss concerns. Counseling typically covers anxiety, depression, interpersonal relationship issues
and stress management. The Health Center, a small general practice clinic, provides a range of medical
services, including acute care, chronic disease management, women's health services, birth control
and STD testing. Visits are covered by the quarterly Health and Counseling fee; there may be small
charges for lab work or prescriptions. Both centers make referrals to community providers as needed.
First Peoples' Advising Services
Holly Colbert, Director
LIB 1407, (360) 867-6467
www.evergreen.edu/fas
The staff of First Peoples' Advising Services welcomes you. As a student of color you may be faced
with new and unique challenges and opportunities. FPAS offers comprehensive social, personal and
academic advising, referral services to campus and community resources and ongoing advocacy within
the institution. Situated in the Student Advising Center, we also encourage students interested in leadership development programs to stop by our office to find out how they can participate.
Housing
Mike Segawa, Director
Building A, Room 301, (360) 867-6131
www.evergreen.edu/housing
Campus Housing offers a variety of accommodations, including single and double studios, two-person
apartments, four- and six-bedroom apartments and two-bedroom, four-person duplexes. Most units
are equipped with cable TV and Internet access. We also offer recreational activities and educational
workshops throughout the year. Staff members are available 24 hours a day to serve residents.
KEYStudent Support Services
Niki Amarantides, Director
LIB 1407, (360) 867-6464
www.evergreen.edu/key
KEY (Keep Enchancing Yourself) Student Support Services is a federally funded TRIO program. You
are eligible for KEY if: (1) neither parent has a four-year college degree; or (2) you meet federal guidelines for low-income status; or (3) you have a physical or documented learning disability. KEY will
work with you to provide academic and personal advising; free tutoring; academic and study skills
development; financial aid advising; career guidance; cultural enrichment; advocacy and referral.
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Learning Resource Center (A Writing and Quantitative Reasoning Center)
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Sandra Yannone, Writing Center Director
LIB 3407, (360) 867-6420
www.evergreen.edu/writing
Louis Nadelson, Quantitative Reasoning Director lI8 3402, (360) 867-6557
Students who need help with writing, reading and mathematics can meet with tutors for clarification
of assignments: essays, research papers, lab reports, quantitative reasoning, thesis-driven papers and
other coursework. Tutors also assist in Core and all-level programs when requested, and conduct
writing workshops in other classes.
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Police Services
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Steve Huntsberry, Director
SEM 2150, (360) 867-6140
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 and Athletics
Dave Weber, Director
CRC210, (360) 867 -6770
www.evergreen.edu/recweliath
Evergreen offers a covered outdoor sports pavilion; four tennis courts; five playing fields; movement
rooms, weight rooms and aerobic workout rooms; an l l-lane pool with separate diving well; indoor
and outdoor rock-climbing practice walls; a three-court gymnasium; a wide array ofleisure and fitness
education courses; a challenge course; mountaineering, skiing, rafting, kayaking and mountain biking; clubs such as running, rugby, rowing and ultimate Frisbee; the opportunity to participate in varsity
swimming, soccer, basketball, cross country and women's volleyball.
Student Activities
Tom Mercado, Director
CAB 320, (360) 867-6220
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 professionals can provide orientation and training, guide you in developing and implementing
services and activities, and help interpret relevant policies, procedures and laws.
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Student and Academic Support Services
Phyllis Lane, Dean
LIB 1414, (360) 867-6034
The dean has oversight and is responsible for Academic Advising, Access Services for Students with
Disabilities, the Career Development Center, First Peoples' Advising Services, Health/Counseling
Centers, KEY Student Services, Student Activities and Upward Bound. 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.
Student Affairs
Art Costantino, Vice President
LIB 3236, (360) 867-6296
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 and Athletics and
Police Services.
Ever
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COMMUNITY-BASED LEARNINGCLASSROOM 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, problem-solving 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.
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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. More than 800 students each year earn
some of their academic credit through internships with
community organizations of all sizes and types.
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A few of the hundreds of examples of community-based
projects embedded in coordinated studies programs have been:
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 policy discussions; and assisting public school teachers develop innovative
curricula in environmental education and the arts.
SEEKING DIVERSITY, SUSTAINING COMMUNITY
Evergreen is committed to diversity because we believe
strongly that our students' experiences are enhanced and their
lives enriched in a multicultural environment. Within academic
programs and outside them, 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 with
people who have different world views, ethnic or class
backgrounds, 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 waysthere 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, support services for students of color and study
abroad opportunities
that include immersion in local
culture and reciprocity of learning and service, further our
commitment.
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EVERGREEN'S
SOCIAL CONTRACT
When you make the decision to come to Evergreen, you are also making the decision to
become closely associated with its values. A central focus of those values is freedomfreedom to explore ideas and to discuss those ideas in both speech and print; freedom from
reprisal for voicing concerns and beliefs, no matter how unpopular. It's this freedom that is so
necessary in a vibrant, dynamic learning community.
As members of the Evergreen community,
we acknowledge
our
mutual responsibility
for maintaining
conditions
under which
learning can flourish-conditions
characterized by openness, honesty, civility and fairness. These conditions carry with them certain rights and responsibilities that apply to us both as groups and as individuals. Our rightsand 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.
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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 rights of each member of 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.
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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 an 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).
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.
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INTELLECTUAL FREEDOM AND HONESTY: Evergreen's members
live under a special set of rights and responsibilities, foremost
among which is that of enjoying the freedom to explore ideas
and to discuss their explorations in both speech and print. Both
institutional and individual censorship are at variance with
this basic freedom. Research or other intellectual efforts, the
results of which must be kept secret or may be used only for
the benefit of a special interest group, violate the principle of
free inquiry.
An essential condition for learning is the freedom and right
on the part of an individual or group to express minority,
unpopular, or controversial points of view. Only if minority
and unpopular points of view are listened to and given
opportunity for expression will Evergreen provide bona fide
opportunities for significant learning.
Honesty is an essential condition of learning, teaching
or working. It includes the presentation
of one's own
work in one's own name, the necessity to claim only those
honors earned, and the recognition of one's own biases
and prejudices.
~
*The college's anti-discrimination policy is now approved only by the
Governor's Affirmative Action Policy Committee (GAAPCOM).
--------------------------~8
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.
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 at www.evergreen.edu/user/potproc/g-sexhar.htm.
e~---------------------------
ADMISSION
The Evergreen State College is committed to fostering individual and collective growth in a democratic society. To that end, we welcome students of diverse cultures, races, ages, geographical origins, socioeconomic backgrounds,
and previous educational and work experiences.
The college seeks qualified students who possess a spirit of inquiry and a
willingness to participate in their educational process within a collaborative
framework. We desire 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.
Priority Deadlines
Preference will be given to qualified applicants whose application files
are completed by the following dates. Late materials and applications will be
considered on a rolling basis.
Intended Quarter of Enrollment
Application Deadline
Notification Date
Fall Quarter
Winter Quarter
Spring Quarter
March I, Priority Deadline
October I
December I
Rolling
November I
January I
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Notification and Deposit
Once the 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 college for the quarter of admission.
Admission and deposit do not guarantee your enrollment in a particular
program, contract or course. Applicants
should contact the Admissions Office for
more information.
Washington Residents
Washington residents
admissions priority.
may be given
Commitment to Diversity
Because the college seeks a diverse
student body, special recognition will be
given to applicants who are Vietnamera veterans, adults 25 and older and
students whose parents have not graduated from college. Determination of
diversity factors is based on information
provided on the application.
To Apply for Admission
A substantial amount of time is needed
to process and evaluate each application.
We strongly recommend you send
your application and all other required
materials as far in advance of the
deadline as possible. To be considered
for admission as a matriculated student
you must submit all of the checklist
items by the stated deadline.
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.
First-year student application
checklist
I. Completed and signed application.
2. $35.00 application fee.
3. Official high school transcripts.
4. Official test results from either the
ACTor SAT.
5. Official college transcripts for any collegelevel work attempted.
6. Personal statement (optional). We encourage
you to tell us about your academic interests,
goals, and why you believe Evergreen is the
right college for you.
Admissions criteria for first-year
applicants
Students entering Evergreen directly
from high school (including Running
Start students) and high school graduates who have completed fewer than 40
transferable quarter credits at the time
of application will be considered for
admission on the following basis:
• Completionof college-preparatorycoursework in high school that includes:
English
Mathematics (Algebra I and higher)
Social studies
Foreign language (single language)
Science (at least one year of lab science)
Arts or elective from one area above
4 years
3 years
3 years
2 years
2 years
I year
• The applicant's grade point average
and test scores will be used to calculate
an admissions index. Applicants must
have a cumulative high school grade
point average of at least 2.0 to be considered, although a grade point average
of 2.8 or higher is generally needed to
be competitive in the applicant pool.
• Good standing in any college-level
work attempted while in high school or
after high school graduation.
Acceptable college-preparatory
coursework for first-year applicants
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 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, yearbook!
annual/newspaper staff, acting, library).
Mathematics:
Three years of
Fine
mathematics, at the level of algebra,
acade,
geometry and advanced (second-year)
IS re
algebra, are required. Advanced mathperfo
ematics courses, such as trigonometry,
art apn
mathematical analysis, elementary funcdance
tions and calculus, are recommended.
produ
Arithmetic, pre-algebra and business
arts,
mathematics courses will not meet the
music
requirement. An algebra course taken in
photog
eighth grade may satisfy one year ofthe
sculp
requirement if second-year algebra is
In a
completed in high school.
electiv
Social Science: Three years of study
tion fo
are required in history or in any of the
lum.
social sciences (e.g., anthropology,
(AP) c
contemporary world problems, economInterdil
ics, geography, government, political
stress
science, psychology, sociology). Credit
comrm
for student government, leadership,
prepan
community service or other applied or
prograi
activity courses will not satisfy this
Ad
requirement.
sisofa
Foreign Language: Two years of
work. A
study in a single foreign language or
on thi
American Sign Language are required.
showi
A course in a foreign language or Amerirecord
can Sign Language taken in the eighth
to suli
grade may satisfy one year of the shows
requirement if the second year of study admis
is completed
in high school. The
disenr(]
foreign-language requirement will be
Non
considered satisfied for students from providl
non-English-speaking
countries who conten
entered the U. S. educational system at
the eighth grade or later.
TransfE
Science: Two years are required. One checkli
full year-both
semesters in the same I. Comp
field-of biology, chemistry or physics
must be completed with a laboratory 2. $35.0
component. The second year may be
3. Offici
completed in any course that satisfies
atten
your high school's graduation requirement in science. Two years of agricul4. Perso
tural science is equivalent to one year
you to
of science. It is strongly recommended
goals,
that students planning to major in
right ~
science or science-related
fields
complete at least three years of science,
including
at least two years of
laboratory science.
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ars of
Fine, visual and performing arts or
academic electives: One year of study
is required in the fine, visual or
performing arts. These 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
electivesthat 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 basisof at least six semesters of high school
work.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.
Transferstudent application
checklist
I. Completed
andsignedapplication.
2. $35.00 application
fee.
3. Official
college
transcriptsfromeverycollege
attended.
4. Personalstatement(optional).Weencourage
youtotellusaboutyouracademicinterests,
goals,andwhyyoubelieveEvergreen
isthe
rightcollegeforyou.
Admissions criteria for transfer
applicants
Special instructions for other
applicants
Transfer students (applicants who are not
currently enrolled in high school and
who have earned 40 or more transferable quarter credits at the time of
application) will be considered for
admission on the following basis:
• Academic performance as determined
by the cumulative college grade point
average and number of transferable
credits completed. A cumulative college
grade point average of2.00 or higher is
necessary for admission consideration.
• Good academic standing at the last institution attended.
• Satisfactory completion of a variety
of courses in the liberal arts and sciences.
Coursework should include classes in
the humanities, social sciences, natural
sciences and art.
• Students 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 (p.19).
Transfer applicants who have completed 40 quarter credits of transferable
work (see Transfer of Credit section,
(p. 18) 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 coursework
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, 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.
Home-schooled applicants are evaluated individually. Documentation that
outlines the curriculum used by the
applicant is required along with official
ACT or SAT 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
admissions requirements. If documentation is not possible, the applicant must
submit official GED test scores.
Applicants who have completed the
GED should have test scores in the 60th
percentile or above in all sub-tests ofthe
GED. They must submit official GED
test scores and any college transcripts
and official scores for the SAT or ACT.
First-year applicants who are 25
years old or older may submit a
personal resume and essay in lieu of SAT
or ACT scores. The essay must respond
to the following statement:
Identifyanddescribehowyourlifeexperiences
have
preparedyouforthechallenges
ofcollegestudies.life
experiences
youmayconsiderinclude,but are not
limitedto, personal,professional,
work-related,
and
community
serviceexperience.
First-year applicants who graduated
from high school prior to 1992 must have
completed college-preparatory coursework in high school that includes:
English
Mathematics
(Algebra
Iandhigher)
Socialstudies
Science
(atleastoneyearoflabscience)
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3years
2 years
2.5 years
2 years
International
students must meet the
minimum entrance requirements for
universities in their native countries and
provide evidence of English proficiency.
They must score at least 197 on the computerized version of the Test of English
as a Foreign Language and complete a
financial statement
demonstrating
evidence of having at least $20,000
(USD) to pay normal expenses for one
year at Evergreen. The financial statement and more detailed instructions can
be obtained by contacting the Office
of Admissions.
e
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.
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. But, 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.
Students who have already earned
a B.A. or B.S. may submit the final
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, non-accredited
institutions, etc.), then Admissions may
require you to submit all transcripts.
General transcript information
•......•
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Transcripts must reflect all coursework
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 to the
Admissions Office; or
• Enclosed in a sealed envelope from
the issuing institution and delivered by
the applicant to the Admissions Office.
If the envelope is opened prior to
receipt in the Admissions Office, the
transcript is no longer official.
Original copies must arrive in the
Admissions Office by 5 p.m. on the date
of the deadline.
If admitted to Evergreen, high school
seniors must provide an official, final
high school transcript 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 coursework 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.
Eligibility for Admission
Eligible applicants are ranked by means
of formulas that combine academic
factors, such as grade-point average
and/or test scores.
The most important factor in the
admissions
process
is academic
achievement,
demonstrated
by the
nature and distribution of academic
coursework, grade point average or
narrative evaluation of progress, and
scores from ACT or SAT (when required). You may submit additional
materials you believe will strengthen
your application. 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.
Transfer of Credit
Evergreen has a generous policy of
accepting credit from other accredited
institutions. The maximum amount of
credit that can be transferred is 135
quarter hours (90 semester hours). A
maximum of 90 quarter hours (60
semester hours) can be transferred from
two-year colleges.
To transfer credit, supply official
transcripts of all previous work when
you apply for admission. Policy varies
depending on the kind of institution
from which you transfer and the kinds
of coursework involved. In general,
courses are acceptable if a minimum 2.0
grade point or grade ofC 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.
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Other Sources of Transfer Credit
Upsl
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. You must contact the testing
company and have official test scores
sent to the Admissions Office.
Applicants who have completed AP
examinations
must submit official
scores directly
from the testing
company to the Admissions Office for
evaluation. A test score of 3, 4 or 5 is
required on advanced placement tests
to receive credit.
CLEP general and subject examinations may also generate credit. CLEP
credit is also accepted as part of an
associate's degree in a direct-transfer
agreement with a Washington state community college. You must request that
official test results be sent directly from
the testing center to the Admissions
Office prior to the application deadline.
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Evergreenrecognizes and will award
up to 45 credits for IB work, based on a
minimumof three higher-level subject
marks and three subsidiary-level
subject marks with scores of 4 or
better. Students without the final IB
diplomaand with scores of 4 or better
on the exams may be eligible to receive
partialcredit.
(ontact the Admissions Office for more information.
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Community College Transfer
I
If you are a transfer student who has
completed the appropriate academic
associate'stransfer degree at a Washington state community college, you may
receive the maximum of 90 transfer
credits. Since community colleges offerseveral degree programs, you should
consult your advisor for more specific
information.
Upside Down Program
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If you hold a vocational or technical
associate's degree from an accredited
Washington two-year community
college, you may be eligible for the
UpsideDown Program.
Working with a faculty or staff
academic advisor, you create a plan for
interdisciplinary study designed to
assure a 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. Non-completion of
the recommended 90 Evergreen credits
resultsin a course-by-course evaluation
of your coursework, which usually producesfewer 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
theAdmissions Office with official high
school transcripts or GED test scores
and official test scores from the SAT,
ACT or WPC (if the 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
services are acceptable for the Upside
Down Program. Please contact the
Admissions Office about your eligibility, which must be approved no later than
the 30th day of your first quarter.
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 Enrollment Services Office 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 ofthe scholarship selection
criteria, you must apply for financial aid
no later than February I for information
to be received by Evergreen for consideration in the selection process.
Special Students and Auditors
Students wishing to enroll on a part-time
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 28
for further information about PartTime Studies.
Auditing a program or course may be
allowed by signature from faculty.
Auditors receive neither credit nor
narrative evaluations that could be applied toward a degree. 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 may do so if they
have been admitted to the college
through the application process (described in the To Apply for Admission
section on page 16) or if they register
through Part-Time Studies as a special
student. If you are interested
in
Part- Time Studies, please review the
preceding section titled Special Students
and Auditors as well as the Part-Time
Studies description on page 28.
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For more information about admission,
call (360) 867-6170, or send e-mail to
admissions@evergreen.edu.
On the
Web, visit www.evergreen.edu/admissions.
Retention of Records
Credentials, including original documents submitted in support of an application for admission, become the property ofthe 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.
e
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 that you submit your Free Application for Federal Student Aid
(FAFSA) to the processor by February 15 to receive full consideration for all
available campus-based financial aid.
We encourage financial aid applicants to obtain a FAFSAfrom the high school
or community college they currently attend. Students may also submit the
FAFSA via the Web at www.fafsa.ed.gov. If you are not currently enrolled
and are not able to submit the FAFSA via the Web, 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
financial aid to those who could not otherwise attend Evergreen.
and
e~--------------------------
The awarding of grants, loans OT
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
seekinga first bachelor's degree.
The staff in the Financial Aid Office
are available to counsel students and
their families regarding financial aid
issues.
Financial aid is awarded on an
academic year basis. The awards are
credited to a student's account each
quarterto coincide with tuition and fee
payments. In general, all charges are
deductedfrom the quarterly award, with
any balance paid to the student during
thefirstweek of instruction. Exceptions
aresubsidized and unsubsidized federal
Stafford loans, which can have rolling
disbursement dates, and on-campus
work-study earnings, which are distributedthrough bi-monthly payroll checks.
Evergreen's Title IV school code is
008155.
Satisfactory Academic Progress
(SAP)
The Office of Financial Aid is required
by state and federal regulations to
monitor the academic progress of
everystudentreceiving financial aid to
ensure that the students are making
satisfactory academic progress (SAP)
toward a degree. A student who is
not achieving this goal (according to
the student's entire academic history
at Evergreen) is not eligible to receive
financial aid. The SAP policy is
available to all students online at
www.evergreen.edu or in the Financial
Aid Office.
Emergency Loan Program
Student Employment
Emergency loan funds are contributed
by businesses, service and professional
organizations, by individuals in the
community and by state regulation. This
program assists students who have a
temporary need by providing short-term
loans of up to $400. Information and
emergency loan applications are available at the Student Accounts Office.
The Office of Student Employment
provides information on federal, state
and Evergreen work-study awards. It
maintains listings of part-time employment opportunities both on and off campus as well as a job bank bulletin board
with temporary or non-work-study parttime employment offers. The office also
provides information on institutional
employment for students who do not
have a financial aid work-study award.
Contact the office at (360) 867-5520.
Scholarships
A variety of scholarships funded by the
college's foundation and private donors
are available. Most ofthese scholarships
are awarded on the basis of merit, such
as high academic achievement, community service, or artistic or musical
talent. For more information about
these scholarships, please write or call
the Enrollment
Services
Office,
(360) 867-6310 or visit our Web site at
www.evergreen.edu. Scholarship information is available from the Enrollment
Services Office after October 1. The
application deadline for these scholarships is February 1.
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.
For more information about financial aid,
call (360) 867 -6205, or send e-mail to
finaid@evergreen.edu.
----------------------------e
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TUITION AND FEES
Residency Status for Tuition
and Fees
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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.
General residency information is
available on the college's Web page
under Registration,
or by calling
Registration and Records to receive
information by mail. Specific questions
regarding residency should be directed
to Registration and Records staff.
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.
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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) 867-6445.
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. 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. Currently, the tuition payment deadline is the Wednesday before the first day of each quarter.
Students registering for the first time
after a quarter begins must pay a $50
late-registration fee.
ESTIMATED EXPENSES
These estimates are for a single undergraduate student who lives on or off
campus and attends full time during the 2002-D3 nine-month academic year.
Resident
Tuition and Fees
Books and supplies
Housing and meals
Personal needs
Transportation
Total
$3,200
780
5,610
1,998
1,188
$12,776
Non-resident
$11,400
780
5,610
1,988
1,617
$21,395
Note: Full-time undergraduate tuition figures do not include the quarterly health or transit fees,
which are mandatory for students attending the Olympia campus.
REFUNDS/APPEALS
Refunds of tuition and fees are allowed if you withdraw from college or are
called into military service. 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, we refund:
• 100 percent to Friday of the first week of quarter
• 50 percent to 30th calendar day
• no refund after the 30th calendar day
If your tuition is paid by financial aid, any refund will be made to the financial
aid program, not to you. Appeals of tuition and fees must be made to the Office
of Registration and Records. Appeals of other charges must be made to the unit I
assessing the charge.
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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 for the 2002-03 academic year. Call Student Accounts to verify tuition rates at (360) 867-6447.
Enrollmentstatus
full-time undergraduate
Part-time undergraduate
Quarter credit hours
10-18
19
20
9 or fewer
full-time graduate
16 MIT;
10-12 MPAand MES
Part-time graduate
9 or fewer
Washington resident tuition*
$1,062 per quarter
$1,152
$1,242
$106.20 per credit;
Nonresident tuition*
$3,799 per quarter
$4,152
$4,505
$379.90 per credit;
2 credits minimum
$1,707 per quarter
2 credits minimum
$5,215 per quarter
$170.70 per credit;
$521.50 per credit;
2 credits minimum
2 credits minimum
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.
MISCELLANEOUS
FEES
$37.50
$1 per credit up to
$12
$6
Mandatory health fee (quarteriy)§
Mandatory bus pass (quarterly)
WashPIRG (quarterly, waivable)t
Housing/administrative
Rental contract
Unit lease
$45
$75
$10
$5
$5
$15
$35
$50
$50
$25
$5-$150
$5-$100
ID card replacement
Returned check
Application fee (nonrefundable)
Admission deposit (nonrefundable)
fee
Graduation fee
Specialized facility use fee (varies)*
leisure Education (varies)
Daily
Quarterly
Academic year
Full year
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$1.25
Motorcycles
$1.25
$32
$90
$96
$16
$45
$48
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REGISTRATION AND
ACADEMIC REGULATIONS
Registration.
New and Continuing Student. Enrollment Process
Each quarter, you will be notified in advance, by mail, when registration information is available on the Web using the Evergreen Gateway. You are responsible for
looking up your time ticket to register, researching the curriculum information and
registering. New students may be asked to participate in an academic advising
session. Registration priority is based on class standing. Early registration may
increase your chances of getting into the program of your choice. Late registration
fees begin the first week of the quarter.
Some programs require a faculty interview or audition for entry. For
those programs, you will need to obtain faculty approval in the form of an override
in order to register using the Evergreen Gateway. You may be required to specify
the number of credit hours you are registering for in a term.
Individual Learning Contracts, internships and credit exceptions are processed in
the Registration and Records Office.
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Changes in enrollment or credits must
be done in the Registration and Records
Office and may result in a reassessment
of tuition, fees and eligibility for financial aid.
Special registration periods are held
for those enrolling as non-degree-seeking special students or auditors. These
special registration periods, which
usuallyfollow the registration period for
continuing students, are announced
in publications distributed on and off
campus.
I
Address Changes
It is important to maintain a current address- even one of short duration- on
file with the Office of Registration and
Records. (See also Billing and Payment
Procedures, page 22.) You can update
youraddress on the Evergreen Gateway.
To Drop or Change a Program
If you want to change your program or
courses, you should complete your
change of registration by the lOth day
of the quarter. During or after the
second week of the quarter, you must
petition to change a program or course
(as opposed to changing your credits
or dropping).
Changes in your registration, including reducing credits or dropping
a program, must be completed by the
30th calendar day of the quarter. It is
essential to complete any changes as
soonas possible.(See Refunds/Appeals,
page 22.)
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Withdrawal
You may withdraw any time up to the
30thcalendar day of the quarter, but you
must inform the Office of Registration
and Records. (See the tuition and fee
refund schedule, on page 22.)
For
rride
ecify
Leave of Absence
If you have been regularly admitted and
completed at least one quarter, you are
eligiblefor 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 (for up to one year).
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1
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 lOUSe.
Academic Credit
General Policies
You receive academic credit for meeting
your faculty's requirements. Credit, expressed in quarter hours, will be
entered on the permanent academic
record only if you fulfill these academic
obligations. Evergreen will not accept
credit twice for the same coursework.
Partial Credit Options
Some programs will make provisions for
partial credit, others will not. That determination rests with the faculty of each
particular program or contract. Exceptions are made only with their approval.
Credit Limit
Students may register for a maximum of
20 credits during any given quarter.
Academic programs, independent study
contracts
and internship
learning
contracts will be offered for a maximum
of 16 credits each quarter. Students
concurrently pursuing coursework at
another college may register for a
combined maximum of 20 credits.
Credits earned beyond this limit will not
be accepted.
Evaluation
Evergreen's
system distinguishes
between credit and quality. You receive
credit for satisfactory completion of the
fundamental
requirements
of your
program, contract or course. 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, you and your faculty each
write an evaluation about your academic
accomplishments.
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 receiving the final evaluation,
the student must talk with, or write to,
the faculty member who signed it. 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 Dean's Office, Library
2211. Changes cannot be made to an
evaluation once it has been sent out as
part of a transcript even if the request
has been made within the allowed
30 days.
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, failing to cite sources of
arguments and data, and failing to
explicitly acknowledge joint work or
authorship of assignments.
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Record Keeping
Transcript and Portfolio
The transcript and portfolio are the
records of your academic achievement
at Evergreen, and are 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.
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 required fee, and the time your
transcript is mailed. The transcript
request form and current fees are available on Evergreen's Web site under
Registration and Records. For current
fees and more information, consult the
Office of Registration and Records or
our Web site at www.evergreen.edu.
Evergreen reserves the right to withhold
transcripts from students who are in debt
to the institution.
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
The federal Family Educational Rights
and Privacy Act (FERPA) gives students
certain rights regarding their education
records. You have the right to:
• Inspect and review your educational records
within a reasonable time period.
• Request an amendment to education records you
believe are inaccurate or misleading.
• Consent to disclosures of personally identifiable
information contained in your records, except to
the extent that FERPAauthorizes disclosure without consent.
• File a complaint with the U. S. Department of
Education concerning alleged failures to comply
with the requirements of FERPA.
You must contact the Registration and
Records Office in person or by telephone if you want your records kept
confidential. These records include your
name, address, telephone number and
student status.
This information will not be released
or confirmed to anyone-including
family members-without
a written
release signed by you. You may update
the confidentiality release status of your
records at any time.
Evergreen's entire FERPA policy may
be found on our Web site in the Employee Resources section. Questions
concerning your rights under FERPA
should be directed to the Registration
and Records Office.
-~---------------------------I
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 and is advised accordingly.
Formal faculty evaluation of student
achievement occurs at the conclusion of
programs,
contracts,
courses and
internships. In addition, any student in
danger of receiving less than full credit
at mid-quarter is so notified in writing
by his or her faculty or 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 less than three-fourths
of the
number of registered credits in two
successive quarters will receive an
academic warning issued from the
Office 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. These warnings urge the student to seek academic advice or personal
counseling
from a member of the
faculty or through appropriate offices in
Student Affairs. A student will be
removed from academic warning status
upon receiving at least three-fourths
of the credit for which he or she is registered in two successive quarters.
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2. Required leave of absence. A student
whohas received an academic warning,
and while in warning status received
either an incomplete or less than threefourths ofthe 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
responsiblefor academic standing upon
the student's presentation of evidence
of extenuating circumstances. A student
returning from required leave will
re-enter on academic warning and be
expectedto 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
collegefor academic reasons will not be
allowed to register for any academic
programor course at the college during
any subsequent quarter. A student who
has been so dismissed may only be
re-admitted 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
previouslyprevented the student from
makingsatisfactory academic progress
at Evergreenhave changed.
Graduation Requirements
The minimum requirement for the Bachelor of Arts in Liberal Studies or the
Bachelor of Science is I80-quarter
credit hours. Continuation beyond 200quarter credit hours without graduating
requires approval by an academic dean.
If you transfer credit from another
college, you must earn at least 45 of your
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 Bachelor of Science degreerequirement 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 Bachelor of
Arts and Bachelor of Science 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 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 catalog.
Full time
12-20 credits
10-12 credits
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-----------------------------
PLANNING AND CURRICULAR OPTIONS
SELECTINGYOUR PROGRAMOF STUDY
At Evergreen, you will have the privilege
and responsibility
of planning your
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. Evergreen is committed
to making sure you have support as you
make these choices:
Faculty Support
You will discuss your academic plans in
an annual reflection with your faculty.
At the quarterly Academic Fair, the faculty are assembled 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 may suggest an alternative.
The Advising Offices
You will participate in a New Student
Advising Workshop and you may meet
with an advisor in the advising center.
Academic Advising, First Peoples'
Advising, KEY Student Services and
Access Services are all available to
assist in academic planning.
The Web
On Evergreen's
Web site, www.
evergreen.edu, you will find advising resources, faculty biographies, program
descriptions and a wealth of useful
information to use in your planning.
Publications
This catalog contains the planned fulltime curriculum for 2002-03. Updates
and changes are published on the Web
and by Academic Advising. Our parttime offerings are published in the
Evergreen Times and the Summer Times
as well as on the Web. And you will find
the Advising Handbook indispensable as
you plan your education.
SPECIALFEATURESOF THE
CURRICULUM
Most students follow full-time interdisciplinary programs that focus on a
central theme or question. These
programs are the hallmark of Evergreen's curriculum. Nevertheless, in
addition to this mode of study, we also
offer other ways to earn your degree.
Individual Study/Internships
While Evergreen emphasizes collaborative studies within learning communities, students
also have many
opportunities
to personalize
their
education. 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
These are student-generated projects in
which the student works with a faculty
sponsor to complete advanced academic
work. The faculty provides guidance
and feedback, but the idea for the
project, the design and structure of the
course of study and the learning goals
all originate from the student. 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, faculty sponsor
and field supervisor. 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.
Inten
Oppo
This is Evergreen's evening and weekend study option. Part-Time Studies offers a variety of choices-twoto eightcredit classes and programs with a single
or multi-disciplinary focus.
Part- Time Studies offerings are found
in the Evergreen Times. The Summer
Times lists courses available during summer sessions. Both can be found on the
Web site at www.evergreen.edu.
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For more information about Part-Time Studies,
contact the outreach coordinator by calling
(360) 867-6164, or e-mail pts@evergreen.edu.
For mor
Prograrr
Advising
More information about these study options can
be found in the Advising Handbook, on the Web
(www.evergreen.edu/advising)
and by attending
Academic Advising workshops.
Part-Time Studies
Prior Learning from Experience
Progra
Evergreen recognizes that adult students a stron
returning to college have acquired
knowledge from their life and work ex- The Clas
periences. If students want to document Hispani
this knowledge and receive academic Japanes
credit, Prior Learning from Experience
Political
(PLE) provides an appropriate pathway.
Interested students are encouraged to Russia
contact the PLE office soon after they ~
Seekrng J
have been admitted to the college.
For more information, call the PlE Coordinator at
(360) 867-6415, or see the Evergreen Web site at
www.evergreen.edu/ple.
"House of Welcome" Longhouse
Education and Cultural Center
The Longhouse-the
first building of its
kind on a public campus in the United
States-was
designed based on the
Northwest indigenous nations' philoso
phy of hospitality. Its primary functions
are to provide classroom space (includ
ing the academic programs of the
Center for Native American and Worf
Indigenous Studies, page 109) and host
cultural ceremonies, conferences, perfor
mances, art exhibits and cornmunif
events. See Public Service at Evergreen page 2j.
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PUBLIC SERVICE AT EVERGREEN
International Studies and
Opportunities to Study Abroad
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perf ornunity
page 29.
AtEvergreen,we envision international
studies as involving interdisciplinary
academicwork on a theme, question or
problem.This work may include study
abroadin a full-time academic program,
consortiumprogram, individual contract
study or internship.
Evergreenparticipates in several consortium programs for international
study.
Advanced-level students may also
choose to study abroad through
individualor internship contracts. Such
work requires previous experience in
both the method of study and the
subject matter to be studied, and studentsmust negotiate an agreement with
an appropriate faculty or staff sponsor.
for more information, contact the International
Programs and Services coordinator in the Academic
Advising office, located in Library 1401.
Programsin the 2002-03 curriculum with
a stronginternational focus include:
The Classical Legacy
page 58
Hispanic forms in Life and Art
page 59
Japanese Language and Culture
page 61
Political Economy and Social Change
page 104
Russia
page 64
Seeking Justice
page 65
Evergreen operates six 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 welcomes inquiries and
ideas for innovative projects to improve
teaching and learning in K-12 education.
The Evergreen
The Northwest
Indian
Applied
Research Institute was established in
1999 by The Evergreen State College,
with authorization
from the state
Legislature in response to the interest
of tribal communities. The Institute
undertakes
applied research, (i.e.,
putting theory into practice) that focuses
on natural resource management,
governance, cultural revitalization and
economic sustainability 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.
State College Labor
Education & Research Center, established in 1987, organizes workshops,
programs and classes for workers,
community members and Evergreen
students and engages in research with
and for unions. The center designs and
implements union-initiated and centersponsored programs throughout the year
and maintains a resource library on
labor topics. The center helps students
find labor movement internships and
sponsors labor studies classes in Evergreen's Part-Time Studies program.
The Longhouse
Education
and
Cultural Center's primary work as
a public service center is the administration of the Native Economic Development Arts Program (NEDAP).
The mission of the NEDAP is to promote education, cultural preservation
and economic
development
for
Native American artists residing in
the Northwest.
The Washington Center for Improving the Quality of Undergraduate
Education was established in 1985 and
includes 52 participating institutionsall of the state's public four-year institutions and community colleges, 10
independent colleges and one tribal
college. The Washington Center helps
higher-education institutions use existing resources more effectively
by
supporting the development of interdisciplinary
"learning
community"
programs and by holding workshops and
conferences on effective approaches
to teaching and learning.
•......•
==
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The Washington State Institute for
Public Policy, established in 1983,
undertakes research studies, sponsors
conferences, publishes newsletters and
otherwise promotes the flow of applied
research on key public-policy issues to
the Washington State Legislature and
state agencies.
--------------------------~-
A WEEK IN THE LIFE OF AN
EVERGREEN STUDENT
H(
Becau:
progra
QUARTI
A single program might last one, two or three quarters. That means
the same group of students will learn together with the same group
of faculty members for many months. And since students typically dedicate all of their academic time and energy to one program, faculty members can schedule time as a group without WOfrying about conflicting with other classes. Faculty members often
plan activities of all kinds-writing
workshops, labs, lectures and
field trips-depending
on what they feel offer the best ways to
learn. Program participants are free to meet all together or in small
groups throughout the week and students can tackle group projects
outside class. Some programs take extended field trips; some even
travel abroad.
:J>
:=
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:=
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:=
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Schedules for all full-time programs are at www.evergreen.eduJ
schedule.
=
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Lists th
will rur
FA(ULT
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to teacl
the faci
contrac
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Descril
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faculty
internu
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Lists C(
take thi
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might s
faculty
Typical Weekly Schedule:
Monday
Tuesday
Wednesday
9 a.m.-ll a.m.
All-program lecture
or film
Reading day
9 a.m.-noon
Media workshop
9 a.m.s-Ll a.m.
All-program lecture
I p.m.-3 p.m.
Seminar
I p.m.-5 p.m.
Reading time
I p.m.-5 p.m.
Governance
Thursday
9 a.m=-Ll a.m.
Writing workshop
I p.m.-3 p.m.
Seminar
Friday
9 a.m.-noon
Media workshop
I p.m.-3 p.m.
Media critique
session
3 p.m.-5 p.m.
Governance
This co
questio
particij
descrip
exampJ
. and the
particij
an appc
copy ol
at the A
Acaden
PROGRJ
Indican
useful i
tt--------~------------------------------------------~I
HOW TO READ A PROGRAM DESCRIPTION
BecauseEvergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Below is a sample of a typical
programdescription. The annotations wiIJ help you interpret all the information packed into the listings that follow.
L Weir~ and ~ondrous
QUARTER(~)
lS
lp
I-
)-
r:n
ld
to
III
ts
~n
J
Ii
Liststhe quarters during which the program
.
willrun.
fACULTY ------------~
Listsmembers of the faculty team scheduled
to teachthe coordinated study program or
thefacultymember scheduled to lead the group
contract.
ENROLLMENT -----------"
Describesthe number of students who may enroll.
Coreprograms typically allow 23 students per
faculty;all-level programs typically allow 24;
intermediate and advanced programs and group
contractstypically allow 25.
PREREQUISITE~
Listsconditions you must meet to be eligible to
takethis program. These might include studies
youshould already have completed, the academic
standingexpected of you or both. This portion
mightstate other entry requirements, such as
facultyreview of student portfolio.
PROGRAM DE~CRIPTION
-----
Thiscondensed description explains the theme or
questionat the heart of the program and how
participants will approach it. The content of each
descriptionvaries, but you will usually find
examplesof books to be read, activities planned
andthe disciplines and modes of study that
participants will use. For more information, make
an appointment with a faculty member, ask for a
copyof the syllabus, stop by the program's table
attheAcademic Fair or talk to an advisor at
AcademicAdvising.
PROGRAM I~ PREPARATORY ...
Indicateshow this program might be particularly
useful in preparing for future studies or careers.
I
Fall, Wmter/Coordmated Study
Faculty: Jean Mandeberg, Thad Curtz
~ Enrollment: 48
" Prerequisites: None. This all-level program will offer
II appropriate support for sophomores or above ready to
do advan~ed work.
Facu~tySignature: No
.
Special Expenses: Up to $150per quarter for studio
supplies, depending on your project.
Internship Possibilities: No
Travel Component: None --------~
Some things are weird. Some fill us with
wonder. In our world, it sometimes seems that
it's much rarer to be filled with wonder than to
call things weird. In this program we will be
both creating and thinking together about some
special situations in which experiences are
simultaneously weird and wonderful. The
program's activities will include studying,
discussing and writing about literature, art and
'I theory from psychology, philosophy and other
social sciences. We'll also spend a considerable
amount of our time creating collaborative
projects about the program's themes, sharing
them with each other and reflecting on them.
For example, in studying the theme of travel,
we might work on a contemporary
anthropologist's book about encountering a new
culture; Greenblatt's Marvelous Possessions, a
history of the ambiguous functioning of wonder
in the Europeans' conquest of the New World;
and a biography of Joseph Cornell, who made
mysterious art in tiny boxes while voyaging
nowhere but up and down a few streets in New
York. At the same time, studio assignments in
metal or mixed media might ask students to
make their own passports, their own maps, then
their own amulets as another way of exploring
ideas and feelings about travel. Throughout,
we'll be using the issue of the weird and
wondrous as a way to explore some enduring
questions about convention and creativity in the
arts, the interactions between language and
experience, cross-cultural illuminations and
misunderstandings,
normal and extraordinary
experience, pity, disgust, the uncanny and the
sublime.
We plan to work slowly and thoughtfully. We
hope to increase our own capacities for wonder
as well as developing, together, some categories
for understanding this special kind of experience and its relations to other aspects of our
lives and our historical situation.
Credit awarded in literary and social theory, studio art,
art history, film, writing and literature.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in the arts and humanities, and for any careers
involving encounters with a wide range of people and
experiences, like medicine, social work or teaching.
This program is also listed in First-YearPrograms and
Expressive Arts.
PROGRAM TYPE
Descnbes the type of program:
I
I
• 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, typically
d
d I I tud t t
.
.fi
~ vance - eve s en s, 0 examme a speer IC
oprc,
I--
==
=
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LU
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fACULTY ~IGNATURE
===
<C
~
=
~
~
=
==
~
~
LU
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.
LU
LU
I--
SPECIAL EXPEN~ES
LU
Indicates expenses you should anticipate beyond
books and normal supplies.
<C
INTERN~HIP AllOWE
States whether an internship possibility is an
optional or required component of the program.
TRAVEl COMPONENT
Indicates whether program participants
overnight field trips or study abroad.
will take
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 [*) indicates
upper-division credit. Equivalencies help
potential employers and graduate schools
understand what subject areas you have studied.
All undergraduate programs lead to a bachelor's
degree in liberal arts and sciences.
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.
e
CONDENSED
CURRICULUM 2002-03
Respect:
RiiIeSOf
Russia
These pages feature the titles of programs
planned during the spring of200 I for the 2002-03
academic
year. This listing allows you to scan all ofthe 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 juniorand senior-level
students
and offering upper-division
credits. As you plan your educational
pathway,
one Planning
Group, or you may move from area to area to broaden
your education.
Either pattern
Some programs
will be listed in more than one planning
group.
KEY:
F-fall quarter
W-winter quarter
SPECIAL FEATURES OF THE CURRICULUM
Individual Study
Prior Learning from Experience
Longhouse Education and Cultural Center
Part-Time Studies
International Studies and Opportunities to Study Abroad
PROGRAMS FOR FIRST-YEAR STUDENTS
Core
Centering
Coastal Geology and Ecology
Life on Earth: Postcards from the Edge
..--.
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=
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=
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Imaging the Body
Making of Modern America: The Founding Period to the
Present
Patterns across Space and Time
Resurrection and Revenge
The Secret Garden
So You Want to Be a Teacher? Exploring Issues of
Development, Learning and Schooling
What's Love Got to do with It? Men, Women, Marriage
and Families
What's Your Question?
All Level
America Documented
The American City since 1945
Celluloid Women and Men: Representations of Gender in Japanese
and American Cinema
Concepts of Computing
Drawing a Life
Foundations of Performing Arts
The Good Life
Hype and Hucksters: Media Campaigns as Popular Culture
Individuals vs. Societies: Studies of American and Japanese
Society, Literature and Cinema
Insects and Plants of Washington
Intimate Nature: Communication Older than Words
Paradise Outlaws: Kerouac, Bukowski and the Beats
Picturing Plants
S-spring quarter
PAGE
Weird and Wondrous
CULTURE, TEXT AND LANGUAGE
W
W
44
44
52
52
W
W
48
W
4B
52
W
41
41
W
49
W
50
50
42
42
42
50
51
43
51
45
W
W
W
W
W
Pillars of Fire: Jewish Contributions to European and American
--
Culture
Puppet and Object Theater
Respect: A Process of Universal Humanity
Rules of Nature/Rules of Life
45
51
46
46
W
W
within
goals.
Su-summer quarter
Russia
Seeking Justice: Reclamation, Equality and Restitution
A Silver Sky: Poetry and Place in the Pacific Northwest
28
28
28
28
29
49
49
43
43
you may decide to work for a number of quarters
may be appropriate,
depending
on your academic
Intermediate
Blood, Iron and Oil
Body, Mind, Soul
The Classical Legacy: Provence and Tuscany
Great British and Irish Moderns: Poetry and Fiction
Hispanic Forms in Life and Art
Japanese Language and Culture
The Myth of Memory
Poetic Justice
Postmodernity and Postmodernism: Barth, Pynchon, DeLillo,
Murakami and World Cinema
A Study of Violence
Turning Eastward: Explorations in EastlWest Psychology
Advanced
Bilingual Education and Teaching
Crime in America
Image Conscious: The Emergence of the Self in Early Modern
Europe from Shakespeare to the Enlightenment
Morality and Political Life: Classical vs. Modern Philosophies
of Morality, Social Life and Politics
The Pacific Northwest and Its Past
Postbellum
Power and Limitations of Dialogue
Student Originated Studies: American Studies
All Level (provides opportunities for intermediateand advanced-level work.)
America Documented
The American City since 1945
Celluloid Women and Men: Representations of Gender in Japanese
and American Cinema
The Good Life
Hype and Hucksters: Media Campaigns as Popular Culture
Individuals vs. Societies: Studies of American and Japanese
Society, Literature and Cinema
Intimate Nature: Communication Older Than Words
Paradise Outlaws: Kerouac, Bukowski and the Beats
Pillars of Fire: Jewish Contributions to European and American
Culture
46
47
47
48
68
57
58
67
59
61
69
70
W
W
W
W
W
W
W
W
W
W
57
59
W
60
W
62
69
67
W
63
70
Adv
Coastal [
Environ
Eco
Freshwa
Marine L
The Prac
Protectil
Trees an
All
an
Insects,
Picturin
Rules of
A Silver
EXPRI
63
70
66
Seeking J
A Silver l
Weird a
ENVIR
Inti
Energy a
lntroduc
lntrodud
W
W
W
Mo'
Mediawc
Student
Per
80dy, M
The Emf
Foundat
Music in
Vis
Camera
The Clas
Fiber Ar
Foundat
Intersec
All·
anc
56
56
W
W
67
59
60
Drawini
lntiman
Picturin
Pillars 0
W
W
Cui
Puppet;
Weird al
68
61
69
W
~
62
W
Data to
Health a
Introduc
SCIEN
Respect: A Process of Universal Humanity
Rulesof Nature/Rules of Life
Russia
leeking Justice: Reclamation, Equality and Restitution
e's
of
vel
Of-
mn
lis.
S
S
S
S
I
I
S
I
I
I
I
I
64
64
64
65
65
66
Alilver Iky: Poetry and Place in the Pacific Northwest
Weirdand Wondrous
ENVIRONMENTAL
STUDIES
Intermediate
Energyand Trash: Over-Consumption in North America
Introduction to Environmental Modeling
Introduction to Environmental Itudies
78
76
74
Advanced
(olstll Dune Ecology
77
F
F
W
F
F
F
F
W
W
W
W
F
W
W
I
Matter and Motion
I
I
Advanced
Computability and Cognition
Environmental Analysis: Chemistry and Geology of Aqueous
Ecosystems
Mathematical Methods
Molecule to Organism
Physical Iystems
I
I
EnvironmentalAnalysis: Chemistry and Geology of Aqueous
Ecosystems
freshwater Ecology
74
74
Marinelife: Marine Organisms and Their Environments
76
ThePractice of lustainable Agriculture
78
I
Protecting Washington Wildness
Irees and Humans: Ecology, Art and Culture
75
77
F
AllLevel(provides opportunities for intermediateandadvanced-level work.)
Insectsand Plantl of Washington
PicruringPlantl
Rulelof Nature/Rulel of life
ASilverSky: Poetry and Place in the Pacific Northwelt
78
75
75
76
F
F
F
F
F
W
I
W
I
lu
W
W
W
StudentOriginated Itudiel: Media
PerformingArts
Body,Mind, loul
Ihe Empty Ipace: Theater of Com pall ion
foundations of Performing Arts
Musicin Culture
VisualArts
(amera to Computer
Ihe Classical legacy: Provence and Tuscany
101
F
W
103
103
F
F
W
W
103
105
F
F
W
W
F
F
W
W
F
W
112
113
F
F
W
W
112
112
F
F
W
W
Weird and Wondrous
SCIENTIFICINQUIRY
Intermediate
Data to Information
Health and Human Development
Introduction to Natural Icience
117
F
W
118
119
118
F
F
f
W
W
W
W
W
I
I
W
W
I
I
I
I
I
to European and American
F
W
88
F
W
93
94
95
I
F
f
f
W
W
W
W
107
W
W
Turning Ealtward: Explorations in East/West Plychology
Advanced
Crime in America
F
87
B9
F
97
F
F
I
I
86
87
W
W
W
I
I
I
Picturing Plants
Pillars of Fire: Jewish Contributions
Culture
Puppet and Object Theater
F
F
F
W
W
W
W
W
W
W
107
108
102
104
108
106
106
W
W
W
W
F
F
F
F
F
F
102
F
F
F
89
B5
94
95
96
96
96
Democracy and Equality
82
83
84
F
F
W
Democracy and Free Ipeech
Democracy and Religious Freedom
Health and Human Development
Political Economy and locial Change: Globalization and Resistance
A Itudy of Violence
Taking the Pulse: BUlinell, lociety and Ethicl
I
I
89
84
85
F
F
W
W
fiber Arts
Foundation of Visual Art
Intersections of Cultures: Contemporary Art
All-Level(provides opportunities for intermediateand advanced-level work.)
Drawing a life
Intimate Nature: Communication Older than Words
93
I
F
F
F
W
101
107
86
88
88
82
F
Business in Action
EXPRESSIVE
ARTS
MovingImage Group/Media Arts
Hediaworks
Undergraduate Research in Icientific Inquiry
All-Level (provides opportunities for intermediateand advanced-level work.)
Concepts of Computing
SOCIETY, POLITICS, BEHAVIOR AND CHANGE
Intermediate
Blood, Iron and Oil
Body, Mind, loul
95
I
I
Morality and Political life: Clallical Vl. Modern Philolophiel
of Morality, lociallife and Politicl
Multicultural Counseling
Organizations, Entrepreneurship and Management: Advanced
TopiC! in Management
Revolutions for a Global World
All-Level (provides opportunities for intermediate-
and advanced-level work.)
105
Respect: A Process of Universal Humanity
105
leeking Justice: Reclamation, Equality and Restitution
Pillars of Fire: Jewish Contributions to European and American
104
Culture
NATIVE AMERICAN AND WORLD INDIGENOUS PEOPLES
STUDIES
Advanced
Intersections of Cultures: Contemporary Art
Tribal: Reservation-Based/Community-Determined
All-Level (possible opportunities for intermediateand advanced-level work.)
Respect: A Process of Universal Humanity
lee king Justice: Reclamation, Equality and Restitution
TACOMA PROGRAM
leven Continents, Eleven Blocks, One Community
GRADUATE STUDIES
Master of Environmental Itudies
Master of Public Administration
Master in Teaching
W
~
=
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=
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CO<:
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=
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(
•.•....
......,
==
•.•....
<:::>
==
=
'-'
fa
COU
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
Planning Units used at Evergreen, this guide can help you match your educational interests with our offerings.
Multi
Turni
program titles and the
CRII
AESTHETICS
Camera to Computer
Foundations of Visual Art
Weird and Wondrous
88
84
Body, Mind, Soul
ART/MEDIA THEORY
Imaging the Body
Mediaworks
AFRICAN AMERICAN STUDIES
48
43
86
57
Introduction to Environmental Studies
Introduction to Natural Science
life on Earth: Postcards from the Edge
Matter and Motion
Molecule to Organism
Undergraduate Research in Scientific Inquiry
74
95
43
95
96
96
Crim
AStu
ASTRONOMY
AGRICULTURE
The Practice of Sustainable Agriculture
Undergraduate Research in Scientific Inquiry
96
78
Morality and Political life: Classical vs.
Modern Philosophies of Morality, Social life and Politics
BIOCHEMISTRY
AMERICAN STUDIES
America Documented
The American City since 1945
Making of Modern America:
The Founding Period to the Present
The Pacific Northwest and Its Past
Paradise Outlaws: Kerouac, Bukowski and the Beats
Poetic Justice
A Silver Sky: Poetry and Place in the Pacific Northwest
Student Originated Studies: American Studies
Undergraduate Research in Scientific Inquiry
Patterns across Space and Time
BIOLOGY
44
69
51
70
47
70
Health and Human Development
Imaging the Body
Insects and Plants of Washington
Introduction to Natural Science
Life on Earth: Postcards from the Edge
Molecule to Organism
Undergraduate Research in Scientific Inquiry
44
Patterns across Space and Time
The Good Life
Intimate Nature: Communication Older than Words
Trees and Humans: Ecology, Art and Culture
42
43
77
Coastal Dune Ecology
Insects and Plants of Washington
Introduction to Natural Science
Picturing Plants
The Secret Garden
88
58
50
84
43
85
86
45
5I
52
77
48
44
77
51
95
45
52
93
COMMUNICATION
Hype and Hucksters: Media Campaigns as Popular Culture
Mediaworks
Multicultural Counseling
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
Power and limitations of Dialogue
So You Want to Be a Teacher? Exploring Issues of Development,
learning and Schooling
Student Originated Studies: Media
42
86
103
103
63
48
88
Business in Action
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
Taking the Pulse: Business, Society and Ethics
Introduction to Environmental Modeling
Mathematical Methods
Matter and Motion
107
103
106
76
95
95
103
113
America Documented
Seven Continents, Eleven Blocks, One Community
41
117
57
69
COMPUTER SCIENCE
Computability and Cognition
Concepts of Computing
Data to Information
Undergraduate Research in Scientific Inquiry
lnten
Intim
Music
The
Patte
Pillal
Poli~
G
Postn
B
Power
Respe
Russii
A Silv
A StU(
Tribal
Turnir
COMPARATIVE RELIGION
Body, Mind, Soul
The Myth of Memory
Indi~
93
50
93
96
DANC
Body,
Found
DES I
Puppe
49
CONSERVATION BIOLOGY
CHEMICAL INSTRUMENTATION
Undergraduate Research in Scientific Inquiry
60
43
85
86
52
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
Tribal: Reservation-Based/Community-Determined
CALCULUS
Centering
58
84
COMMUNITY DEVELOPMENT
COMMUNITY STUDIES
BUSINESS
CERAMICS
ART HISTORY
The Classical legacy: Provence and Tuscany
Foundations of Visual Art
Image Conscious: The Emergence of the Self in Early
Modern Europe from Shakespeare to the Enlightenment
Imaging the Body
Intersections of Cultures: Contemporary Art
Mediaworks
The Secret Garden
CUl
Amer
Body,
Cellul
G
The C
BOTANY
ART
Camera to Computer
The Ciassicallegacy: Provence and Tuscany
Drawing a life
Foundations of Visual Art
Imaging the Body
Intersections of Cultures: Contemporary Art
Mediaworks
Picturing Plants
Puppet and Object Theater
The Secret Garden
Trees and Humans: Ecology, Art and Culture
Weird and Wondrous
Computability and Cognition
94
43
51
95
43
96
96
BIOPHYSICS
ANTHROPOLOGY
62
96
COGNITIVE SCIENCES
41
41
ANIMATION/MEDIA
ClASSICAL STUDIES
Protecting Washington Wildness
75
ORA
96
CONSTITUTIONAL LAW
CHEMISTRY
Energy and Trash: Over-Consumption in North America
Environmental Analysis:
Chemistry and Geology of Aqueous Ecosystems
78
Democracy and Equality
Democracy and Free Speech
Democracy and Religious Freedom
101
107
108
74
8~------------------------~J
Drawir
Found'
Imagir
Patter
Pictur
ECOLOGY
COUNSELING
Multicultural Counseling
TurningEastward: Explorations in East/West Psychology
103
66
CREATIVEWRITING
Body,Mind, Soul
Drawinga life
ASilverSky: Poetry and Place in the Pacific Northwest
57
50
47
Coastal Dune Ecology
Coastal Ecology and Geology
Freshwater Ecology
Insects and Plants of Washington
Picturing Plants
Rules of Nature/Rules of life
ETHICS
77
49
74
51
45
46
Morality and Political Life: Classical vs.
Modern Philosophies of Morality, Social life and Politics
Taking the Pulse: Business, Society and Ethics
59
What's love Got to Do with It? Men, Women,
Marriage and Families
Crimein America
Altudy of Violence
59
70
CRITICALREASONING
Body,Mind, Iou I
Imagingthe Body
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
Seekingjustice: Reclamation, Equality and Restitution
57
43
DANCE
Body,Mind,Iou I
foundations of Performing Arts
41
57
49
58
50
85
43
86
69
44
45
104
63
63
46
46
47
70
113
66
57
42
51
DIGITALIMAGING
88
DRAWING
Drawinga life
foundations of Visual Art
Imagingthe Body
Patternsacross Ipace and Time
PicturingPlants
48
FEMINIST THEORY
104
106
Bilingual Education and Teaching
Computability and Cognition
Power and limitations of Dialogue
Respect: A Process of Universal Humanity
leven Continents, Eleven Blocks, One Community
So You Want to Be a Teacher? Exploring Issues of Development,
learning and Ichooling
Tribal: Reservation-Based/Community-Determined
Undergraduate Research in Scientific Inquiry
57
93
63
46
117
48
113
96
ENGINEERING
Physical Iystems
Body, Mind, Soul
Intimate Nature: Communication Older than Words
Mediaworks
57
43
86
50
84
43
44
45
FilM
Blood, Iron and Oil
68
Celluloid Women and Men: Representations of Gender in japanese
49
and American Cinema
Individuals vs. Societies: Studies of American and japanese Society,
literature and Cinema
50
86
Mediaworks
Postmodernity and Postmodernism: Barth, Pynchon, Delillo,
Murakami and World Cinema
63
Student Originated Studies: Media
88
48
Weird and Wondrous
96
:i2
-ee
FINANCE
ENTOMOLOGY
Insects and Plants of Washington
Taking the Pulse: Business, Society and Ethics
106
51
Protecting Washington Wildness
75
78
74
75
"'~-
Energy and Trash: Over-Consumption in North America
Freshwater Ecology
Introduction to Environmental Modeling
Introduction to Environmental Studies
Picturing Plants
The Practice of Sustainable Agriculture
Seven Continents, Eleven Blocks, One Community
A Silver Sky: Poetry and Place in the Pacific Northwest
Undergraduate Research in Scientific Inquiry
:=
•......•
of Gender in japanese
Undergraduate
Research in Scientific Inquiry
•......•
49
78
74
76
74
95
43
76
96
cc:::
=
==:=
cc:::
•......•
•......•
=
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::;;::
GEOCHEMISTRY
Environmental Analysis:
Chemistry and Geology of Aqueous Ecosystems
ENVIRONMENTAL SCIENCE
Energy and Trash: Over-Consumption in North America
Freshwater Ecology
Introduction to Environmental Modeling
Introduction to Environmental Studies
Introduction to Natural Science
Life on Earth: Postcards from the Edge
Marine life: Marine Organisms and Their Environments
Celluloid Women and Men: Representations
and American Cinema
GENETICS
ENVIRONMENTAL POLICY
Energy and Trash: Over-Consumption in North America
Introduction to Environmental Studies
Protecting Washington Wildness
cc:::
==
cc:::
GENDER STUDIES
74
GEOGRAPHICAL INFORMATION SYSTEMS
Environmental Analysis:
Chemistry and Geology of Aqueous Ecosystems
74
GEOGRAPHY
Protecting Washington Wildness
75
GEOHYDROLOGY
ENVIRONMENTAL STUDIES
Camerato Computer
51
103
ENVIRONMENTAL HISTORY
DESIGN
Puppetand Object Theater
Insects and Plants of Washington
EDUCATION
103
47
CULTURALSTUDIES
AmericaDocumented
Body,Mind, Iou I
CelluloidWomen and Men: Representations of
Gender in japanese and American Cinema
TheCiassicallegacy: Provence and Tuscany
Individualsvs. locieties: Studies of American and japanese
lociety, literature and Cinema
Intersections of Cultures: Contemporary Art
Intimate Nature: Communication Older than Words
Musicin Culture
TheMythof Memory
Patternsacross Ipace and Time
Pillarsof Fire: jewish Contributions to European
and American Culture
PoliticalEconomy and Social Change:
Globalization and Resistance
Postmodernityand Postmodernism:
Barth, Pynchon, Delillo, Murakami and World Cinema
Powerand limitations of Dialogue
Respect:A Process of Universal Humanity
Russia
A\ilver Iky: Poetry and Place in the Pacific Northwest
Altudy of Violence
Tribal:Reservation-Based/Community-Determined
TurningEastward: Explorations in EastlWest Psychology
Crime in America
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
Political Economy and Social Change:
Globalization and Resistance
Taking the Pulse: Business, Society and Ethics
EVOLUTION
FAMilY STUDIES
ECONOMICS
CRIMINOLOGY
62
106
78
74
76
74
45
78
117
47
96
Environmental Analysis:
Chemistry and Geology of Aqueous Ecosystems
74
GEOLOGY
Coastal Ecology and Geology
Environmental Analysis:
Chemistry and Geology of Aqueous Ecosystems
life on Earth: Postcards from the Edge
49
74
43
GEOMORPHOLOGY
Coastal Dune Ecology
77
e
GOVERNMENT
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
HEALTH
Body, Mind, Soul
Health and Human Development
Imaging the Body
Undergraduate Research in Scientific Inquiry
3:
..-.
=
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==
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=
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rT1
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rT1
rT1
57
94
43
96
HISTORY
America Documented
41
The American City since 1945
41
Blood, Iron and Oil
68
The Classical legacy: Provence and Tuscany
58
Democracy and Equality
102
Democracy and Free Speech
107
Democracy and Religious Freedom
108
Hispanic Forms in life and Art
59
Image Conscious: The Emergence of the Self in Early Modern Europe
from Shakespeare to the Enlightenment
60
Making of Modern America:
The Founding Period to the Present
44
Morality and Political life: Classical vs.
Modern Philosophies of Morality, Social life and Politics
62
The Myth of Memory
69
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
10J
The Pacific Northwest and Its Past
69
Postbellum
67
Revolutions for a Global World
105
Russia
46
Seven Continents, Eleven Blocks, One Community
117
A Silver Sky: Poetry and Place in the Pacific Northwest
47
Student Originated Studies: American Studies
70
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HORTICULTURE
The Practice of Sustainable Agriculture
78
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~
HUMAN DEVELOPMENT
Health and Human Development
94
So You Want to Be a Teacher? Exploring Issues of Development,
learning and Schooling
48
HUMAN SERVICES
Tribal: Reservation-Based/Community-Determined
III
INDIGENOUS PEOPLES STUDIES
Body, Mind, Soul
Respect: A Process of Universal Humanity
57
46
INTERNATIONAL STUDIES
Blood, Iron and Oil
68
Body, Mind, Soul
57
Hispanic Forms in life and Art
59
Individuals vs. Societies: Studies of American and japanese Society,
literature and Cinema
50
Political Economy and Social Change:
Globalization and Resistance
104
Revolutions for a Global World
105
Seeking justice: Reclamation, Equality and Restitution
47
--
61
JOURNALISM
Democracy and Free Speech
107
103
==
.....:;
--.:>
JAPANESE STUDIES
japanese language and Culture
JUDAIC STUDIES
Pillars of Fire: jewish Contributions to European and
American Culture
45
LATIN AMERICAN STUDIES
Hispanic Forms in life and Art
59
LAW AND GOVERNMENT POLICY
Democracy and Equality
Democracy and Free Speech
Democracy and Religious Freedom
Seven Continents, Eleven Blocks, One Community
Tribal: Reservation-Based/Community-Determined
102
107
108
117
113
LANGUAGE STUDIES
Bilingual Education and Teaching
LEADERSHIP STUDIES
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
LINGUISTICS
Bilingual Education and Teaching
Hype and Hucksters: Media Campaigns as Popular Culture
49
76
MARKETING
Hype and Hucksters: Media Campaigns as Popular Culture
42
MATHEMATICS
Computability and Cognition
Concepts of Computing
Data to Information
Mathematical Methods
Patterns across Space and Time
Physical Systems
9J
50
93
91
44
96
MEDIA
8100d, Iron and Oil
Body, Mind, Soul
Hype and Hucksters: Media Campaigns as Popular Culture
Intimate Nature: Communication Older than Words
Student Originated Itudies: Media
68
57
42
4J
88
57
MICROBIOLOGY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
96
96
103
57
42
LITERATURE
America Documented
41
The American City since 1945
41
Blood, Iron and Oil
68
The Classical legacy: Provence and Tuscany
58
Crime in America
59
Great British and Irish Moderns: Poetry and Fiction
67
Hispanic Forms in life and Art
59
Image Conscious: The Emergence of the Self in Early Modern Europe
from Shakespeare to the Enlightenment
60
Individuals vs. Societies: Studies of American and japanese Society,
literature and Cinema
50
Making of Modern America:
The Founding Period to the Present
44
Paradise Outlaws: Kerouac, Bukowski and the Beats
51
Pillars of Fire: jewish Contributions to European
and American Culture
45
Poetic justice
70
Postmodernity and Postmodernism: Barth, Pynchon, Delillo,
Murakami and World Cinema
63
Resurrection and Revenge
52
Russia
46
The Secret Garden
52
A Silver Sky: Poetry and Place in the Pacific Northwest
47
Student Originated Studies: American Studies
70
Weird and Wondrous
48
MANAGEMENT
Business in Action
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
MARINE SCIENCE
Coastal Ecology and Geology
Marine life: Marine Organisms and Their Environments
107
103
MOLECULAR BIOLOGY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
96
96
MU LTICU LTU RALISM/DIVERS
Health and Human Development
Multicultural Counseling
94
10J
ITY
MUSIC
Foundations of Performing Arts
Intimate Nature: Communication Older than Words
Music in Culture
42
4J
86
MYTHOLOGY
Resurrection and Revenge
52
NATIVE AMERICAN STUDIES
Intersections of Cultures: Contemporary Art
Respect: A Process of Universal Humanity
Seeking justice: Reclamation, Equality and Restitutio~
Trees and Humans: Ecology, Art and Culture
Tribal: Reservation-Based/Community-Determined
81
46
47
77
III
NATURAL HISTORY
Insects and Plants of Washington
Picturing Plants
Protecting Washington Wildness
Rules of Nature/Rules of life
II
41
71
46
NATURAL RESOURCE MANAGEMENT
Introduction to Environmental Modeling
Tribal: Reservation-Based/Community-Determined
76
III
NATURAL SCIENCE
Insects and Plants of Washington
Trees and Humans: Ecology, Art and Culture
II
11
ORG
Seve
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PER
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OIGANllATiONAllEADERSHIP
1M! (ontinents, Eleven Blocks,
One Community
117
POLITICAL PHILOSOPHY
SOCIAL PSYCHOLOGY
Morality and Political life: Classical vs,
Modern Philosophies of Morality, Social life and Politics
A Study of Violence
70
62
SOCIAL WORK
84
45
POLITICAL SCIENCE
Democracy and Equality
Democracy and free Speech
102
107
PERfORMANCE
/ody,Hind,Soul
lllsicinCulture
riIbn offire: jewish Contributions to European
andAmericanCulture
Puppetand Object Theater
57
B6
45
51
PHILOIOPHY
II!Clmicallegacy: Provence and Tuscany
flmputability and Cognition
ltiljng of Modern America:
Thefounding Period to the Present
Horali~and Political life: Classical VS.
ModernPhilosophies of Morality, Social life and Politics
/owerand limitations of Dialogue
StudentOriginated Studies: American Studies
Und!rgraduateResearch in Scientific Inquiry
58
93
44
62
63
103
96
POLITICAL THEORY
Democracy and free Speech
Democracy and Religious freedom
107
108
PSYCHOLOGY
Body, Mind, Soul
57
Celluloid Women and Men: Representations of Gender in [apanae
49
and American Cinema
94
Health and Human Development
Individuals vs. Societies: Studies of American and [apanese Society,
literature and Cinema
50
Multicultural Counseling
103
PUBLIC HEALTH
Seven Continents, Eleven Blocks, One Community
70
A Study of Violence
117
SOCIOLOGY
59
Crime in America
42
The Good life
Individuals vs, Societies: Studies of American and [apanese Society,
literature and Cinema
50
103
Multicultural Counseling
Post modernity and Postmodernism: Barth, Pynchon, Delillo,
63
Murakami and World Cinema
63
Power and limitations of Dialogue
Taking the Pulse: Businm, Society and Ethics
106
What's love Got to Do with It? Men, Women,
48
Marriage and families
STATISTICS
Environmental Analysis:
Chemistry and Geology of Aqueous Ecosystems
Taking the Pulse: Business, Society and Ethics
What's Your Question?
74
106
52
PUBLIC POLICY
PHllOlOPHY OF SCIENCE
HathematicalMethods
Hatterand Motion
PhysicalSystems
95
95
96
PHOTOGRAPHY
Camtrato Computer
88
PHYIICI
Introductionto Natural Science
HathematicalMethods
Hatterand Motion
Patternsacross Space and Time
PhysicalSystems
95
95
95
44
96
PHYlIOlOGY
H!.llthand Human Development
Imagingthe Body
Holeculeto Organism
94
43
96
POETRY
GreatBritish and Irish Moderns: Poetry and fiction
10eticJustice
lules of NaturefRules of life
ISilverSky: Poetry and Place in the Pacific Northwest
67
70
46
47
Bilingual Education and Teaching
Democracy and Equality
Democracy and free Speech
Democracy and Religious freedom
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
Seven Continents, Eleven Blocks, One Community
What's love Got to Do with It? Men, Women,
Marriage and families
57
102
107
108
103
117
48
51
68
83
42
The Empty Space: Theater of Compassion
foundations of Performing Arts
Pillars of fire: jewish Contributions to European
and American Culture
Puppet and Object Theater
103
69
VIDEO
48
52
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The American City since 1945
113
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Mediaworks
Student Originated Studies: Media
WOMEN'S STUDIES
Intimate Nature: Communication
Older than Words
43
RELIGION
Body, Mind, Soul
Resurrection and Revenge
Turning Eastward: Explorations in East/West Psychology
57
52
66
SCULPTURE
foundations of Visual Art
84
44
SPANISH LANGUAGE
104
63
105
46
47
96
THEATER
57
POLITICALECONOMY
Blood,Iron and Oil
Hakingof Modern America:
Thefounding Period to the Present
PoliticalEconomy and Social Change:
Globalization and Resistance
Powerand limitations of Dialogue
Revolutionsfor a Global World
Russia
SeekingJustice: Reclamation, Equality and Restitution
Research in Scientific Inquiry
URBAN STUDIES
RESEARCH METHODS
Body, Mind, Soul
Organizations, Entrepreneurship and Management:
Advanced Topics in Management
The Pacific Northwest and Its Past
So You Want to Be a Teacher? Exploring Issues of Development,
learning and Schooling
What's Your Question?
Undergraduate
TRIBAL GOVERNMENT
PUPPET THEATER
Puppet and Object Theater
TECHNICAL WRITING
Hispanic forms in life and Art
59
WRITING (See programs for first-year
students.)
Body, Mind, Soul
57
Great British and Irish Moderns: Poetry and fiction
67
Image Conscious: The Emergence of the Self in Early Modern Europe
60
from Shakespeare to the Enlightenment
86
Mediaworks
Organizations, Entrepreneurship and Management:
103
Advanced Topics in Management
75
Protecting Washington Wildnm
Trees and Humans: Ecology, Art and Culture
77
SOCIAL AND CULTURAL HISTORY
Respect: A Process of Universal Humanity
Weird and Wondrous
46
48
ZOOLOGY
Marine life: Marine Organisms and Their Environments
76
e
Rein·ha·bitatron
Fall, Winter, Spring, 2000-0lJCoordinated Study
Faculty: Brian Price, Sonja Wiedenhaupt
Prerequisites: None
Special Expenses: Six overnight field trips, binocul~s, waterproof
clothing and foot wear, art materials.
Credit awarded in: Environmental studies, literature, cultural
history, natural history, psychology, writing and drawing~
PROGRAMS FOR FIRST-YEAR STUDENTS
First-year
students have several options: Core programs,
all-level programs and some
intermediate programs.
Core programs are designed to give you a solid foundation of knowledge and skills to prepare you
for advanced studies: to learn how to write more effectively, read carefully, analyze arguments, reason
quantitatively or mathematically, work cooperatively in small groups and use campus resources such
as the library. Core programs will introduce you to Evergreen's coordinated studies, in which faculty
members from different disciplines teach together to help you explore a central theme or topic/issue as
a whole, rather than a collection of unrelated fragments. You will be exposed to the connection of
artistic expression to social conditions, for example, or the relationship of biological facts to individual psychology. These integrated study programs combine several activities: seminars, individual
conferences with faculty members, lectures, group work, and, usually, field trips and laboratories. You
will also learn the skills needed to design your own education.
The small student-faculty ratio in Core programs (23: I) ensures close interaction between you and
your faculty, and with other students.
AU-level programs enroll a mix of freshmen, sophomores, juniors and seniors with a typical mix
of25 percent first-year students. Like Core programs, they are interdisciplinary coordinated studies.
Most students in these programs will already have some years of college experience, so you will get
less guidance about basic skills and faculty expectations about what you know and what you can learn
on your own will be greater. You should also be ready to work with a wide mix of students-in age,
experience and stages ofleaming. Talk to Academic Advising about the background necessary to be in
an all-level program.
Intermediate
programs are designed for sophomore students and are listed elsewhere in the
catalog. These programs may admit a particularly well-qualified first-year student. Consult the
faculty if you are interested in an intermediate program.
Registration is prioritized by the number of credits earned, giving seniors
first choice, and is organized as follows:
Freshmen: 0-44 credits
Sophomores: 45-89 credits
juniors: 90 -134 credits
Seniors: 135or more credits
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America Documented
fall,Winter/Coordinated Study
fatuity:Sam Schrager, David Marr
Enrollment:48
Prerequis~es:None. This all-level program accepts up
to 25 percent or 12 first-year students.
fatUitySignature: No
SpecialExpenses: $100 for a three- or four-day field
lrip.
InternshipPossibilities: No
Fordemocratic principles and ideals to remain
vital,they must be communicated not only
acrossthe built-in divisions of class, race, and
religion,but across the divisions of aesthetic
stylesand tastes as well. And when this is
achieved,not only do we find communication
andcommunion, but we learn a bit more about
howto live within the mystery which haunts
Americanexperience, and that is the mystery of
howwe are many and yet one.
WriterRalph Ellison is making a bold claim
aboutartistic expression in the United States:
thatit needs to reveal the interplay of unity and
diversityin American life if it is to make good
onthe nation's democratic ideals. Is Ellison
right?Are works that depict variants of
Americanexperience actually metaphors for
thewhole? Was this true in the past? If so, how
didthese imaginative re-creations reach across
thebarriers that separate us? Is art vital to
hopesfor democracy in this postmodern age,
whenthe very possibility of a common culture
isin doubt?
These perplexing questions underlie
AmericaDocumented, a study of America since
1850.We will examine novels and poems,
playsand essays, histories and ethnographies,
filmsand visual art-documents
attempting to
communicate truths of American experience
overthese harrowing 150 years. We will
explorehow authors and artists conceive their
stories,how they draw audiences into the lives
ofothers, how they address social and political
realitiesof their place and time. We will focus
on,among other matters, African American and
Jewishexperience; relations of women, men
andchildren; mythologies of nature, progress
andfreedom; changing moral outlooks on class
andequality; the often elusive search for
community, love and faith.
Itudents who register for a program or course but do not attend
thefirst class meeting may be dropped.
Based on this inquiry, students will
undertake their own two-quarter study of a
local institution oftheir choice-e.g.,
a law
court, a school, a service organization, a
church, a family, a gathering spot. The project
will include oral history interviewing,
ethnographic fieldwork, and background
historical and literary research. It will
culminate in a multilayered documentary
account: an experiment at representing the
lived experience of people in a place.
Faculty will provide a stimulating intellectual context: guidance on writing, research
methods and approaches to challenging texts
and ideas. In turn, we have high expectations.
We welcome first-year students ready to be
seriously engaged in their studies and offer
strong support to upper-division students.
Credit awarded in literature, history, ethnography,
social thought, cultural studies, community studies
and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the humanities and social sciences, law, journalism,
media, teaching, community service and government
This program is also listed in Culture, Text and
Language.
The American City since 1945
Fall/Coordinated Study
Faculty: Greg Mullins, Michael Pfeifer
Enrollment: 48
Prerequisites: None. This all-level program accepts up
to 25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: Up to $200 for possible field trips to
Seattle and Vancouver, B.C., to be paid by October 4,
2002.
Internship Possibilities: No
The economic boom following World War II
marks a decisive shift in U.S. urban history and
U.S. social relations. Prior to that time, cities
expanded on the model of a metropolis, with a
well-defined core of economic, social and
cultural institutions from which radiated a
periphery of residential and business areas
closely bound to the center. After the war, the
potential of the horizontal city was explored
with a vengeance, as freeway construction and
low-interest mortgages enticed millions of
Americans out of city centers and into suburbs.
Today, we face the emergence of the "edge
city": a self-sustaining conglomeration of
business, retail and residence at the far edge of
the traditional periphery, competing with and
possibly replacing the city's fading center.
How have the last 60 years of urban
reorganization changed the way we live? Does
civic identification (as a New Yorker, Seattleite,
Los Angeleno, Milwaukeean) remain a salient
feature of American life? How are civic
identities formed? If these identities become
attenuated, is our ability to participate in the
social, political and cultural lives of our
communities compromised?
We will pursue these and related questions
while paying special attention to the ways that
postwar urban planning and suburban sprawl
fostered segregation by race, social class and
sexual orientation. We will read literature and
history texts to explore the experience of both
urban and suburban life from the 1950s to the
present. At what price did the white middle
class seek pastoral tranquillity in homogenous
enclaves? How has suburban sprawl shaped
African American communities and class
structures within those communities? How was
sexual identity defined by urban "gay ghettos,"
and did this identity change when openly gay
people moved to the suburbs? And, ultimately,
how do minority and majority social groups
inhabit shared spaces and share civic identity?
This program will be reading and writing
intensive.
Credit awarded in American history, American
literature, American studies, writing and urban
studies.
Total: 16 credits each quarter.
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Program is preparatory for careers and future studies
in literature, history, urban studies, education, law,
politics, social services, for-profit and non-profit
management, and any other field that demands
precise writing, critical thinking and verbal analysis.
This program is also listed in Culture, Text and
Language.
----------------------------~G
Foundations of Performing Arts
The Good Life
Fall, Winter, Spring/Coordinated Study
Faculty: Arun Chandra, TBA
Enrollment: 72
Prerequisites: This all-level program accepts up to 50
percent or 36 first-year students.
Faculty Signature: No
Special Expenses: $30 per quarter to attend
performances.
Internship Possibilities: No
Throughout history, the performing arts have
embodied the central myths of culture and the
shifts in a culture's values, politics and social
organization. This program is an introduction to
the basic concepts, skills and aesthetics of the
performing arts. We will study the performing
arts in various historical contexts, as well as in
contemporary American culture. Through
studying the history, we will be able to see what
earlier cultures have thought about the
fundamental questions of the human condition
and gain a better understanding ofthe common
concerns, hopes, fears and joys of our own time.
We will pay particular attention to the reciprocal
relationship between the arts and culture-how
each shapes and reflects the other-and on the
fundamental character of performance. We will
examine the timeless, universal compact created
between the performer and the audience. What
is the essential nature of performance? How do
the performer and audience collaborate in
creating meaning? How do our life experiences
become the material for new creative works?
In fall and winter quarters, this program will
focus on the history and aesthetics of theater,
dance and music, emphasizing a balance
between theory and practice and the development of visual literacy and aesthetic judgement.
Students will participate in weekly lectures,
workshops, seminars, write papers and attend
professional performances, Over the course of
the year, students will have the opportunity to do
introductory hands-on work in theater, music
and dance and to participate in group projects
that combine these three arts. Our work will
culminate in spring quarter with the creation of
an evening's performance, featuring dramatic
scenes, musical and dance works.
Credit awarded in the history, theory and performance
of theater, music and dance.
Total: 16 credits per quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in music, theater, dance, liberal arts and the
humanities.
This program is also listed in Expressive Arts.
Fall, Winter/Coordinated Study
Faculty: Bill Arney, Rita Pougiales
Enrollment: 48
Prerequisites: None. This all-level program will accept
up to 25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Phillip Rieff ends his The Triumph of the
Therapeutic: Uses of Faith After Freud with
this observation: "That a sense of well-being
has become the end, rather than a by-product of
striving after some communal end, announces a
fundamental change of focus in the entire cast
of our culture." We have turned inward, and the
mark of the good life nowadays is merely this
"sense of well-being." His conclusion raises a
number of questions. Is contentment an
adequate measure of a good life? On what
bases do we judge our lives? What are the
conditions we look for in a "good life"? When
we make the judgment of a good life, what do
we mean? Why are these questions, and our
responses to them, important to ponder at this
time?
To gain some sense of the sort of "communal end" we have lost in the shift described by
Rieff, we will begin this two-quarter program
with Lee Hoinacki's Stumbling Toward Justice:
Stories of Place. Hoinacki will help us locate
our study of possible contemporary meanings
of "the good life" in everyday events and
decisions in our lives. Other authors may
include Ivan IIlich, Richard Rorty, Martha
Nussbaum and Hannah Arendt. Through their
work, we will enter into the debates and
conversations about a "good life" and come to
understand the social ideas and historical forces
that have shaped our thinking and, likely, our
experience.
Credit awarded in philosophy, sociology, anthropology,
literature and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in teaching and other public and scholarly professions.
This program is also listed in Culture, Text and
Language.
Hype and Hucksters:
Media Campaigns as Popular Culture
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill, Susan Fiksdal
Enrollment: 48
Prerequisites: None. This all-level program accepts up
to 30 percent or 15 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter.
Media campaign hype and those who create it
will occupy our attention in this program.
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, informed by
principles of advertising and public relations.
Campaigns are also a form of propaganda,
something we will consider in depth, using
seminar books, case studies, discourse
analyses, research projects and media
workshops. We will study how campaigns are
created, how they are managed, and how they
do their persuasive work. We will carefully
examine the ways in which language shapes
our understanding of information, as well as the
interplay oflanguage and images. In fall, we
will focus on public campaigns, including the
upcoming fall political campaigns; in winter,
we will shift our attention to commercial
campaigns. In spring, students will undertake
media-related internships to see those
principles and practices from fall and winter in
operation.
Credit awarded in persuasion and propaganda, mass
communications and society, linguistics, writing,
campaign management, introduction to advertising,
principles of public relations, principles of marketing
and multimedia presentation.
Total: 16 credits each quarter. Spring quarter students
will enroll in media-related internships for 12 or 16
credits.
Program is preparatory for careers and future studies
in mass communications, law, marketing, advertising,
public relations and campaign management.
This program is also listed in Culture, Text and
Language.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
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Imagingthe Body
Fall,Winter/Coordinated Study
Faculty:Lisa Sweet, Paul Przybylowicz
Enrollment:46
Prerequisites: None
FacultySignature: No
SpecialExpenses: There will be three overnight, threedayfieldtrips in Eastern and Western Washington.
Approximatecost will be $45 for transportation to be
paidby the beginning of the quarter.
Internship Possibilities: No
Imaging-to form a mental picture of; to make
a visible representation of. This program will
integratedistinctly different models for
examining the human body-anatomy
and
physiology, figure drawing and yoga. We will
explorethe intersections between these
disciplines and discover how these different
waysof knowing the body informs and deepens
one's experiences.
Students will be introduced to basic drawing
skillsand art appreciation and have a unique
opportunity to engage the body artistically,
informed by an understanding of anatomy and
movement. A larger goal will be to demystify
the creative process. We will emphasize
research, critical viewing and thinking, and
continually refine ideas in all aspects ofthe
program. Students will learn basic drawing
techniques and apply them to the human figure,
while they are introduced to the principles of
human anatomy and physiology. We will study
historical and contemporary works of art
employing figurative themes. We will examine
the body primarily from the western scientific
viewpoint, but will also introduce other models
for imaging the body. We will explore current
topics in physiology and examine them
critically.Yoga will integrate the knowledge
fromthe other portions of the program. We will
study alignment and movement as a way to
explore anatomy and to make art with our
bodies.
Credit awarded in basic drawing, art appreciation,
introduction to anatomy and physiology, yoga and
expository writing.
Total:16credits each quarter.
Program is preparatory for careers and future studies
in art and biology.
Intimate Nature: Communication
Older than Words
life on Earth:
Postcards from the Edge
Fall, Winter, Spring/Coordinated Study
Faculty: Laurie Meeker, Sarah Williams, Sean Williams
Enrollment: 72
Prerequisites: None. This all-level program accepts up
to 25 percent or 18first-year students.
Faculty Signature: No
Special Expenses: $75 per quarter for media
production; $40 per quarter for Yoga or Liangong;
$100 for overnight field trips.
Internship Possibilities: No
Is our engagement with a sparrow's song, an
Irish poem, an abstract film, a yoga pose a
matter of remembering and unlearning? Could
it also become a practice of intuitive knowing?
How can we respond to a friend's grief, the
destruction of the salmon, the horror of a clearcut forest, and our own ineffectiveness in the
face of such problems?
As human beings our encounters with
ourselves, with other species and lands are
often in languages older than words. We feel
these encounters in the body first, perhaps at a
'heart' level; then, we process them through our
intellectual and cultural filters. Our individual
filters are shaped by our childhood, our
language and culture, our encounters with the
media, arts, environment and our experiences
as thinking and feeling adults. We are interested
in how these filters become shields that block
and cut us off from older, indigenous, intuitive,
non-anthropomorphic and more sustainable
forms of communication.
This program will explore the intimate
nature of the relationship between our
experiential realities and the intuitive and
intellectual processes of understanding them.
We want to create a learning community that
serves as a refuge. We see this as an experiment
that attempts to balance intellectual processes
with body and spirit and embraces emotion in
the classroom. Silence, sitting in circles for
discussion, reflection in natural settings, the
creation of artworks, musical practice, retreats
and movement workshops are ways in which
we intend to balance our reading and research.
Using films, texts, music, movement and
fieldwork, we will intentionally create
opportunities to engage in remembering and
awakening our practices of intuitive knowing.
We will study lives and the work of artists,
naturalists and scientists who are interested in
the politics of interspecies communication and
who have found ways to engage older ways of
knowing. We will use ethnographic studies,
autobiographies, fiction, poetry and field
journals to connect with our own intimate
natures.
Credit awarded in anthropology, cultural studies,
feminist theory, media, ethnomusicology and women's
studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the performing arts, media arts, cultural studies
and women's studies.
This program is also listed in Culture, Text and
Language and Expressive Arts.
Fall, Winter/Coordinated Study
Faculty: Gerardo Chin-Leo, Paul Butler, Paula Schofield
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: Optional field trips at the end of
winter quarter: the Grand Canyon dory trip,
approximately $1,600; or the Eastern Washington, Sun
Lakes trip, approximately $250.
Internship Possibilities: No
The origin and evolution of life on earth, along
with changes in the earth itself, have always
been sources of fascination and controversy.
This program will examine significant events in
the history of life, the large-scale geologic
changes that have occurred in earth's history,
and extreme habitats in contemporary
environments. Postcards suggest an image in
time and space. The Edge is our way of
portraying unusual settings where interesting
things happened or happen geologically,
biologically and chemically. Our goal is to
select illustrative case studies from the dawn of
life to the present day to illustrate the
inextricable links between life and the physical!
chemical environment. We will study the
diversity of contemporary environments not
only to learn how environmental changes affect
life, but how biologic changes, in turn, alter the
physical!chemical environment.
Fall quarter, we will study the origin of life,
the evolution of living systems and the causes
of mass extinction. Our study will include
discussions of the evolution of the atmosphere,
hydrosphere and lithosphere; and of the
diversity oflife (taxonomy and metabolism),
all in the context of geologic time. Winter
quarter, we will focus on understanding the
biology, chemistry and geology of extreme
environments, e.g., alpine glaciers, polar
regions, deserts, coral reefs and geothermal
vents. In addition, we will examine current
environmental problems related to human
activities, including global climate change and
pollution. The program will conclude by
examining what makes human presence on the
planet sustainable.
Program material will be presented through
lectures, seminars, labs and field trips. In
seminar, we will learn how to critically read
both popular and technical literature, and learn
about scientific reasoning and writing. We will
read various perspectives on the origin and
evolution of life and on mass extinctions. In
addition, we will consider science in a cultural
context, and examine the ethical and societal
implications of science.
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In labs, we will learn basic skills in
chemistry, geology, biology and ecology, with
emphasis placed on illustrating principles
presented in lecture. We will teach quantitative
skills (algebra, estimation, orders of magnitude, simple modeling) using Excel spreadsheet software. We will also allow students to
apply their knowledge and skills through
research projects that will examine pollution in
local environments.
Field trips will explore the local habitats of
Budd Inlet, Mount Rainier, as well as the
(optional) distant habitats of Eastern Washington or the Grand Canyon. The two optional
field trips will run concurrently at the end of
winter quarter. Students interested in the Grand
Canyon trip should contact Paul Butler by
November 20, 2002.
Credit awarded in chemistry, environmental biology,
geology, quantitative methods and technical and
expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in environmental studies, chemistry, biology and
geology.
Studentl who register for a program or ceurse but do not attend
the first class meeting may be dropped.
Making of Modern America: The
Founding Period to the Present
Fall, Winter, Spring/Coordinated Study
Faculty: Jerry lassen, David Hitchens, Tom Grissom
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program charts the course of the
development of the United States from the
Constitutional period to the present. The battle
between Alexander Hamilton and Thomas
Jefferson marked the beginning of the debate
over the shape of the politics and the economics of the country for the next two centuries.
Whereas Jefferson wanted an independent
citizenry based on land ownership and
agriculture, Hamilton advocated support for the
development of an industrial economy focused
on manufacturing. This difference was
geographically significant in that the North
became the center of manufacturing activity
while the South depended on agriculture
supported by the peculiar institution of slavery.
Ultimately, this contlict was resolved in the'
Civil War.
The Reconstruction period that followed the
war was also a time of unprecedented economic
growth. The changes after the war inspired
reform movements that had a major impact on
the country. Populism, progressivism,
prohibition and the suffrage movement all
gained momentum during the half century after
the war. Additionally, the United States became
involved in World War I followed by a period
of remarkable growth during the 1920s. The
prosperity was short lived and the depression
that followed was certainly the most traumatic
economic period in our nation's history. World
War II brought the economy out of the
depression and the 50 years following the war
strengthened the position of the country both
domestically and internationally.
This program will explore three pivotal
periods in the history of the nation. Fall quarter
we will examine the 1790-1877 period, winter
quarter we will focus on 1877-1945 and spring
quarter we will study 1945 to the present.
Student's work will emphasize careful
reading, seminar participation and weekly
writing assignments.
Credit awarded in American history, American
literature, philosophy, political economy, history of
science, writing, economic reasoning and quantitative
reasoning.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the humanities, social science, law, journalism and
science.
Patterns across Space and Time
Fall, Winter/Coordinated Study
Faculty: Ruth Hayes, David HeAvity
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: $150 for art supplies.
Internship Possibilities: No
In the physical world there are patterns, forms
and rhythms that can teach us about how the
universe is ordered. In this program, we will
study many of these phenomena and the
physical laws that govern them. We will work
with static and dynamic forms in multiple
dimensions: the linear, the planar, the spherical
and the temporal. We will analyze phenomena
that are similar in spite of their occurrence in
different orders of magnitude. For example,
what are the similarities between the spiral of a
seashell and that of a galaxy? Does the rate of
energy loss in a bouncing ball mirror the rate of
color loss in an autumn leaf? How are the
interference patterns of sound, light and ocean
waves alike? We will investigate cyclical
patterns that occur at both the cosmic and the
personal level, such as planetary motion, tides
and our own circadian rhythms. As we analyze
these and other patterns, we will gain an
understanding of their origins and the forces
that shape them.
Our approach will be from two perspectives,
as scientists and as artists, as we engage in
quantitative reasoning and creative expression.
First we will address the question: What makes
something a pattern? Then we will engage in a
variety of activities to explore the nature and
structure of different kinds of patterns. Students
will work to develop techniques of observation,
measurement, documentation, analysis and
description. They will employ drawing, timelapse photography, motion analysis and
animation to study and represent phenomena
they have observed. They will use clay to
explore shape and spatial relationships. They
will learn to describe patterns and change
quantitatively and create mathematical models
based on the physical laws that shape them.
Part of our inquiry will focus on the
differences between creative and quantitative
representations. We will explore the limitations
inherent in each approach and we will
investigate the roles that abstraction in science
and art play in our understanding of reality.
Many of our lectures, readings and seminar
discussions will be about epistemology, or the
history and theory of knowledge, as it relates to
our subject. The diverse ways humans employ
and recognize patterns are culturally and
historically determined. We will, therefore, also
explore the perception, interpretation and use of
patterns in several different cultures, both
ancient and modem.
Credit awarded in mathematics, physics, history of
science, epistemology, drawing, animation, animation
studies, expository writing, quantitative reasoning,
scientific methods and cultural studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the arts and sciences.
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PicturingPlants
fall,Winter,Spring/Coordinated Study
faculty:frederica Bowcutt, Lucia Harrison
Enrollment:48
Prerequisites:None. This all-level program accepts up
to25percent or 12first-year students.
facultySignature: No
SpecialExpenses:In-state field trips during fall and
springquarters, approximately $200 for two, weeklongfieldtrips; up to $200 for art supplies.
InternshipPossibilities: Yes, optional six credits spring
quarteronly.
Plants play profound roles in our lives.
Throughout history, plants have been the focus
of storytelling, mythology, religious ceremony,
healing, scientific investigation, material
culture and artistic expression. This program
explores scientific, cultural (folklore) and
aesthetic (artistic) perspectives of plants. We
will ask: Why and how do we create meanings
out of plants? What actions can we take in the
world to create ethical relations with plants and
the ecosystems they live in? How can we use
plants as points of departure for our own
creative work?
Our exploration entails a highly integrative
blend of art and science as well as humanitiesbased thought. To develop the perspective of a
scientist, we will study plant-cell biology,
evolution, anatomy, physiology, taxonomy and
ecology. The visual arts components of the
program will stress drawing from observation
as well as an understanding of how plants have
inspired artistic expression in different cultural
traditions. We will study scientists as natural
observers and learn to keep fully illustrated
fieldjournals. We will study artists who use
plant forms as a point of departure for
introspection and abstraction. Students will
gain technical skills in drawing, botanical
illustration, watercolor painting, digital
imaging and some beginning printmaking.
Although our focus will be on science and
art, we will also study the folkloric knowledge
of herbalists, farmers, loggers, mystics and
environmental activists. We will explore how
different forms of knowing might inform one
another, and how historical processes shift our
experience of plants.
Attendance at week-long retreats in fall and
spring is required of all students in the
program.
Creditawarded in art appreciation, botanical
illustration,drawing, painting, writing, ethnobotany,
fieldnatural history, introductory botany, ecology- and
planttaxonomy·. Upper-division science credit will be
awardedspring quarter for students working at an
advancedlevel in taxonomy and ecology.
Total:16credits each quarter.
Programis preparatory for careers and future studies
inart, botany, education, environmental studies and
naturalresource management.
Thisprogram is also listed in Environmental Studies
andExpressiveArts.
Pillars of Fire: Jewish Contributions
to European and American Culture
Fall, Winter/Coordinated Study
Faculty: Ariel Goldberger, Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program accepts
up to 25 percent or 12first-year students.
Faculty Signature: No
Special Expenses: Estimated $150for art and media
materials and theater tickets per quarter. Total
expenses depend on student projects.
Internship Possibilities: No
This interdisciplinary
program will focus on
the study of the Jewish diaspora and Jewish
contributions to the culture of Europe and the
Americas. We will explore some of the
following questions in areas such as philosophy, cultural studies, humanities, sciences and
art. Are there quintessentially Jewish ideas?
What Jewish ideas were co-opted by other
cultures after the Roman sack of Jerusalem in
the year 70 CE? Which ones made it inio the
larger culture? What are unique Jewish
contributions to American culture?
We will study possible connections among
avant-garde movements, political movements
and the Yiddish culture. We will investigate
Jewish contributions and connections to
American popular culture components such as
Hollywood, Broadway, Tin Pan Alley, jazz and
TV. We will explore Yiddish theater and its
surrounding culture in Europe and America,
including figures such as Gertrude Stein, Paul
Klee, Chaim Soutine, Marc Chagall, Alberto
Giacommetti, Herman Wouk, Steven
Spielberg, Jackie Mason, Woody Allen,
Leonard Bernstein, Rodgers and Hammerstein.
We will look for possible connections
among Jewish Messianic ideas, laws and
ethics, immigration, politics and the labor
movement in America and Europe.
As part of our studies of Jewish beliefs and
mysticism we will look into the oral and
written law, the mystical tradition ofthe
Kabbalah and current Jewish thought about
religion and mysticism. We will examine
Jewish rituals, cooking and life-cycle events,
and Jewish men and women's traditional roles.
We will also explore the changing role of
Jewish women as Jewish feminist leaders exert
their influence on the culture.
An inevitable aspect of these studies will be
a journey into the dark abyss of the Holocaust.
We will look at the Holocaust's impact on the
cultural life and arts of Europe and the Jewish
world, and emerging responses to the tragedy.
We will also explore readings and studies on
Jewish views on religion and mysticism.
Credit awarded in psychology, cultural studies, Jewish
studies, performance studies, writing, design, theater,
installation and individual project work.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in Judaic studies, cultural studies, performance,
writing and literature.
This program is also listed in Culture, Text and
Language; Expressive Arts; and Society, Politics,
Behavior and Change.
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Respect: A Process of
Universal Humanity
Fall, Winter, Spring/Coordinated Study
Faculty: David Rutledge, Raul Nakasone
Enrollment: 48
Prerequisites: This all-level program accepts up to 25
percent or 12 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will examine what it means to
live in a pluralistic society at the beginning of
the 21 st century. We will look at a variety of
cultural and historical perspectives and use
them to help us address the program theme. We
will pay special attention to the value of human
relationships to the land, to work, to others and
to the unknown. We will concentrate our work
in cultural studies, human resource development and cross-cultural communication. This
program is part of the Native American and
World Indigenous Peoples Studies area. While
the program is not a study specifically of
Native Americans, we shall explore Native
American perspectives and look at issues that
are particularly relevant to Native Americans.
We will ask students to take a very personal
stake in their educational development. Within
the program's themes and subjects, students
will pay special attention to how they plan to
learn, what individual and group work they
plan on doing, and what difference the work
will make in their lives and within their
communities. Students will be encouraged to
assume responsibility for their choices. The
faculty and students will work to develop
habits of worthwhile community interaction in
the context of the education process and
liberation. The faculty are interested in
providing an environment of collaboration in
which faculty and students identify topics of
mutual interest and act as partners in the
exploration of those topics.
Students will use and explore Bloom s
Taxonomy. the theory of multiple intelligences,
the relationship between curriculum, assessment and instruction, quantitative reasoning,
self- and group-motivation communication, email, resources on the Web and Web crossing,
and skills in interactive Web pages and
independent research.
Books by the following authors may be read:
Howard Zinn, Paul Freire, M. Scott Mornaday,
Leslie Marmon Sitko, Howard Gardener,
William Irwin Thompson and Ciro Alegria.
Credit awarded in history, philosophy, cultural
competency, communication, writing, political science,
cultural anthropology, literature, indigenous arts,
technology, indigenous studies, Native American
studies, education and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in education, anthropology, the arts, multicultural
studies, human services and the humanities.
This program is also listed in Culture, Text and
Language; Society, Politics, Behavior and Change; and
Native American and World Indigenous Peoples
Studies.
Rules of Nature/Rules of life
Russia
Fall/Group Contract
Faculty: Craig Carlson, Nalini Nadkarni
Enrollment: 48
Prerequisites: None. One year in college, one year of
college-level writing preferred. This all-level program
accepts up to 25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Rules can be tricky, sometimes confusing, often
important. Our point of entry and exit will be:
What are the rules by which we live, individually and collectively? Are they prescriptive or
arbitrary, universal or contextual? What
happens when one breaks the rules? Who or
what has authority to decide the consequences?
Rules guide numerous aspects of our lives,
but we will focus on an eclectic subset of
disciplines and subjects within art, the social
sciences, the humanities and natural science.
We base our choices on the experience and
interests of the faculty: poetry, natural history
and ecological science, religion, ethnicity,
emotions, incarceration and sports. One
primary focus is nature. What are the rules of
nature and how do we know what they are? We
will study, view and read texts, images, film
and music. Seminar books will include authors
such as Leo Tolstoy, Arudhati Roy, Basho,
Peter Berger and John Luoma.
In our 10 weeks together students will
participate in weekly seminars, be asked to
respond to our program theme through a
variety of writing--critical essays, journal
work and creative writing-as well as choosing
expression in drawing, photography and the
arts. One major natural history project will be
presented as class work. This will involve the
collection, analysis and storage of data from
field sites on campus that will help us quantify
and understand forest structure and dynamics.
Students will learn the rules of gathering,
working with, and presenting data in a rigorous
scientific manner, in both oral and written
forms.
"Eternity is in love with the productions of
time," as Blake explains.
Credit awarded in natural history and ecology,
quantitative reasoning, creative writing, expressive art
and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future studies
in liberal arts, arts, natural science, writing and law.
This program is also listed in Culture, Text and
Language and Environmental Studies.
Fall, Winter, Spring/Coordinated Study
Faculty: Patricia Krafcik, TBA
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
Join us on an extraordinary journey as we
explore the diverse peoples, cultures and
histories of the region that was once demarcated by the borders ofthe Russian and Soviet
empires. While we focus on the Russians, we
will take a comprehensive, multicultural
approach in our examination of other peoples
who, from ancient times, have populated the
vast expanses of Eurasian and Siberian steppes
and forests.
In fall quarter, we will investigate Slavic,
Turkic and Scandinavian contributions to early
Russian society up to Russian imperial
expansion in its 19th century zenith and the rise
of the Russian Empire's radical revolutionary
intelligentsia. Winter quarter emphasizes the
great transformations of 20th-century Russiathe Bolshevik Revolution, the Stalin terror and
the unanticipated collapse of the Soviet Union.
Readings will include historical texts, epics and
the literature of Pushkin, Gogol, Lermontov,
Turgenev, Dostoevsky, Tolstoy, Chekhov,
Solzhenitsyn, Akhmatova, Pasternak, Rasputin,
Petrushevskaya and others.
Spring quarter provides an opportunity to
explore in greater depth selected topics from
Russia's Eurasian culture and to pursue
individual research. A series of workshops may
include a study of the following: the cultures of
distinctive ethnic groups, such as the Vikings,
Mongols, Tatars, Cossacks, Caucasian and
Siberian peoples, all of whom profoundly
transformed Eurasia's culture and political
landscape; Russian folklore and folk belief; the
Cold War and its consequences for the East and
the West; Soviet environmental practices and
environmental degradation; Russian and Soviet
painting and visual arts; or the literature of
Dostoevsky.
o~------------------------------------
Stu
the
Intensive Beginning Russian may be offered
duringsummer 2002. Beginning and IntermediateRussian will be offered under separate
registration in Part-Time Studies as four-credit
coursesequences through the three quarters of
the academic year. Students are strongly urged,
butnot required, to take advantage of these
languagelearning opportunities.
Given sufficient interest, the faculty will
arrange,or direct students to, study programs in
Russiaduring summer 2003.
Creditawarded in writing, Russian history, Russian
literature and Russian culture. Students who complete
advanced work will earn upper-division credit.
Total:12credits each quarter. Students may enroll in a
separate four-credit course in Beginning or
Intermediate Russian through Part-Time Studies.
Asimilar program is expected to be offered in 2004-05.
Program is preparatory for careers and future studies
inthe diplomatic service, international business and
trading corporations, graduate studies in international
affairsand in Russian and Slavic studies.
Thisprogram is also listed in Culture, Text and
Language.
Seeking Justice: Reclamation,
Equality and Restitution
A Silver Sky: Poetry and Place
in the Pacific Northwest
Fall, Winter, Spring/Coordinated Study
Faculty: Kristina Ackley, Peter Bohmer, Steve Niva
Enrollment: 72
Prerequisites: None. This all-level program accepts up
to 25 percent or 18first-year students.
Faculty Signature: No
Special Expenses: Approximately $60 for field trips.
Internship Possibilities: Yes, spring quarter only.
The term justice conjures up many images and
goals: the principle of moral rightness, to be
honorable and fair in one's dealing with others,
to redress historical wrongs and the pursuit of
economic and social equality. It also raises
issues of timeliness and social transformation.
When and how can justice be delivered to those
demanding it and whose privileges must be
challenged?
While the concept of justice is often
associated with the individual, this program will
pay particular attention to collective and social
struggles for justice both historically and in the
contemporary period. We will examine how
nations, societies, races, genders, classes and
other social groupings have defined justice and
to what extent their definitions cohere or
conflict. In this context, the program will
explore the connection between justice and
conflict. Is conflict inevitable if we define
justice as a redistribution of power and
privilege? How can societies heal after periods
of intense injustice?
This program will pursue these themes
through theoretical readings and case studies.
We will explore, for example, the struggles for
justice by Native Americans and indigenous
peoples around the world. We will also examine
demands for reparations for slavery in the
United States, the aims and impact of truth and
reconciliation commissions in post-Apartheid
South Africa, post-Pinochet Chile and
contemporary Guatemala, and efforts to provide
redress for victims of genocide. Attention will
be given to struggles for environmental and
economic justice, particularly in the context of
contemporary globalization. Students will have
an opportunity to pursue significant research
projects. The faculty envision an opportunity for
students to closely engage topics relevant to
faculty backgrounds in Native American studies,
community development and political economy.
Credit awarded in globalization in the international
system, contemporary issues in Native American
studies, expository writing, federal Indian law and
policy, introduction to comparative politics and social
movement theory.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future studies
in education, politics, law, human rights work, tribal
government and international solidarity work.
This program is also listed in Culture, Text and
Language; Society, Politics, Behavior and Change; and
Native American and World Indigenous Peoples Studies.
Fall, Winter/Coordinated Study
Faculty: Bill Ransom, Matthew Smith
Enrollment: 48
Prerequisites: None. This all-level program accepts up
to 25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: Up to $200 for field trips.
Internship Possibilities: No
What is our experience of place? How does
place form our experience? How do our
rhythm, our sense of time, our feeling for
beauty, our words emerge from our individual
and collective engagement with the world of
our experience? How do these expressions of
our experience shape us and call us to further
engagement with our place? We will address
these questions as we examine our own
experience in and with the Pacific Northwest.
As we come to see how the mist over the valley
bottoms has been engaged in a dialogue with
the people who live along the banks of the
river, we can begin to see what conversations
surround us and what stories await discovery
and voice.
We will investigate the stories of the Pacific
Northwest, including the stories that the natural
history tells, and we will come here primarily
through poetry. Reading and writing,
observation and expression, the making of
place and the embedment of our lives in this
place will invest our process and our products.
We will explore history, legend, natural history,
story and the rich poetic tradition of the Pacific
Northwest. By attaching ourselves to the
particular we will reflect upon the larger world.
We will write constantly; as William Stafford
said, "If you're not writing a poem a day, your
standards are too high." We will perform our
work aloud. We will listen. And we will go
through the process of writing, rewriting and
preparing something for publication while
learning the basics of copy editing and
manuscript preparation. Students will select a
publication (audience) that fits their work and
submit to that publication at the end of each
quarter. Publication itself is not required, only
the process toward publication. We imagine
this work as demanding, deliberate and a great
deal of pleasure. Guest speakers and field trips
will further enrich our place-based work.
Credit awarded in literature, art, history, poetry,
regional studies and natural history.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in writing, editing, history, regional studies, teaching,
law and environmental studies.
This program is also listed in Culture, Text and
Language and Environmental Studies.
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--------------------------~8
So You Want to Be a Teacher?
Exploring Issues of Development,
learning and Schooling
Fall, Winter/Coordinated Study
Faculty: Sherry Walton, Terry Ford
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program is for people interested in
pursuing teaching as a career choice or who are
interested in schooling and equity. An
introduction to theories of learning, language
acquisition and child development is the focus
of fall quarter. The guiding question for the
quarter is: What is the role of development in
the learning process?
During winter quarter, we will investigate
the relationships of learning, schooling and
diversity. Students will select a particular
model of schooling (e.g., home-school, public
school, Waldorf, Sudbury), research its origins,
beliefs about learning, development and
teaching practices, and then complete an
analysis of which groups of learners these
structures serve and why. Students in this
program can expect to use writing as a tool for
learning, develop a research-based understanding of child development, investigate the
historical, sociocultural and organizational
contexts of schools, and develop skills in
formulating and pursuing a research question,
analyzing schooling practices and making
public presentations.
Program activities will include interactive
lectures and workshops, seminars, weekly
writing, small-group investigations and a longterm project exploring and critiquing a
particular approach to schooling. Participants'
work in the program will be assessed through
written papers, participation in all activities,
projects and a final portfolio.
Credit awarded in learning theory, language
development, developmental psychology, historical and
social foundations of education and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in education and counseling.
Weird and Wondrous
Fall, Winter/Coordinated Study
Faculty: Jean Mandeberg, Thad Curtz
Enrollment: 48
Prerequisites: None. This all-level program accepts up
to 25 percent or 12 first-year students.
Faculty Signature: No
Special Expenses: Up to $150 per quarter for studio
supplies, depending on your project.
Internship Possibilities: No
Some things are weird. Some fill us with
wonder. In our world, it sometimes seems that
it's much rarer to be filled with wonder than to
call things weird. In this program we will be
both creating and thinking together about some
special situations in which experiences are
simultaneously weird and wonderful. The
program's activities will include studying,
discussing and writing about literature, art and
theory from psychology, philosophy and other
social sciences. We'll also spend a considerable
amount of our time creating collaborative
projects about the program's themes, sharing
them with each other and reflecting on them.
For example, in studying the theme of travel,
we might work on a contemporary
anthropologist's book about encountering a
new culture; Greenblatt's Marvelous Possessions, a history of the ambiguous functioning of
wonder in the Europeans' conquest of the New
World; and a biography of Joseph Cornell, who
made mysterious art in tiny boxes while
voyaging nowhere but up and down a few
streets in New York. At the same time, studio
assignments in metal or mixed media might ask
students to make their own passports, their own
maps, then their own amulets as another way of
exploring ideas and feelings about travel.
Throughout, we'll be using the issue of the
weird and wondrous as a way to explore some
enduring questions about convention and
creativity in the arts, the interactions between
language and experience, cross-cultural
illuminations and misunderstandings, normal
and extraordinary experience, pity, disgust, the
uncanny and the sublime.
We plan to work slowly and thoughtfully.
We hope to increase our own capacities for
wonder as well as developing, together, some
categories for understanding this special kind
of experience and its relations to other aspects
of our lives and our historical situation.
Credit awarded in literary and social theory, studio
art, art history, film, writing and literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the arts and humanities, and for any careers
involving encounters with a wide range of people and
experiences, like medicine, social work or teaching.
This program is also listed in Culture, Text and
Language and Expressive Arts.
What's love Got to Do with It?
Men, Women, Marriage and Families
Fall, Winter/Coordinated Study
Faculty: Charles Pailthorp, Stephanie Coontz
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This class will analyze contemporary debates
about what's happening to marriage, family life
and youth, using historical data and social
science methodology to critically evaluate
conflicting claims. First quarter, we will trace
the evolution of marriage laws, values and
relations in America, along with the different
experiences and expectations of men and
women within marriage. We will then examine
contemporary data on changing gender roles
and marital behaviors, including discussion of
cohabitation, divorce and same-sex unions.
Second quarter we will discuss how changes in
family systems and larger social institutions
have affected children and youth, paying
particular attention to the widespread belief that
the education system is in decline.
This class will require students to lay aside
preconceived notions and rigorously examine
evidence and argumentation. Reading and
writing demands will be challenging, and
faculty will conduct workshops on critical
reasoning and effective writing.
Credit awarded in history, sociology, critical thinking
(including quantitative reasoning), expository writing
and public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the socia! sciences, history, law, social work,
education and public policy.
Students who register for a prcgram or course but do not attend
the first class meeting may be dropped.
e~--~--------------------------
OFFERINGS BEGINNING
WINTER QUARTER
CelluloidWomen and Men:
Representations of Gender in
Japanese and American Cinema
Winter/GroupContract
Faculty:Harumi Moruui
Enrollment:24
Prerequisites:None. This all-level program accepts up
to 25percent or 6 first-year students.
FacultySignature: No
SpecialExpenses: Up to $30 for a field trip.
InternshipPossibilities: No
This group contract is designed for students
who are interested in cross-cultural exploration
of gender issues while learning visual literacy.
It is often said that American and Japanese
cultures represent diametrically opposite values
in many aspects ofhurnan behavior and
customs. For instance, while American culture
emphasizes the importance of individuals over
groups, Japanese culture dictates group
cohesion; while Japanese women are valued
most as wives and mothers, American
housewives may feel severely undervalued if
they are not wage earners. Needless to say, the
reality is not as simple as these stereotypical
perceptions indicate, but this dichotomized
cross-cultural frame presents an interesting
context in which to explore many human
issues, particularly those of gender. Thus, in
this program we will examine gender images
presented in American and Japanese cinema
and popular media, while further exploring
their historical and cultural significance
through books and seminars.
At the beginning of the quarter the students
will be introduced to the fundamentals of film
analytical concepts through texts, a lecture and
a workshop. With these analytical tools
students will examine gender images produced
in American and Japanese films through
seminars and critical essays, which will
incorporate the concepts introduced in the
weekly readings.
Students will also acquire basic skills in
video production. They will learn how to use a
camcorder and to edit VHS videotapes. By the
end ofthe quarter the students will produce
video works that deal with gender issues in
specific historical and cultural contexts.
Creditawarded in Japanese culture, film criticism, film
theory,psychology and sociology.
Total:16credits.
Programis preparatory for careers and future studies
incultural studies, film studies, psychology and
sociology.
Thisprogram is also listed in Culture, Text and
Language.
OFFERINGS BEGINNING
SPRING QUARTER
Centering
Spring/Coordinated Study
Faculty: Robert Leverich, David McAvity
Enrollment: 40
Prerequisites: Third quarter freshman standing.
Faculty Signature: No
Special Expenses: $100 for art supplies.
Internship Possibilities: No
What is your craft? Are you an artist or a
scientist? Are they that different? What values
and processes are common to them both? How
do they give shape and meaning to each other?
These are central questions in this program,
designed to introduce students to wheel-thrown
ceramics, applied principles of chemistry and
physics, and the nature of craft. Both art and
science involve craft-a thoughtful, skillful and
informed centering on the task at hand.
Program work will center around the clay
studio, with supporting science lectures and lab
work, and seminar. In the studio students will
prepare clay, master basic wheel-throwing
techniques, use drawing to explore ideas,
produce a range of thrown ware, glaze the work
and fire it in electric and gas kilns. Science
lectures and lab assignments may address
topics such as the physical and chemical makeup of clays, the physics of rotational systems,
glaze chemistry and phase change properties of
clay and glaze materials during the firing
process. Through readings, seminars, work
discussions and writing, students will reflect on
their own work, the relationships between
ceramics and scientific inquiry, and the
thinking and craft of each.
Credit awarded in ceramics, science, drawing and
writing.
Total: 16credits.
Program is preparatory for careers and future studies
in art, science and the humanities.
Coastal Ecology and Geology
Spring/Coordinated Study
Faculty: Paul Butler, Gerardo Chin-Leo
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: Approximately $75 for a three- to
four-day camping trip to the Pacific coast of
Washington.
Internship Possibilities: No
Coastal areas are dynamic environments
characterized by unique biota and elevated
biological productivity. This introductory
program examines the physical forces acting on
coasts (e.g., tides, waves and earthquakes) and
how these forces determine a beach's
composition and morphology. Both highenergy and low-energy systems will be
examined. We will also study coastal
organisms, and how they have adapted to the
stresses associated with wave action, periodic
exposure to air and changing salinity. With this
understanding of the physical factors that shape
coastlines, and the organisms that live there, we
will then examine the ecology of both rocky
and sandy areas along the Pacific coast of
Washington and Puget Sound. The impact of
human activities will also be incorporated into
our study. The material will be covered through
lectures, lab and fieldwork, seminars and
student presentations. Field trips to various
locations around Western Washington will be
an integral part of the program.
Credit awarded in coastal geomorphology, coastal
ecology, quantitative methods and technical and
expository writing.
Total: 16credits.
Program is preparatory for careers and future studies
in geology, oceanography, marine biology and
environmental science.
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Concepts of Computing
Drawing a Life
Spring/Group Contract
Faculty: Judith Cushing, TBA
Enrollment: 48
Prerequisites: High school-level algebra. This all-level
program will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Whether one aims to be an "end user" or a
system developer, today's computer applications--e.g., Microsoft Word, Excel or Web
authoring tools-can seem like a collection of
arcane commands, rather than a coherent
"system." Understanding the fundamental ideas
in computing and mathematics that underlie
today's computing can help one be a more
effective user and a more discerning consumer
of such technology-just
as understanding the
customer needs behind such applications will
enable one to be a better developer.
This program introduces some fundamental
principles of computer science as well as the
primary objectives of several major application
packages. It is intended for students with a
limited background in computing, who want
some exposure to computing as a basis for future
work, especially the sciences and the arts. This
program is also helpful to students who want to
follow with Data to Information, but who have
had no programming experience.
There will be hands-on lab work together
with an examination ofthe models, methods and
abstract concepts behind software systems.
Topics will include learning to use one or more
software applications such as Dreamweaver or
Excel; some programming in a very high-level
language; some mathematics or logic; computational organization; the World Wide Web; and
the historical, philosophical, social and ethical
implications of computing.
Credit awarded in introductory computing.
Total: 16 credits.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in science, mathematics and computing.
This program is also listed in Scientific Inquiry.
Spring/Group Contract
Faculty: Marilyn Frasca
Enrollment: 24
Prerequisites: None. This all-level program accepts up
to 25 percent or 6 first-year students.
Faculty Signature: No
Special Expenses: Students must provide their own art
supplies, approximately $75.
Internship Possibilities: No
Drawing images from one's own life in both
writing and drawing are activities that will
form the center of our work together. Students
will have the opportunity to develop skill at
drawing posed models, and they will use
journal-writing sessions to identify the unique
events, situations and experiences that have
formed their life context. Activities will include
weekly figure drawing sessions, journal writing
workshops, discussions of selected topics
drawn from art history, literature and
psychology, work-in-progress critiques and
individual conferences with the faculty.
This spring quarter program is designed to
create a community of image-makers who, with
the aid of the faculty and one another, agree to
develop skill at making their own images. The
issues become ones of attention, intention and
seeing. Writing and drawing will form the
center of our work together. Students will be
expected to make a presentation drawn from
their own life experience at mid-quarter. For a
final presentation, students will create a series
of images based on the life of another person.
Credit awarded in drawing, creative writing and
humanities.
Total: 16 credits.
* indicates
Program is preparatory for careers and future studies
in the humanities, art and psychology.
This program is also listed in Expressive Arts.
Individuals vs. Societies:
Studies of American and Japanese
Society, Literature and Cinema
Spring/Group Contract
Faculty: Harumi Moruui
Enrollment: 24
Prerequisites: None. This all-level program accepts
up to 25 percent or 6 first-year students.
Faculty Signature: No
Special Expenses: Up to $30 for a field trip.
Internship Possibilities: No
In this program we will examine the concepts
of the individual and society, and the interaction between the two, through the critical
exploration of American and Japanese literature
and cinema, as well as popular media.
When the 18th-century Danish philosopher,
Soren Kierkegaard, chose "that individual" as
his own epitaph, he was proclaiming himself as
an individual, the only concrete mode of human
existence, although he was keenly aware of the
consequence of such a stance. In America,
however, the concept of individuals as
autonomous and free agents with an inalienable
right to pursue happiness seems to have been
accepted quite cheerfully, and indeed without
much anguish. This is manifested variously
from the self-acquisitiveness of Benjamin
Franklin's character, Poor Richard, to
Thoreau's "rugged" self-reliance to "the Great"
Gatsby's misguided self-creation. Books such
as William Whyte's The Organization Man and
David Riesman's The Lonely Crowd revealed
conformist tendencies of individuals belonging
to some American communities. These books
were written 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, the
importance of group cohesion and harmony
rather than the individual right to happiness,
has been stressed throughout much of its
history. In fact, Japanese often seemed to
consider themselves as the embodiment of
concepts such as nationality, gender or family
rather than individuals.
Certainly, the reality is not as simple as these
stereotypical representations of two societies
indicate. This dichotomized comparative frame
presents an interesting context in which we can
explore the concepts of the individual and
community/society, and the dynamic relationship between these two concepts. Throughout
the quarter we will focus on the ideas of the
individual and community/society and their
interrelationships.
Credit awarded in Japanese culture, Japanese
literature, American literature, psychology, sociology,
literary theory and film studies.
Total: 16 credits.
Program is preparatory for careers and future studies
in literature, psychology, sociology, cultural studies,
film studies and international relations.
This program is also listed in Culture, Text and
Language.
upper-division credit
e~------------------------------------
Insectsand Plants of Washington
Spring/Coordinated Study
Faculty:Paul Przybylowicz, John Longino
Enrollment:48
Prerequisites: This all-level program accepts up to 25
percent or 12first-year students.
FacultySignature: No
SpecialExpenses: There will be three overnight, threedayfield trips in Eastern and Western Washington.
Approximate cost will be $150, to be paid by April 4,
2003.
Internship Possibilities: No
After this program, insects and plants will
never look tbe same to you. We will spend the
quarter alternating between field and lab,
learning basic botany and entomology, with an
emphasis on learning the common plants and
insects of Washington. We will also study the
ecology and evolution of insects and plants,
and their interactions. Insect identification will
focus on orders and major families, and the
skills needed to key out any insect to family.
Students will also learn to identify the major
divisions of plants-from liverworts to
flowering plants.
There will be three overnight field trips to
different parts of Washington, and these will
alternate with laboratory-based studies using
existing collections and new collections from
fieldtrips. Evaluations will be based on lab
practicals, exams and a field journal.
Credit awarded in introductory botany, introductory
entomology and writing.
Total:16credits.
Program is preparatory for careers and future studies
in botany, entomology, field biology and environmental
science.
Thisprogram is also listed in Environmental Studies.
Paradise Outlaws: Kerouac,
Bukowski and the Beats
Spring/Group Contract
Faculty: Bill Arney, Craig Carlson
Enrollment: 48
Prerequisites: This all-level program accepts up to 25
percent or 12first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Lawrence Ferlinghetti, Charles Bukowski,
Diane DiPrima, Jack Kerouac, Allen Ginsberg
and other Beat writers sbared a unifying vision
of a better future, of the possibilities for change
in America. They are part of a libertarian
tradition that envisages an ideal, however
romantic and unattainable, of the individual
embracing personal freedom while resisting
institutional values. Tbey were outlaws aiming
for Paradise.
The Beats shared a populist perspective-a
view that art is unelitist, antihierarchical,
egalitarian. They professed to learn more on the
street than in the academy. They tried to be
accessible and honest. They were more
concerned with the rawness of experience than
with trying to get into the museum of literary
culture.
Students will study Beat politics, fiction and
poetry. We will examine American culture in
the 1960s through the work of Robert Frank,
Hunter S. Thompson and otbers. We will read
William Blake, Howard Zinn and Paul
Goodman, listen to a selection of 1960s jazz
and rock 'n' roll, and read/hear a selection of
Beat writing.
We will follow Allen Ginsberg's advice:
The method must be purest meat and no
symbolic dressing, actual visions and actual
prisons as seen then and now.
Credit awarded in literature", American studies",
writing· and art".
Total: 16 credits.
Program is preparatory for careers and future studies
in literature, humanities, law school, nuclear physics,
sociology, history, American studies and poetry.
This program is also listed in Culture, Text and
Language.
Puppet and Object Theater
Spring/Group Contract
Faculty: Ariel Goldberger
Enrollment: 24
Prerequisites: None. This all-level program accepts up
to 25 percent or 6 first-year students.
Faculty Signature: No
Special Expenses: $150 for art and media materials and
theater tickets.
Internship Possibilities: No
The main goal of this program is to create a
learning community of students interested in
investigating the nature of puppet theater and
object theater through performance. Experimentation, risk-taking, self-directed work,
design process and learning how to tackle
unknowns will be emphasized. Participants will
be encouraged to write or devise their own
script or storyboard, and required to research
puppet techniques, design the puppets and the
production, and perform. Exploration of new
and innovative materials and tools will be
encouraged. The faculty will facilitate studentoriginated work. The program will require
weekly showing of works-in-progress to
emphasize learning about all participants'
different artistic processes. Weekly presentations will focus on issues related to contemporary puppetry, technical issues and/or
manipulation techniques. Depending upon
student demand, a movement workshop will be
offered.
Some possible puppet masters studied may
be: Philippe Genty, Henk Boerwinkel, Bruce
Schwartz, Julie Taymor, Theodora Skipitares,
Janie Geyser, Roman Pasca and notable
emerging American puppeteers.
Credit awarded in puppet and object theater,
performing arts, performance, design and other
subjects depending on student work.
Total: 16 credits.
Program is preparatory for careers and future studies
in fields that require facility with collaborative
processes, imagination, creative writing, research
skills, artistic processes, intuitive and visual thinking,
design and performing arts.
This program is also listed in Expressive Arts.
Evergreen offers a number of options when it comes to student housing, from shared rooms to apartment-style accommodation.
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Resurrection and Revenge
The Secret Garden
What's Your Question?
Spring/Coordinated Study
Faculty: Helen Cullyer, Charles Pailthorp
Enrollment: 46
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
We are complex beings, confronted daily by
fundamental dualities in our natures. Always
conscious of life's flow, we imagine that it has
permanence. Yet we know that we must die. We
apprehend both good and evil in the world and
within ourselves. Faced with evil, we waver
between the demand for retribution and the
demand for forgiveness. In this program, we
will investigate a variety of attempts to resolve,
or to live with, these dualities, by focusing on
old versions and modem retellings of the
stories of Electra, Orpheus and Christ. We hope
to come to a greater understanding of life/
death, good/evil and revenge/forgiveness, by
considering not only the intellectual issues
involved in, but also the emotional aspects of
these dualities. Readings will include,
Aeschylus' Oresteia, Sophocles' Electra, The
Gospels, the poetry of Ovid, Virgil and Rilke,
Freud's Civilization and its Discontent, C.S.
Lewis's The Chronicles of Narnia and selected
essays by Hannah Arendt and C.S. Lewis. We
will also consider music and films, such as
Bach's St. Matthew Passion, Strauss's Elektra
and the film Black Orpheus.
Credit awarded in mythology, religion, writing and
literature.
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities.
Spring/Coordinated Study
Faculty: Susan Aurand
Enrollment: 23
Prerequisites: None
Faculty Signature: No
Special Expenses: Students must provide their own art
materials, approximately $100-$150, and materials for
a garden project.
Internship Possibilities: No
This program is a one-quarter interdisciplinary
study of the garden in art, mythology and
science. Students will learn studio art skills in
drawing and/or painting, and introductory
botany and horticulture. They will make images
exploring their individual visions of a "secret
garden," and will develop small gardens of
their own design. Together we will study the
mythology and symbolism of the "secret
garden," beginning with the universal myth of
the lost paradise, and the passion to recreate a
personal paradise on Earth through gardens, to
the social impact of gardens, the garden as a
symbol of sexuality and the garden as a symbol
of an emerging ecological spirituality.
Activities in the program will include
weekly lectures, seminar, studio workshops and
journal writing. Each student will complete
short essays on the seminar readings, be
assigned studio and horticulture work and a
major project expressing his/her vision of the
"secret garden."
Students who may wish to have a garden
space on campus at Evergreen's Organic Farm
Community Gardens should contact the
Director of the Community Gardens during
winter quarter to make arrangements.
Credit awarded in drawing, literature, humanities (art
history, mythology), introduction to botany, writing
and horticulture.
Total: 16 credits.
Program is preparatory for careers and future studies
in art, art history, the humanities, ecology and botany.
Spring/Coordinated Study
Faculty: Terry Ford, Sherry Walton
Enrollment: 46
Prerequisites: An existing question you wish to
explore.
Faculty Signature: No
Special Expenses: Depending on research question. If
travel is involved or special equipment is needed, the
student is responsible for the cost.
Internship Possibilities: No
Konrad Lorenz filled his home with animals to
explore the relationship between animal and
human behavior. Beverly Taytum interviewed
and observed students to develop an understanding of race relations and the developmental stages of African American children's
identity formation. Daran Kravan relived his
years in the Cambodian Killing Fields to make
meaning of those experiences. Terry Tempest
Williams immersed herself in nature to search
for an understanding of the challenges her
family faced.
These people all sought answers to questions
that consumed them, that demanded answers.
This program is for first-year and transfer
students who also have compelling questions
they want to begin to answer. Because each
person's question requires a different focus, a
substantial amount of time will be devoted to
individual projects. We will read and discuss a
variety of books by and about people who
sought answers to complex questions. We will
formulate clear questions, develop approaches
for seeking answers, and create multiple ways
of demonstrating knowledge. Research
methods may include traditional libraryoriented and Internet research as well as
documentation of anecdotal information
through oral histories, surveys and interviews.
Methods of data gathering, analysis, reporting
and presentation will be explored. Students will
have options of demonstrating their learning
through oral presentations, photographic
essays, written essays, video or multimedia.
Credit awarded in writing, introduction to qualitative
research, introduction to statistics and contentspecific knowledge developed as a result of the
individual inquiry.
Total: 16 credits.
Program is preparatory for future studies in any
upper-division program or careers that require the
ability to formulate a research question, determine
appropriate approaches for seeking and evaluating
answers and making public presentations.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
G----------------------------
CULTURE, TEXT AND LANGUAGE
AFFILIATED FACULTY:
Nancy Allen
Bill Ray Arney
Marianne Bailey
Justino Balderrama
Hilary Binda
Craig B. Carlson
Helen Cullyer
Thad Cum
Virginia Darney
Stacey Davis
Susan Fiksdal
Thomas H. Foote
Jorge Gilbert
Thomas Grissom
Patrick J. Hill
Virginia Hill
David Hitchens
Ryo Imamura
Hiro Kawasaki
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
Lance Laird
Mark A. Levensky
David Marr
Charles J. McCann
Harumi Moruzzi
Greg Mullins
Alice A. Nelson
Steven Niva
Charles N. Pailthorp
Sarah Pedersen
Michael Pfeifer
Rita Pougiales
Thomas B. Rainey
Bill Ransom
Hazel J. Reed
Sara Rideout
Evelia Romano
David Rutledge
Therese Saliba
Samuel A. Schrager
Nancy Taylor
Setsuko Tsutsumi
Sarah Williams
The Culture, Text and Language planning area invites students to engage in academic study of what it
means to be human and to participate in social life. Its faculty prize rigorous, reflective inquiry and
integrative understanding. Through study of cultures, students explore the webs of meaning that
persons and groups use to make sense of their experience and the world. Through study of texts, they
learn to interpret the embodiments of these meanings in forms ranging from enduring works to popular
media and the artful practices of everyday life. Through study oflanguages, they become proficient in
the means of communication in different societies and discover the beauty and power of words.
The Culture, Text and Language planning area coordinates some social science and virtually all the
humanities curriculum at Evergreen. Our disciplines include literature, history, women's studies,
philosophy, religion, classics, art history, anthropology, sociology, psychology, politics, communications, folklore, creative writing, French, Spanish, Russian and Japanese.
Many of our coordinated study programs are organized as area studies, which we define as the
interdisciplinary study of topics framed by geography, language, culture and history. We endeavor to
make sure that students have access to a curriculum rich in the study of diverse cultures and languages
so that they have ample opportunity to learn about shared legacies and across significant differences,
including differences of race, class, gender and sexuality. We are committed to offering programs
regularly in these areas: American studies, classics (including Greek and Latin), French language and
the Francophone world (France, Quebec, the Francophone Caribbean, Francophone Africa), Japanese
language and Japan-Middle East area studies, Russian language and Eastern Europe, Spanish language
and the Hispanic world (Latin America, Spain, the United States) and Western European studies.
Many Culture, Text and Language programs bring together two or more disciplines to examine
critical questions about the human condition, and include community-based activities that put ideas
into practice. Thus, students gain an interconnected view of the humanities and interpretive social
sciences, rather than one carved up into specialized academic pursuits. Upper-division students are
encouraged to focus in-depth in fields of study taught within the area. Faculty act as advisors and
mentors in their subjects of expertise, supporting students to do advanced work, internships, study
abroad and senior theses.
The faculty of Culture, Text and Language invite students to work with them to create living links
between our past and our present, in order to become, in the words of Charles McCann, Evergreen's
first president, "undogmatic citizens and uncomplacently confident individuals in a changing world."
CTL's interdisciplinary studies prepare our graduates to be life-long learners capable of pursuing a
wide range of careers, including work in education, social services, law, business, politics, non-profit
organizations, government and other fields. In recent years our students have pursued graduate study
at leading universities, including Stanford, University of Chicago, Harvard, New York University,
University of Washington, Evergreen, Berkeley, University of Massachusetts and Rutgers.
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:I:r'i~hSp (ing: living in Rural Ireland
Spring, lOOI/Coordinated Study
Faculty: Sean Williams, Palrick Hill
Prerequisites: Junior or
senior standing
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Special Expenses: Airfare, room and board
Credit awarded in: Celtic studies, European studies, cultural studies,
fieldwork, history, Irish language.
America Documented
Fall, Winter/Coordinated Study
Faculty: Sam Schrager, David Marr
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: $100 for a three- or four-day field
trip.
Internship Possibilities: No
For democratic principles and ideals to remain
vital, they must be communicated not only
across the built-in divisions of class, race, and
religion, but across the divisions of aesthetic
styles and tastes as well. And when this is
achieved, not only do we find communication
and communion, but we learn a bit more about
how to live within the mystery which haunts
American experience, and that is the mystery of
how we are many and yet one.
Writer Ralph Ellison is making a bold claim
about artistic expression in the United States:
that it needs to reveal the interplay of unity and
diversity in American life if it is to make good
on the nation's democratic ideals. Is Ellison
right? Are works that depict variants of
American experience actually metaphors for
the whole? Was this true in the past? If so, how
did these imaginative re-creations reach across
the barriers that separate us? Is art vital to
hopes for democracy in this postmodern age,
when the very possibility of a common culture
is in doubt?
These perplexing questions underlie America
Documented, a study of America since 1850.
We will examine novels and poems, plays and
essays, histories and ethnographies, films and
visual art-documents
attempting to communicate truths of American experience over these
harrowing 150 years. We will explore how
authors and artists conceive their stories, how
they draw audiences into the lives of others,
how they address social and political realities of
their place and time. We will focus on, among
other matters, African American and Jewish
experience; relations of women, men and
children; mythologies of nature, progress and
freedom; changing moral outlooks on class and
equality; the often elusive search for community, love and faith.
Based on this inquiry, students will
undertake their own two-quarter study of a
local institution of their choice-e.g., a law
court, a school, a service organization, a
church, a family, a gathering spot. The project
will include oral history interviewing,
ethnographic fieldwork, and background
historical and literary research. It will
culminate in a multilayered documentary
account: an experiment at representing the
lived experience of people in a place.
Faculty will provide a stimulating intellectual context: guidance on writing, research
methods and approaches to challenging texts
and ideas. In turn, we have high expectations.
We welcome first-year students ready to be
seriously engaged in their studies and offer
strong support to upper-division students.
Credit awarded in literature, history, ethnography,
social thought, cultural studies, community studies
and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the humanities and social sciences, law, journalism,
media, teaching, community service and government.
This program is also listed in First-Year Programs.
The American City since 1945
Fall/Coordinated Study
Faculty: Greg Mullins, Michael Pfeifer
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Up to $200 for possible field trips to
Seattle and Vancouver, B.C., to be paid by October 4,
2002.
Internship Possibilities: No
The economic boom following World War II
marks a decisive shift in U.S. urban history and
U.S. social relations. Prior to that time, cities
expanded on the model of a metropolis, with a
well-defined core of economic, social and
cultural institutions from which radiated a
periphery of residential and business areas
closely bound to the center. After the war, the
potential ofthe horizontal city was explored
with a vengeance, as freeway construction and
low-interest mortgages enticed millions of
Americans out of city centers and into suburbs.
Today, we face the emergence ofthe "edge
city": a self-sustaining conglomeration of
business, retail and residence at the far edge of
the traditional periphery, competing with and
possibly replacing the city's fading center.
How have the last 60 years of urban
reorganization changed the way we live? Does
civic identification (as a New Yorker, Seattleite,
Los Angeleno, Milwaukeean) remain a salient
feature of American life? How are civic
identities formed? If these identities become
attenuated, is our ability to participate in the
social, political and cultural lives of our
communities compromised?
We will pursue these and related questions
while paying special attention to the ways that
postwar urban planning and suburban sprawl
fostered segregation by race, social class and
sexual orientation. We will read literature and
history texts to explore the experience of both
urban and suburban life from the 1950s to the
present. At what price did the white middle
class seek pastoral tranquillity in homogenous
enclaves? How has suburban sprawl shaped
African American communities and class
structures within those communities? How was
sexual identity defined by urban "gay ghettos,"
and did this identity change when openly gay
people moved to the suburbs? And, ultimately,
how do minority and majority social groups
inhabit shared spaces and share civic identity?
This all-level program will be reading and
writing intensive.
Credit awarded in American history, American
literature, American studies, writing and urban
studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in literature, history, urban studies, education, law,
politics, social services, for-profit and non-profit
management, and any other field that demands
precise writing, critical thinking and verbal analysis.
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.
e----------------------------
BilingualEducation and Teaching
Fall,Winter/Group Contract
Faculty:Evelia Romano
Enrollment:25
Prerequisites: Junior or senior standing, transfer
students welcome; previous course work in linguistics
strongly recommended. Students must have previous
course work in or concurrent study of a foreign or
second language.
FacultySignature: No
Special Expenses: $100 for three-day field trip to
Toppenish and Pasco, Washington.
Internship Possibilities: Yes
Language is the main tool for the transmission
of knowledge and social values. This program
explores linguistic and social issues related to
minority language communities in the United
States. The study of these issues is crucial to
understand the role of education and the
educational system in the integration and
promotion of minority groups.
During fall quarter, we will explore several
theoretical issues related to and preparatory for
the study of bilingual education and teaching:
first and second language acquisition, the
relationships of language, culture and society,
and a historical introduction to bilingual
education and the politics of bilingualism. A
weekly workshop will be devoted to the study
of second-language teaching, with particular
consideration of different theories and
methodologies.
During winter quarter, we will study the
historical, political and social connotations of
bilingualism in the United States and language
policy as it relates to the concept of the nation!
state. Students will be introduced to bilingual
education in elementary and high schools,
program design and assessment. We will visit
bilingual classrooms throughout the state and
conduct ethnographic observations during field
trips. We will continue with the weekly
workshops on teaching methodologies,
emphasizing connections between theory
and practice. Students will have the opportunity
to work in the community (elementary schools,
high schools, etc.) to acquire practical
experience and apply theories discussed
in class.
A four-credit intermediate/advanced Spanish
course will be an optional part of the program
throughout fall and winter quarters.
During spring quarter, the faculty will
sponsor internships for those students who are
interested in furthering their practical
knowledge and experience. Students will be
able to work as teachers' aides in K-12, ESL
and bilingual classrooms, teach Spanish as a
foreign language in elementary schools, work
with the local Hispanic community on issues of
health and education, teach ESL and Spanish
literacy to adults, etc.
Credit awarded in bilingual education theory, history
and policy, linguistics, language acquisition and
sociolinguistics, multicultural education, ESL and
second- or foreign-language teaching methodology and
practice and intermediate/advanced
Spanish. Upperdivision credit can be earned for advanced work in all
the areas.
Total: 12 or 16 credits each quarter. Students may
register for 12 credits without Spanish or 16 credits
with Spanish.
Program is preparatory for careers and future studies
in education, Master in Teaching, linguistics, ESL and
second- or foreign-language teaching.
Body, Mind, Soul
Fall, Winter, Spring/Coordinated Study
Faculty: Heesoon Jun, Kabby Mitchell, Lance Laird
Enrollment: 75
Prerequisites: Sophomore standing, transfer students
welcome. At least two quarters in a coordinated
studies program at Evergreen.
Faculty Signature: No
Special Expenses: Approximately $75 for field trips plus
student project expenses (amount varies with project
scope).
Internship Possibilities: Yes. Possibly spring quarter
only.
This program is designed for students who
want to study health, sickness, wellness and
healing from perspectives that integrate body,
mind and soul. The main objectives of the
program are: (I) to articulate historical,
sociopolitical and cultural trends that have
influenced the understanding of body- mindsoul, and (2) to sort through and critique the
images, information and ideas we receive in
contemporary media, popular psychology and
popular religion.
The program will explore historical, crosscultural, and autobiographical questions about
the body-mind-soul connection. Examples of
the historical questions are: How have
religious, philosophical and cultural ideas of
beauty, the body, mind and spirit developed
throughout history? How do movements within
and outside traditional religious, psychological
and artistic communities challenge accepted
notions of the body-mind-soul separation or
connection? Cross-cultural questions include:
Are there continuities, overlaps, disjunctures
and critical perspectives within and between
"eastern," "western" and "indigenous"
traditions that might give us a more complex
understanding of how human beings perceive
themselves? What do various traditions and
mainstream media prescribe as ways to nurture
the development of healthy bodies, minds and
souls? Autobiographical questions may
include: What are the spiritual and psychological consequences of "sacred" bodies becoming
"profane" or commodified? How does one's
understanding of/attitude toward self in terms
of body, mind and soul affect relationship to
"nature," "other beings" or "the divine"?
Through weekly body-awareness exercises and
workshops students will deconstruct some
habits and strive to construct new habits that
honor body-mind-soul.
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The readings will include a selection of
articles as well as possible books, such as Sarah
Coakley, ed., Religion and the Body, sacred
texts and an abnormal psychology textbook.
Credit awarded in abnormal psychology, holistic
healing, movement and health, cross-cultural studies
on body symbology, capitalism and health,
comparative religion*, history of religion* and health
psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in health and social service professions and religious
studies.
This program is also listed in Expressive Arts and
Society, Politics, Behavior and Change.
The Classical Legacy:
Provence and Tuscany
Fall, Winter, Spring/Coordinated Study
Faculty: Bob Haft, Marianne Bailey, Hiro Kawasaki
Enrollment: 7S
Prerequisites: Sophomore standing, transfer students
welcome. Core program or equivalent and some study
of a foreign language.
Faculty Signature: No
Special Expenses: Fall and winter quarters, students
should expect to spend approximately $40-$120 on art
supplies. In the spring, this amount could double,
especially if students participate in one of the studio
arts offerings at the Studio Art Center International in
Florence, Italy. During spring quarter, the program will
travel to France and Italy for 10 weeks, approximate
cost $4,000.
Internship Possibilities: No
Nietzsche believed that great human advances
occur when disparate groups encounter and
meld with one another. The ancient Greek and
Roman cultures offer examples of such a
melding; both were fertile, syncretic blends of
aesthetic notions and belief systems from North
Africa, the entire Mediterranean basin and the
ancient Indo-European world. The classical
legacy of these cultures, which is neither static
nor monolithic, exerts itself in various times
and places throughout history. We will be
especially interested in looking at the regions
of Tuscany and Provence, two areas where the
classical world view mixed especially well with
indigenous elements. Both locales, which still
fascinate the modem imagination, offer us rich
and unique opportunities to do cultural studies
while being immersed in an intoxicating
sensory bath. (Think of Dante, the scent of
orange blossoms, bouillabaisse and fields of
lavender.) How and why does the classical
legacy still hold such sway? This program
addresses that question by first defining the
ingredients of the classical legacy, evaluating
its merits and faults, and then showing how
European cultures are indebted to it.
Fall quarter, we will examine the ancient
Greek and Roman cultures as well as their
influences and antecedents, by studying
mythology, religious practices, art, architecture,
literature and philosophy. Throughout our
studies, we will deal with three themes-space,
time and selfhood-that
are continually
evolving conceptual legacies of the classical
world.
Winter quarter, we will shift our focus to
study how these thematic classical legacies
have had an impact on later European
civilizations. We will study cultural turning
points (both the Renaissance and later) when
the classical legacy has been resurrected and reconceived, philosophically and aesthetically.
Ihe main question will be the ways the classical
legacy has constituted either a boon or a burden
to subsequent artistic and intellectual
developments in Europe.
In order to examine our topics firsthand,
spring quarter we will go to France and Italy
where we will live, travel and study. The first
five weeks we will spend in Provence,
exploring sites from Marseilles to Nice. The
second five weeks of the program will be spent
in Tuscany; students will live in Florence and
participate in art history and/or studio art
programs offered jointly by Evergreen and
SACI (Studio Art Centers International).
Students will be encouraged to study French
during fall and winter quarters. Spring quarter
they will have the option of studying Italian for
five weeks at SACI.
Credit awarded in history, art history, literature,
philosophy, cultural studies, mythology and studio
arts.
Total: 16 credits each quarter. Students may enroll for
12 credits with a faculty signature.
Program is preparatory for careers and future studies
in the humanities, history, literature, cultural studies,
art, arts management and teaching.
This program is also listed in Expressive Arts.
e~--~--------------------------------
Crime in America
The Good Life
Hispanic Forms in Life and Art
Fall,Winter/Coordinated Study
Faculty:Bill Bruner, Justino Balderrama, Ernestine
Kimbro
Enrollment: 63
Prerequisites: Junior or senior standing, transfer
students welcome.
FacultySignature: Yes. Prospective students must
submit a two-page typed statement of interest. The
statement of interest should express clearly: (I) the
student's degree of interest in the program; (2) an
assessment of reading and writing skills; and (3)
evidenceof the student's ability to work independently.Continuing Evergreen students also should
attach a copy of a previous "Faculty Evaluation of
Student Achievement." Send to William Bruner, The
EvergreenState College, L 2300, Olympia, WA 98505,
or e-mail brunerw@evergreen.edu, any time up to or
duringthe Academic Fair, May IS, 2002. Students will
be notified of acceptance into the program by Friday,
May17,2002. If any questions exist please feel free to
contact faculty who are happy to respond, (360) 8676246.
SpecialExpenses: No
Internship Possibilities: No
Crime seems to permeate much of our everyday
experience. Films, television programs, novels,
theatrical plays, popular music, computer
games and the news media have blurred the
boundary between crime and entertainment. As
law-abiding American citizens do we harbor a
romantic liking for criminal acts and criminals?
This two quarter, upper-division program
explores the phenomenon of crime and its
impact on contemporary American culture. Our
focus is interdisciplinary, informed by cultural
theory, economic models and literature. Our
purpose is to identify and examine the
fundamental issues that form the nature of
criminality.
During fall quarter, we will gain a comprehensive overview of crime, looking first at
definitions of crime, measurement of crime and
the "causes" of crime. We will also study the
criminaljustice system. Finally, we will
consider the social and economic impacts of
criminal activity.
In winter, we will turn our attention to the
specificsof criminal activity, especially toward
understanding the nature of specific types of
crimes,both violent and nonviolent.
Creditawardedin criminology, sociology, social
psychology,
cultural studies, social work, economics,
American
literature, applied social statistics and
crutivewriting.
Fall, Winter/Coordinated Study
Faculty: BillArney, Rita Pougiales
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Phillip Rieff ends his The Triumph of the
Therapeutic: Uses of Faith After Freud with
this observation: "That a sense of well-being
has become the end, rather than a by-product of
striving after some communal end, announces a
fundamental change of focus in the entire cast
of our culture." We have turned inward, and the
mark of the good life nowadays is merely this
"sense of well-being." His conclusion raises a
number of questions. Is contentment an
adequate measure of a good life? On what
bases do we judge our lives? What are the
conditions we look for in a "good life"? When
we make the judgment of a good life, what
do we mean? Why are these questions, and
our responses to them, important to ponder at
this time?
To gain some sense of the sort of "communal end" we have lost in the shift described by
Rieff, we will begin this two-quarter program
with Lee Hoinacki's Stumbling Toward Justice:
Stories of Place. Hoinacki will help us locate
our study of possible contemporary meanings
of "the good life" in everyday events and
decisions in our lives. Other authors may
include Ivan IlIich, Richard Rorty, Martha
Nussbaum and Hannah Arendt. Through their
work, we will enter into the debates and
conversations about a "good life" and come to
understand the social ideas and historical forces
that have shaped our thinking and, likely, our
experience.
Credit awarded in philosophy, sociology, anthropology,
literature and writing.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in teaching and other public and scholarly professions.
This program is also listed in First-Year Programs.
Fall, Winter, Spring/Coordinated Study
Faculty: Alice Nelson, Nancy Allen
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome. 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.
This program 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 weeks off all quarter, we will explore
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. In our study of the
conquest, 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 ofthe
quarter, we will explore Spain's decline as an
empire in the 17th century and Spanish
American struggles for independence in the
19th century.
Total:16creditseach quarter.
Programis preparatory for careers and future studies
ia thehumanitiesand the social sciences.
11is programis also listed in Society, Politics, Behavior
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Winter quarter, we will turn to issues facing
Spain and Latin America in the 20th century,
pnmanly as expressed in literary texts. Topics
may include: collective trauma and memory
after the Spanish Civil War and after dictatorships in the Southern Cone; struggles against
U.S. imperialism and for self-determination in
contemporary Nicaragua; cultural, economic
and political resistance within Andean
communities; or ways that transnational
migration has impacted Spain and the Americas.
Spring quarter, students may opt to study
abroad. In Spain, students will attend language
school and explore various questions related to
that country's present-day view of America and
its own imperial past. In Latin America, students
will live with host families, attend language
school and study contemporary resistance
movements.
Those students staying in Olympia during
spring quarter will have the opportunity to
do internships with local Latino community
organizations. In addition, the on-campus
history-culture seminar will focus on issues
affecting Latino communities in the United
States. All seminars will be held in Spanish.
Credit awarded in Spanish language, history and
literature of medieval Spain, history and literature of
colonial Spanish America, contemporary Latin American
literature and culture, research and writing, and
additional equivalencies depending on the country of
travel and students' projects or internships completed
during spring quarter.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2004-05.
Program is preparatory for careers and future studies
in languages, history, literature, writing and
international studies.
Hype and Hucksters:
Media Campaigns as Popular Culture
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill, Susan Fiksdal
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter.
Media campaign hype and those who create it
will occupy our attention in this program.
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, informed by
principles of advertising and public relations.
Campaigns are also a form of propaganda,
something we will consider in depth, using
seminar books, case studies, discourse
analyses, research projects and media
workshops. We will study how campaigns are
created, how they are managed, and how they
do their persuasive work. We will carefully
examine the ways in which language shapes
our understanding of information, as well as the
interplay of language and images. In fall, we
will focus on public campaigns, including the
upcoming fall political campaigns; in winter,
we will shift our attention to commercial
campaigns. In spring, students will undertake
media-related internships to see those
principles and practices from fall and winter in
operation.
Credit awarded in persuasion and propaganda, mass
communications and society, linguistics, writing,
campaign management, introduction to advertising,
principles of public relations, principles of marketing
and multimedia presentation.
Total: 16 credits each quarter. Spring quarter students
will enroll in media-related internships for 12 or 16
credits.
Program is preparatory for careers and future studies
in mass communications, law, marketing, advertising,
public relations and campaign management.
This program is also listed in First-Year Programs.
Image Conscious: The Emergence
of the Self in Early Modern
Europe from Shakespeare to the
Enlightenment
Fall, Winter/Coordinated Study
Faculty: Stacey Davis, Hilary Binda
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: No
Special Expenses: Approximately $50 each quarter for
field trips and theater tickets.
Internship Possibilities: No
What does it mean to be an individual? For
most of us, our sense of ourselves as unique
beings with special identities, goals and desires
is one of the fundamental cornerstones of our
existence. We spend much of our lives
searching to define and redefine ourselves as
individuals, looking to find, explain and
explore that core of our being which sets us
apart from the rest of the world. But what if the
notion of "self' we hold so dear was itself a
creation of social and historical forces?
This program will explore the ways in which
the modem sense of self emerged in Western
Europe between the Reformation and the
Enlighterunent. In an era rocked by earthshattering changes in religion, literature, art,
philosophy, science and society, common
people and intellectuals alike developed a new
"image consciousness" that went hand-in-hand
with both the "emergence of subjectivity" and
the "discovery" of sexuality and sexual identity.
How do Shakespeare's plays highlight these
new concerns about sexuality and identity?
What does the very existence of the modem
literary form owe to new ideas of the self?
What does the new obsession with perspective
in painting, with maps, grids and imperialism
say about the rise of the "individual"? And how
do new discoveries in science and new political
and social realities tie into the early modem
"image consciousness"?
Fall quarter, we will trace the links between
the religious Reformation and new styles of
drama and literature. Winter quarter, we will
move into the philosophy of the Enlightenment
and the upheaval of the French Revolution.
Students will complete substantial research
projects as a capstone to their studies.
Possible readings will include Shakespeare's
Cymbeline, Othello and/or Macbeth, the
psycho-analytic theory of Lacan, the political
theory of Rousseau and histories of gender in
early modem Europe. Students should expect
to do close reading of works ofliterature and
art and to weave a study of historical context
into their investigations.
Credit awarded in literature", Renaissance studies",
literary criticism", art history·, intellectual history·,
philosophy and history of science" and early modern
European history·.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in literature, art history, history and writing.
* indicates
upper-division credit
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Intimate Nature: Communication
Older than Words
Fall,Winter, Spring/Coordinated Study
Faculty:Laurie Meeker, Sarah Williams, Sean Williams
Enrollment:72
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
doadvanced work.
FacultySignature: No
SpecialExpenses: $75 per quarter for media
production; $40 per quarter for Yogaor Liangong;
$100for overnight field trips.
Internship Possibilities: No
Is our engagement with a sparrow's song, an
Irish poem, an abstract film, a yoga pose a
matter of remembering and unlearning? Could
it also become a practice of intuitive knowing?
How can we respond to a friend's grief, the
destruction of the salmon, the horror of a clearcut forest, and our own ineffectiveness in the
face of such problems?
As human beings our encounters with
ourselves, with other species and lands are
often in languages older than words. We feel
these encounters in the body first, perhaps at a
'heart' level; then, we process them through our
intellectual and cultural filters. Our individual
filters are shaped by our childhood, our
language and culture, our encounters with the
media, arts, environment and our experiences
as thinking and feeling adults. We are interested
in how these filters become shieds that block
and cut us off from older, indigenous, intuitive,
non-anthropomorphic
and more sustainable
fonms of communication.
This program will explore the intimate
nature of the relationship between our
experiential realities and the intuitive and
intellectual processes of understanding them.
We want to create a learning community that
serves as a refuge. We see this as an experiment
that attempts to balance intellectual processes
with body and spirit and embraces emotion in
the classroom. Silence, sitting in circles for
discussion, reflection in natural settings, the
creation of artworks, musical practice, retreats
and movement workshops are ways in which
we intend to balance our reading and research.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
Using films, texts, music, movement and
fieldwork, we will intentionally create
opportunities to engage in remembering and
awakening our practices of intuitive knowing.
We will study lives and the work of artists,
naturalists and scientists, who are interested in
the politics of interspecies communication and
who have found ways to engage older ways of
knowing. We will use ethnographic studies,
autobiographies, fiction, poetry and field
journals to connect with our own intimate
natures.
Credit awarded in anthropology, cultural studies,
feminist theory, media, ethnomusicology and women's
studies.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in the performing arts, media arts, cultural studies
and women's studies.
This program is also listed in First-YearPrograms and
Expressive Arts.
Japanese Language and Culture
Fall, Winter, Spring/Group Contract
Faculty: Setsuko Tsutsumi
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: Optional six- to eight-week trip to
Japan during spring quarter is approximately $5,500,
including airfare and personal costs.
Internship Possibilities: No
This program will explore various aspects of
Japanese civilization, 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 will
identify the elements of continuity in the midst
of significant changes in Japan's long and
distinguished history.
In fall, we will concentrate on pre-19th
century, exploring the literary and aesthetic
traditions that constitute the backbone of modem
Japan. In 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 and the
changing status of women. In spring, we will
conduct an optional field trip to Japan. The trip
is contingent upon the number of students and
home stay availability. Materials will be drawn
from literature, history, politics and films
appropriate to the topics under consideration.
The Japanese language course will run
throughout the year to enhance the learning of
each subject, as well as to draw a whole picture
of the culture.
Credit awarded in Japanese history, Japanese literature,
Japanese film, Japanese language (beginning and
intermediate).
Total: 16credits each quarter.
Asimilar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in Japanese studies, Japanese literature, Japanese
history and Japanese language.
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Morality and Political Life:
Classical vs. Modern Philosophies
of Morality, Social Life and Politics
Fall, Winter/Coordinated Study
Faculty: Alan Nasser, Helen Cullyer
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Have there always been "individuals," or are
they a product of modernity? What are the
appropriate concepts of freedom, equality and
justice in the classical and modem approaches?
How do these competing approaches understand the relations among moral, social,
political and economic life? To what extent can
moral life contain a rational element?
. In this program we will examine the very
different approaches to the relations among
morality, social life and political life in
classical and modem moral philosophy.
Classical moral philosophy is organized around
the concepts of virtue, character and an organic
concept of the relation between "the individual" and the community. This understanding
of moral life generates corresponding concepts
of the good life, the good society, the good
polity, the relation between reason and desire
and the relation between the so-called
'
individual and the community. We will take as
our prime example of this type of moral-socialpolitical theory the Nicomachean Ethics of
Aristotle. We will examine this work very
carefully. Modem moral philosophy, on the
other hand, is organized around concepts of
law, principle, universality, a fundamental
opposition between reason and desire, and an
essentially antagonistic distinction between the
individual and society. The prototypical
modem moral philosopher is Immanuel Kant,
and we will analyze in some detail his
Fundamental Principles of the Metaphysics of
Morals.
The basic theme of the program is the
tension between these very different, and, we
think, incompatible, orientations to moral
social and political-economic life. Our own
culture contains elements of both these rival
approaches, with the result that a certain
confusion and incoherence is endemic to our
efforts to live morally, socially and politically
aware lives. We want to plumb the depths of
this paradox. There is one lively contemporary
debate organized around these very themes,
namely the conflict between so-called
communitarian and liberal theories of moral
social, political and economic life. Thus, we'
will study a number of modem and contemporary philosophers who grapple with these
issues.
Credit awarded in Aristotelian ethics, Kantian ethics
and political theory.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the humanities and social science.
This Change.
program is also listed in Society, Politics, Behavior
and
.
••
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Pillars of Fire: Jewish Contributions
to European and American Culture
Fall, Winter/Coordinated Study
Faculty: Ariel Goldberger, Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready
to do advanced work.
Faculty Signature: No
Special Expenses: Estimated $150 for art and media
materials and theater tickets per quarter. Total
expenses depend on student projects.
Internship Possibilities: No
This interdisciplinary program will focus on
the study of the Jewish diaspora and Jewish
contributions to the culture of Europe and the
Americas. We will explore some of the
following questions in areas such as
philosophy, cultural studies, humanities,
sciences and art. Are there quintessentially
Jewish ideas? What Jewish ideas were coopted by other cultures after the Roman sack
of Jerusalem in the year 70 CE? Which ones
made it into the larger culture? What are
unique Jewish contributions to American
culture?
We will study possible connections among
avant-garde movements, political movements
and the Yiddish culture. We will investigate
Jewish contributions and connections to
American popular culture components such
as Hollywood, Broadway, Tin Pan Alley, jazz
and TV. We will explore Yiddish theater and
its surrounding culture in Europe and
America including figures such as Gertrude
Stein, Paul Klee, Chaim Soutine, Marc
Chagall, Alberto Giacommetti, Herman
Wouk, Steven Spielberg, Jackie Mason,
Woody Allen, Leonard Bemstein, Rodgers
and Hammerstein.
We will look for possible connections
among Jewish Messianic ideas, laws and
ethics, immigration, politics and the labor
movement in America and Europe.
As part of our studies of Jewish beliefs and
mysticism we will look into the oral and
written law, the mystical tradition of the
Kabbalah and current Jewish thought about
religion and mysticism. We will examine
Jewish rituals, cooking and life-cycle events,
and Jewish men and women's traditional roles.
We will also explore the changing role of
Jewish women as Jewish feminist leaders exert
their influence on the culture.
An inevitable aspect of these studies will be
ajoumey into the dark abyss of the Holocaust.
We will look at the Holocaust's impact on the
cultural life and arts of Europe and the Jewish
world~ and emerging responses to the tragedy.
We Will also explore readings and studies on
Jewish views on religion and mysticism.
Credit awarded in psychology, cultural studies, Jewish
studies, performance studies, writing, design, theater,
installation and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in Judaic studies, cultural studies, performance,
writing and literature.
This program is also listed in First-Year Programs;
Expressive Arts; and Society, Politics, Behavior and
Change.
Students who register for a program or course but do not attend
the first class meeting may be dropped .
Postmodernity and Postmodernism:
Barth, Pynchon, Delillo, Murakami
and World Cinema
Fall/GroupContract
Faculty:Harumi Moruni
Enrollment:25
Prerequisites: Sophomore standing, transfer students
welcome.
FacultySignature: No
SpecialExpenses: Up to $30 for a field trip.
Internship Possibilities: No
The 19th century was a heady century for the
West and Japan. In Europe and North America,
tbe Enlightenment ideology, which was
theorized in the 18th century at the wake of the
science and technology nexus, was set in
motion, causing some segments of humanity to
embrace the utopian notion of perfectibility of
human society. Meanwhile in Japan, where the
"Meiji Enlightenment" was necessitated by the
Westem powers that used the threat of
technologically enhanced violence (a fleet of
gun-boats) to engage Japan in trading
relationships, many people were nevertheless
ecstatic about its newly discovered sense of
human equality and progress. By the beginning
of the 20th century, however, this giddy sense
of human perfectibility was severely diminished by iconoclastic ideas, such as Freudian
psychoanalytical theory, Einstein's theory of
relativity and Heisenberg's uncertainty
principle. For instance, in 1921, W. B. Yeats
wrote in "The Second Coming":
Turning and turning in the widening gyre
Thefalcon cannot hear the falconer;
Thingsfall apart; the center cannot hold,
Mere anarchy is loosed upon the world,
The bloom-dimmed tide is loosed, and
everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Arefull of passionate intensity.
The sense of confusion, anarchy and dread
expressed in this poem is strikingly similar to
that of our time, which suffers perhaps a more
radical and real disillusionment regarding the
humanity and its future through its experience
of the Nazi holocaust and the atomic bomb
explosions in Hiroshima and Nagasaki. Our
time, at the dawn of the 21 st century, is
generally and vaguely called the postmodern
time or postmodemity. But, what is
postmodernity? What is postmodernism?
We will examine the state of our contemporary world as manifested in the literary works
ofJohn Barth, Thomas Pynchon, Don DeLillo
and Haruki Murakami, as well as in the films
directed by Godard, Bunuel and other
contemporary filmmakers, as well as the
significance and implications of such literary
and cinematic works through the study of
Baudrillard, Lyotard, Jameson, Habermas
and the like.
Creditawarded in literary theory, cultural theory,
Japanese culture, Japanese literature, American
literature, film studies, psychology and sociology.
Total:16credits.
Programis preparatory for careers and future studies
in literature, cultural studies, film studies and
sociology.
Power and limitations of Dialogue
Fall, Winter/Group Contract
Faculty: Patrick Hill
Enrollment: 25
Prerequisites: Junior or senior standing; transfer
students welcome. At least two years of college-level
study of the humanities and social sciences. The
covenant, addressing all student and faculty
expectations, will be available at the Academic Fair,
May15,2002, and must be read and agreed to before
admission to the program.
Faculty Signature: Yes.Contact Patrick Hill,(360) 8676595, or The Evergreen State College, L 3220, Olympia,
WA98505, for signature information.
Special Expenses: No
Internship Possibilities: Embedded in the winter
quarter.
The United States is an extremely diverse
society. In some areas, like music or food, we
seem to revel in that diversity. In other areas,
like organized religions, we merely tolerate the
diversity as a civic obligation. And in still other
areas, we downright avoid our differences,
polarizing and segregating them, unless forced
to do otherwise. This program explores the
power and limitations of dialogue through a
study of a variety of dialogues, including our
most difficult and most avoided ones.
In the more theoretical part of fall quarter,
the emphasis will be on models of human
differences, on the variety of dialogues (beyond
the overemphasized face-to-face conversation),
and on dialogical skills, strategies and
expectations. Particularly instructive dialogues,
such as men and women, environmentalists
and
loggers, prisoners and society, and/or blacks
and whites, will be introduced. Winter quarter
will focus on three or four locally based
dialogues, chosen to reflect the shared interests
of students.
Throughout the program, close attention will
be paid to the development of the wisdom and
personal skills that could maximize our own
contributions to the limited power of dialogue.
While a major focus of the program will be on
the more or less genuine dialogues of American
society, these dialogues are being approached
not as exhaustive studies of, e.g., racism or
sexism, but as case-studies for understanding
the power and limitations of dialogue.
This program might well be described as a
six-month experiment in understanding, in
unprecedented, radical or respectful listening.
Such an experiment is one of a few crucial
prerequisites to both assessing the power and
limitations of dialogue and to improving our
own dialogical skills and wisdom. As a
consequence, the program will require an
unusually strong covenant. While the faculty, in
his part, will guarantee that no student will be
intentionally embarrassed or forced to
participate in any dialogue that is seriously
discomforting, each student will be required to
listen with non-judgmental, philosophically
cleansed ears to each and every classmate no
matter how off-the-wall those opinions might
previously have been judged to be.
Sample texts will include Tannen's You Just
Don t Understand, Hacker's Two Nations,
Senge's The Fifth Discipline and Rittner's
Living With Our Differences.
Credit awarded in philosophy, sociology (contemporary
American society), political economy and the theory
and practice of interpersonal communication.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in mediation, educational, business and governmental
administration, teaching, philosophy and ethnic,
cultural and gender studies.
TheCAB(CollegeActivitiesBuilding)is the hub for students whowant to eat, relax or study. Morethan 50 student organizations
are housedon the third floor.
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Respect: A Process of
Universal Humanity
Fall, Winter, Spring/Coordinated Study
Faculty: David Rutledge, Raul Nakasone
Enrollment: 48
Prerequisites: This all-level program accepts up to 25
percent or 12 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will examine what it means to
live in a pluralistic society at the beginning of
the 21st centnry. We will look at a variety of
cultnral and historical perspectives and use
them to help us address the program theme. We
will pay special attention to the value of human
relationships to the land, to work, to others and
to the unknown. We will concentrate our work
in cultnral stndies, human resource development and cross-cultural communication. This
program is part of the Native American and
World Indigenous Peoples Studies area. While
the program is not a study specifically of
Native Americans, we shall explore Native
American perspectives and look at issues that
are particularly relevant to Native Americans.
We will ask stndents to take a very personal
stake in their educational development. Within
the program's themes and subjects, stndents
will pay special attention to how they plan to
learn, what individual and group work they
plan on doing, and what difference the work
will make in their lives and within their
communities. Stndents will be encouraged to
assume responsibility for their choices. The
faculty and stndents will work to develop
habits of worthwhile community interaction in
the context of the education process and
liberation. The faculty are interested in
providing an environment of collaboration in
which faculty and stndents identify topics of
mutnal interest and act as partners in the
exploration of those topics.
Students will use and explore Bloom s
Taxonomy, the theory of multiple intelligences,
the relationship between curriculum, assessment and instruction, quantitative reasoning,
self- and group-motivation communication, email, resources on the Web and Web crossing,
and skills in interactive Web pages and
independent research.
Books by the following authors may be read:
Howard Zinn, Paul Freire, M. Scott Momaday,
Leslie Marmon Silko, Howard Gardener,
William Irwin Thompson and Ciro Alegria.
Credit awarded in history, philosophy, cultural
competency, communication, writing, political science,
cultural anthropology, literature, indigenous arts,
technology, indigenous studies, Native American
studies, education and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in education, anthropology, the arts, multicultural
studies, human services and the humanities.
This program is also listed in First-Year Programs;
Society, Politics, Behavior and Change; and Native
American and World Indigenous Peoples Studies.
Rules of Nature/Rules of life
Russia
Fall/Group Contract
Faculty: Craig Carlson, Nalini Nadkarni
Enrollment: 48
Prerequisites: None. One year in college, one year of
college-level writing preferred. This all-level program
will offer appropriate support for sophomores or
above ready to do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Rules can be tricky, sometimes confusing, often
important. Our point of entry and exit will be:
What are the rules by which we live, individually and collectively? Are they prescriptive or
arbitrary, universal or contextnal? What
happens when one breaks the rules? Who or
what has authority to decide the consequences?
Rules guide numerous aspects of our lives, but
we will focus on an eclectic subset of
disciplines and subjects within art, the social
sciences, the humanities and natural science.
We base our choices on the experience and
interests of the faculty: poetry, natnral history
and ecological science, religion, ethnicity,
emotions, incarceration and sports. One
primary focus is natnre. What are the rules of
nature and how do we know what they are? We
will study, view and read texts, images, film
and music. Seminar books will include authors
such as Leo Tolstoy, Arudhati Roy, Basho,
Peter Berger and John Luoma.
In our 10 weeks together stndents will
participate in weekly seminars, be asked to
respond to our program theme through a
variety of writing-critical
essays, journal
work and creative writing-as well as choosing
expression in drawing, photography and the
arts. One major natural history project will be
presented as class work. This will involve the
collection, analysis and storage of data from
field sites on campus that will help us quantify
and understand forest structnre and dynamics.
Stndents will learn the rules of gathering,
working with, and presenting data in a rigorous
scientific manner, in both oral and written
forms.
"Eternity is in love with the productions of
time," as Blake explains.
Credit awarded in natural history and ecology,
quantitative reasoning, creative writing, expressive art
and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future studies
in liberal arts, arts, natural science, writing and law.
This program is also listed in First-Year Programs and
Environmental Studies.
Fall, Winter, Spring/Coordinated Study
Faculty: Patricia Krafcik, TBA
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
Join us on an extraordinary journey as we
explore the diverse peoples, cultnres and
histories of the region that was once demarcated by the borders of the Russian and Soviet
empires. While we focus on the Russians, we
will take a comprehensive, multicultural
approach in our examination of other peoples
who, from ancient times, have populated the
vast expanses of Eurasian and Siberian steppes
and forests.
In fall quarter, we will investigate Slavic,
Turkic and Scandinavian contributions to early
Russian society up to Russian imperial
expansion in its 19th centnry zenith and the rise
of the Russian Empire's radical revolutionary
intelligentsia. Winter quarter emphasizes the
great transformations of 20th-century Russiathe Bolshevik Revolution, the Stalin terror and
the unanticipated collapse of the Soviet Union.
Readings will include historical texts, epics and
the literatnre of Pushkin, Gogol, Lermontov,
Turgenev, Dostoevsky, Tolstoy, Chekhov,
Solzhenitsyn, Akhmatova, Pasternak, Rasputin,
Petrushevskaya and others.
Spring quarter provides an opportunity to
explore in greater depth selected topics from
Russia's Eurasian cultnre and to pursue
individual research. A series of workshops may
include a stndy of the following: the cultnres of
distinctive ethnic groups, such as the Vikings,
Mongols, Tatars, Cossacks, Caucasian and
Siberian peoples, all of whom profoundly
transformed Eurasia's cultnre and political
landscape; Russian folklore and folk belief; the
Cold War and its consequences for the East and
the West; Soviet environmental practices and
environmental degradation; Russian and Soviet
painting and visual arts; or the literatnre of
Dostoevsky.
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Intensive Beginning Russian may be offered
during summer 2002. Beginning and Intermediate Russian will be offered under separate
registration in Part-Time Studies as four-credit
course sequences through the three quarters of
the academic year. Students are strongly urged,
but not required, to take advantage of these
language learning opportunities.
Given sufficient interest, tbe faculty will
arrange, or direct students to, study programs in
Russia during summer 2003.
Credit awarded in writing, Russian history, Russian
literature and Russian culture. Students who complete
advanced work will earn upper-division credit.
Total: 12 credits each quarter. Students may enroll in a
separate four-credit course in Beginning or Intermediate Russian through Part-Time Studies.
Asimilar program is expected to be offered in 2004-05.
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.
This program is also listed in First-Year Programs.
Seeking Justice: Reclamation,
Equality and Restitution
A Silver Sky: Poetry and Place
in the Pacific Northwest
Fall, Winter, Spring/Coordinated Study
Faculty: Kristina Ackley, Peter Bohmer, Steve Niva
Enrollment: 72
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Approximately $60 for field trips.
Internship Possibilities: Yes, spring quarter only.
The term justice conjures up many images and
goals: the principle of moral rightness, to be
honorable and fair in one's dealing with others,
to redress historical wrongs and the pursuit of
economic and social equality. It also raises
issues of timeliness and social transformation.
When and how can justice be delivered to those
demanding it and whose privileges must be
challenged?
While the concept of justice is often
associated with the individual, this program
will pay particular attention to collective and
social struggles for justice both historically and
in the contemporary period. We will examine
how nations, societies, races, genders, classes
and other social groupings have defined justice
and to what extent their definitions cohere or
conflict. In this context, the program will
explore the connection between justice and
conflict. Is conflict inevitable if we define
justice as a redistribution of power and
privilege? How can societies heal after periods
of intense injustice?
Tbis program will pursue these themes
through theoretical readings and case studies.
We will explore, for example, the struggles for
justice by Native Americans and indigenous
peoples around the world. We will also
examine demands for reparations for slavery in
the United States, the aims and impact of truth
and reconciliation commissions in postapartheid South Africa, post-Pinochet Chile and
contemporary Guatemala, and efforts to
provide redress for victims of genocide.
Attention will be given to struggles for
environmental and economic justice, particularly in the context of contemporary globalization. Students will have an opportunity to
pursue significant research projects. The
faculty envision an opportunity for students to
closely engage topics relevant to faculty
backgrounds in Native American studies,
community development and political
economy.
Credit awarded in globalization in the international
system, contemporary issues in Native American
studies, expository writing, federal Indian law and
policy, introduction to comparative politics and social
movement theory.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future studies
in education, politics, law, human rights work, tribal
government and international solidarity work.
This program is also listed in First-Year Programs;
Society, Politics, Behavior and Change; and Native
American and World Indigenous Peoples Studies.
Fall, Winter/Coordinated Study
Faculty: Bill Ransom, Matthew Smith
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Up to $200 for field trips.
Internship Possibilities: No
What is our experience of place? How does
place form our experience? How do our
rhythm, our sense of time, our feeling for
beauty, our words emerge from our individual
and collective engagement witb the world of
our experience? How do these expressions of
our experience shape us and call us to furtber
engagement with our place? We will address
these questions as we examine our own
experience in and with the Pacific Northwest.
As we come to see how the mist over the valley
bottoms has been engaged in a dialogue with
the people who live along the banks of the
river, we can begin to see what conversations
surround us and what stories await discovery
and voice.
We will investigate the stories of the Pacific
Northwest, including the stories that the natural
history tells, and we will come here primarily
through poetry. Reading and writing,
observation and expression, tbe making of
place and the embedment of our lives in this
place will invest our process and our products.
We will explore history, legend, natural history,
story and the rich poetic tradition of the Pacific
Northwest. By attaching ourselves to the
particular we will reflect upon the larger world.
We will write constantly; as William Stafford
said, "If you're not writing a poem a day, your
standards are too high." We will perform our
work aloud. We will listen. And we will go
through tbe process of writing, rewriting and
preparing something for publication while
learning tbe basics of copy editing and
manuscript preparation. Students will select a
publication (audience) that fits their work and
submit to that publication at the end of each
quarter. Publication itself is not required, only
the process toward publication. We imagine
this work as demanding, deliberate and a great
deal of pleasure. Guest speakers and field trips
will further enrich our place-based work.
Credit awarded in literature, art, history, poetry,
regional studies and natural history.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in writing, editing, history, regional studies, teaching,
law and environmental studies.
This program is also listed in First-Year Programs and
Environmental Studies.
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--------------------------~8
Turning Eastward: Explorations in
East/West Psychology
Fall, Winter/Group Contract
Faculty: Ryo Imamura
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. Students must have interest in
the subject and college-level expository writing ability.
Students must submit a portfolio including an essay
questionnaire. For information and to obtain the
questionnaire, contact Ryo Imamura at
imamura@evergreen.edu
or the program secretary at
The Evergreen State College, Lab I, Olympia, WA
98505, (360) 867-6600. Submissions will be accepted
beginning May 6, 2002, until the class is filled.
Special Expenses: No
Internship Possibilities: No
Western psychology has so far failed to provide
us with a satisfactory understanding of the full
range of human experience. It has largely
overlooked the core of human understandingour everyday mind, our immediate awareness
of being with all of its felt complexity and
sensitive attunement to the vast network of
interconnectedness with the universe around us.
Instead, it has chosen to analyze the mind as
though it were an object independent of the
analyzer, consisting of hypothetical structures
and mechanisms that cannot be directly
experienced. Western psychology's neglect of
the living mind-both in its everyday dynamics
and its larger possibilities-has
led to a
tremendous upsurge of interest in the ancient
wisdom of the East, particularly Buddhism,
which does not divorce the study of psychology
from the concern with wisdom and human
liberation.
Eastern psychology shuns any impersonal
attempt to objectify human life from the
viewpoint of an external observer, instead
studying consciousness as a living reality that
shapes individual and collective perception and
action. The primary tool for directly exploring
the mind is meditation or mindfulness, an
experiential process in which one becomes an
attentive participant-observer in the unfolding
of moment-to-moment consciousness.
In this program, we will take a critical look
at the basic assumptions and tenets of the major
currents in traditional western psychology, the
concept of mental illness and the distinctions
drawn between normal and abnormal thought
and behavior. We will then investigate the
eastern study of mind that has developed within
spiritual traditions, particularly within the
Buddhist tradition. In doing so, we will take
special care to avoid the common pitfall of
most western interpretations of eastern
thought-the attempt to fit eastern ideas and
practices into unexamined western assumptions
and traditional intellectual categories. Lastly,
we will address the encounter between eastern
and western psychology as possibly having
important ramifications for the human sciences
in the future, potentially leading to new
perspectives on the whole range of human
experience and life concerns.
Credit will be awarded in personality theory, abnormal
psychology, Buddhist thought and practice, Taoism,
communication skills and social psychology.
Total: 16 credits each quarter.
This program is preparatory for careers and future
study in psychology, counseling, social work and
religious studies.
This program is also listed under Society, Politics,
Behavior and Change.
Weird and Wondrous
Fall, Winter/Coordinated Study
Faculty: Jean Mandeberg, Thad Curtz
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Up to $150 per quarter for studio
supplies, depending on your project.
Internship Possibilities: No
Some things are weird. Some fill us with
wonder. In our world, it sometimes seems that
it's much rarer to be filled with wonder than to
call things weird. In this program we will be
both creating and thinking together about some
special situations in which experiences are
simultaneously weird and wonderful. The
program's activities will include studying,
discussing and writing about literature, art and
theory from psychology, philosophy and other
social sciences. We'll also spend a considerable
amount of our time creating collaborative
projects about the program's themes, sharing
them with each other and reflecting on them.
For example, in studying the theme of travel,
we might work on a contemporary
anthropologist's book about encountering a
new culture; Greenblatt's Marvelous Possessions, a history of the ambiguous functioning of
wonder in the Europeans' conquest oftbe New
World; and a biograpby of Joseph Cornell, who
made mysterious art in tiny boxes while
voyaging nowhere but up and down a few
streets in New York. At the same time, studio
assignments in metal or mixed media might ask
students to make their own passports, their own
maps, tben their own amulets as another way of
exploring ideas and feelings about travel.
Throughout, we'll be using the issue of the
weird and wondrous as a way to explore some
enduring questions about convention and
creativity in the arts, the interactions between
language and experience, cross-cultural
illuminations and misunderstandings, normal
and extraordinary experience, pity, disgust, the
uncanny and the sublime.
We plan to work slowly and thoughtfully.
We hope to increase our own capacities for
wonder as well as developing, together, some
categories for understanding this special kind
of experience and its relations to other aspects
of our lives and our historical situation.
Credit awarded in literary and social theory, studio
art, art history, film, writing and literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the arts and humanities, and for any careers
involving encounters with a wide range of people and
experiences, like medicine, social work or teaching.
This program is also listed in First-Year Programs and
Expressive Arts.
0--------------------------------
OFFERINGS BEGINNING
WINTER QUARTER
CelluloidWomen and Men:
Representations of Gender in
Japaneseand American Cinema
Winter/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 24
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Up to $30 for a field trip.
Internship Possibilities: No
This group contract is designed for students
who are interested in cross-cultural exploration
of gender issues while learning visual literacy.
It is often said that American and Japanese
cultures represent diametrically opposite values
in many aspects of human behavior and
customs. For instance, while American culture
emphasizes the importance of individuals over
groups, Japanese culture dictates group
cohesion; while Japanese women are valued
most as wives and mothers, American
housewives may feel severely undervalued if
they are not wage earners. Needless to say, the
reality is not as simple as these stereotypical
perceptions indicate, but this dichotomized
cross-cultural frame presents an interesting
context in which to explore many human
issues, particularly those of gender. Thus, in
this program we will examine gender images
presented in American and Japanese cinema
and popular media, while further exploring
their historical and cultural significance
through books and seminars.
At the beginning of the quarter the students
will be introduced to the fundamentals of film
analytical concepts through texts, a lecture and
a workshop. With these analytical tools
students will examine gender images produced
in American and Japanese films through
seminars and critical essays, which will
incorporate the concepts introduced in the
weekly readings.
Students will also acquire basic skills in
video production. They will learn how to use a
camcorder and to edit VHS videotapes. By the
end of the quarter the students will produce
video works that deal with gender issues in
specific historical and cultural contexts.
Credit awarded in Japanese culture, film criticism, film
theory, psychology and sociology.
Total: 16 credits.
Program is preparatory for careers and future studies
in cultural studies, film studies, psychology and
sociology.
Thisprogram is also listed in First-Year Programs.
Great British and Irish Moderns:
Poetry and Fiction
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
We will read seven of the principal figures of
the modern period in England and Ireland: the
collected poetry of Yeats, Eliot and the
"English" Auden; and three books each by
Conrad, Lawrence and Joyce. Each student will
read a different seventh figure in independent
study. During poetry seminars each student will
deliver one 10- to 15-minute oral presentation
per week. Evaluations will focus on the
presentations, the student's general contributions to seminar discussion, a paper resulting
from independent study and an examination on
the novels.
Credit awarded in modern English poetry, modern
English fiction and independent study (all upperdivision credit).
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities and literature.
Postbellum
Winter/Group Contract
Faculty: Michael Pfeifer
Enrollment: 25
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
An odd historical era ensued between the
convulsion of the American Civil War and the
dramatic technological advances and world
warfare of the second decade of the 20th
century. Those Americans who looked back
from the perspective of the 20th century saw a
quainter, quieter, simpler time, one that lacked
major wars, divisive politics and the full
panoply of "modernity." Yet the Postbellum
period was one of vast social and cultural
change. Rapid industrialization, immigration
and urbanization created large if somewhat illdefined and fragmented middle classes and
working classes. White southerners, forced by
the war's result to make a new negotiation with
African Americans no longer held in bondage,
used violence and law to sustain the prerogatives of white supremacy. The U.S. army
shifted from the preservation of Union to a new
duty, the subjugation of First Peoples in the
lands from the plains to the Pacific. Transcontinental railroads then brought immigrants from
back East and elsewhere to fill out the West.
Farmers and laborers at certain moments
challenged the predominance of capital,
monopoly and the two-party political system.
We will investigate the American period
from 1865-1915 through historical, literary,
musical and visual texts. This will include
intensive reading in the key works of the
secondary historical literature on the period
(books and articles), as well as primary sources
of many kinds. We will thoroughly consider the
implications of ethnicity, class, religiosity,
gender, race and sexuality for historical
experience. In our seminar discussions and our
short and long essays, we will be most
concerned with what was old and new in this
ambiguous era, and its legacy for us.
Credit will be awarded in American social and cultural
history, American studies, and the history of music.
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities, teaching, law and other professions.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
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OFFERINGS BEGINNING
SPRING QUARTER
Blood, Iron and Oil
Spring/Group Contract
Faculty: Thomas Rainey
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
are welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will explore war and revolution
in the 20th century. It will focus primarily on
the Russian, Nazi and Iranian Revolutions, and
the First and Second World Wars. To understand these world historical events, participants
will read, study and discuss history texts and
fictional literature. Documentary and feature
films will be utilized to give participants some
visual sense of how war and revolution
impacted and changed human lives and
societies. With respect to the world wars,
primary emphasis will be given to their
historical causes and long-term political,
economic and social consequences, rather than
to specific battles and military leaders. The
conflict between the United States and the
Soviet Union, the Cold War, will also be
considered.
Credit awarded in history· and literature".
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in history, literature, conHict studies, teaching, foreign
service, international trade and commerce and
international studies.
This program is also listed in Society, Politics, Behavior
and Change.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
Individuals vs. Societies:
Studies of American and Japanese
Society, Literature and Cinema
Spring/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 24
Prerequisites: None. This all-level program accepts
up to 25 percent or 6 first-year students.
Faculty Signature: No
Special Expenses: Up to $30 for a field trip.
Internship Possibilities: No
In this program we will examine the concepts
of the individual and society, and the interaction between the two, through the critical
exploration of American and Japanese literature
and cinema, as well as popular media.
When the 18th-century Danish philosopher,
Soren Kierkegaard, chose "that individual" as
his own epitaph, he was proclaiming himself as
an individual, the only concrete mode of human
existence, although he was keenly aware of the
consequence of such a stance. In America,
however, the concept of individuals as
autonomous and free agents with an inalienable
right to pursue happiness seems to have been
accepted quite cheerfully, and indeed without
much anguish. This is manifested variously
from the self-acquisitiveness of Benjamin
Franklin's character, Poor Richard, to
Thoreau's "rugged" self-reliance to "the Great"
Gatsby's misguided self-creation. Books such
as William Whyte's The Organization Man and
David Riesman's The Lonely Crowd revealed
conformist tendencies of individuals belonging
to some American communities. These books
were written 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, the
importance of group cohesion and harmony
rather than the individual right to happiness,
has been stressed throughout much of its
history. In fact, Japanese often seemed to
consider themselves as the embodiment of
concepts such as nationality, gender or family
rather than individuals.
Certainly, the reality is not as simple as these
stereotypical representations of two societies
indicate. This dichotomized comparative frame
presents an interesting context in which we can
explore the concepts of the individual and
community/society, and the dynamic relationship between these two concepts. Throughout
the quarter we will focus on the ideas of the
individual and community/society and their
interrelationships.
Credit awarded in Japanese culture, Japanese
literature, American literature, psychology, sociology,
literary theory and film studies.
Total: 16 credits.
Program is preparatory for careers and future studies
in literature, psychology, sociology, cultural studies,
film studies and international relations.
This program is also listed in First-Year Programs.
-~~------------------------
The Myth of Memory
Spring/Coordinated Study/Group Contract
Faculty:Stacey Davis, Lance Laird
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome;college- level expository writing skills.
FacultySignature: No
SpecialExpenses: No
Internship Possibilities: No
Situated somewhere hetween fact and dream,
memory shapes our individual lives in
countless ways each day. But memory affects
groups as well as individuals: just as the
average French citizen identifies with the
crucial moments of a great Revolution that
occurred more than 200 years ago, so too are
the identities of African Americans today
shaped by the "memories" of slavery and the
civil rights movement, even for individuals
who experienced neither firsthand.
This program will explore the links between
collective memory and group or national
identity. How do collective memories, whether
"real" or constructed, help create and sustain a
people's self-image, values and goals? What
happens to minority groups who get excluded
from the nation's collective memory? Does the
myth of memory shatter when contested? How
can memory be used as a weapon? And how do
groups use the lack of memory, or shared
forgetting, to further their collective identity?
We will look at specific moments, myths and
memories of the 20th century, starting with the
impact memories of the Holocaust have had on
Jewish identity, and how the selective memory
of World War II and the Franco-Algerian war of
the 1950s has allowed modem German and
French citizens to ignore moments in their
pasts which might topple their national selfimage. We will continue with an in-depth study
of the Israeli-Palestinian conflict, focusing on
how the selective appropriation of religious
symbols and stories has helped shape Israeli
and Palestinian memory and politics. We will
conclude with a study of the ways the civil
rights movement and the Vietnam War
disrupted and reshaped the collective national
myth of Americans, and how monuments,
memorials and holidays continue to challenge
or to rebuild those myths by shaping our
memories.
Students will work both with primary source
material and secondary scholarly essays. They
will complete intensive writing assignments,
lead seminars and conduct an oral history
project.
The Pacific Northwest and Its Past
Spring/Group Contract
Faculty: Michael Pfeifer
Enrollment: 25
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Historians have argued that the Pacific
Northwest was a historical backwater:
separated by great distance from cities and
markets and dominated by extractive industries
(furs, timber, fish, gold, oil). In recent decades,
however, transportation and technological
advancements have radically altered the Pacific
Northwest's relation to national and world
markets. Immigration too, from Asia and Latin
America, among other places, has dramatically
diversified the region's population.
We will be concerned with the cultural and
social history of this region, defined as
Washington state, Oregon, Idaho, Alaska,
British Columbia and Yukon Territory. Class,
ethnicity, race, gender, sexuality and religion
will be of particular interest in our analysis.
This history will seek to navigate common fault
lines in the region's understandings of its past:
thus it will include that which transpired both
before and after white settlement, that which
occurred east of the Cascades as well as west of
it, that which happened on both sides of what
became the American-Canadian border, and
that which occurred both in the Far North and
"outside" of it. We will intensively read,
discuss and write about the central works in the
secondary historical literature (books and
articles) on the region, as well as key primary
sources (which may include musical, visual and
oral texts, as well as written ones). Students
will write a major research paper on a topic in
the region's social or cultural history composed
of original research in primary documents
synthesized with relevant secondary sources.
Consultations with faculty, with seminar, and in
small groups will add a collaborative
dimension to the composition of the research
paper.
Credit awarded in Pacific Northwest history" American
history*, Canadian history· and American studies",
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities, teaching, law and other professions.
Paradise Outlaws: Kerouac,
Bukowski and the Beats
Spring/Group Contract
Faculty: Bill Arney, Craig Carlson
Enrollment: 48
Prerequisites: This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Lawrence Ferlinghetti, Charles Bukowski,
Diane DiPrima, Jack Kerouac, Allen Ginsberg
and other Beat writers shared a unifying vision
of a better future, of the possibilities for change
in America. They are part of a libertarian
tradition that envisages an ideal, however
romantic and unattainable, of the individual
embracing personal freedom while resisting
institutional values. They were outlaws aiming
for Paradise.
The Beats shared a populist perspective-a
view that art is unelitist, anti hierarchical,
egalitarian. They professed to learn more on the
street than in the academy. They tried to be
accessible and honest. They were more
concerned with the rawness of experience than
with trying to get into the museum of literary
culture.
Students will study Beat politics, fiction and
poetry. We will examine American culture in
the 1960s through the work of Robert Frank,
Hunter S. Thompson and others. We will read
William Blake, Howard Zinn and Paul
Goodman, listen to a selection of 19605 jazz
and rock 'n' roll, and readlhear a selection of
Beat writing.
We will follow Allen Ginsberg's advice:
The method must be purest meat and no
symbolic dressing, actual visions and actual
prisons as seen then and now.
Credit awarded in literature", American studies",
writing· and art",
Total: 16 credits.
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Program is preparatory for careers and future studies
in literature, humanities, law school, nuclear physics,
sociology, history, American studies and poetry,
This program is also listed in First-fear Programs.
Credit awarded in comparative religion, European and
Middle Eastern history and cultural studies. Students
who complete upper-division work will earn upperdivision credit.
Total: 16 credits.
Program is preparatory for careers and future studies
in comparative religion, history and cultural studies.
* indicates
epper-dirisien credit
--------------------------~-
Poetic Justice
Spring/Group Contract
Faculty: Greg Mullins
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome; college-level expository writing ability.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
What special relation, if any, does poetry have
to justice? We commonly think of "poetic
justice" as an ironic reversal of an injustice.
Does poetry speak in other, more profound
ways to those political and social struggles,
legal structures and moral philosophies that
establish justice in a given society? We will
pursue these and related questions through
intensive study of 20th-century American
poets. We will read some theoretical work on
the meaning of justice, but the majority of our
time will be spent reading, writing about and
talking about poems. We will read poets like
Gwendolyn Brooks, who write explicitly about
social injustice, and poets like Frank O'Hara,
who seem disinterested in justice. By reading
closely a diverse array of poets, we will gain
some leverage on the difficult question of
whether great poetry is necessarily a private,
interior, abstract genre whose aesthetic
concerns distance it from political and moral
engagement, or whether those aesthetic
concerns express a specific relation to justice.
Poets and non-poets are welcome. Poets
should keep in mind that you will not be
writing poetry for credit in this group contract.
Our focus will be on writing critical essays
about poetry. Previous studies in literary
criticism and literary theory will be helpful.
Students will gain a comprehensive overview
of 20th-century American poetry (especially
useful for future English teachers), an enhanced
capacity to understand, analyze and write about
literature, and an enhanced capacity to think
carefully, critically and creatively about
language and justice.
Credit awarded in 20th-century American literature",
literary history" and literary criticism". Students who
complete advanced work in these areas will earn
upper-division credit.
Total: 16 credits.
Program is preparatory for careers and future studies
in literature, education, law, politics, social services,
for-profit and nonprofit management, and any other
field that demands precise writing, critical thinking
and verbal analysis.
* indicates
upper-division credit
Student Originated Studies:
American Studies
Spring/Group Contract
Faculty: David Marr
Enrollment: 25
Prerequisites: Junior or senior standing and for
sophomores prepared to carry out advanced study.
Faculty Signature: Yes. Interested students who have a
project in mind should arrange an appointment to
meet with David Marr, from January 6 to March 5,
2003, to discuss their plans. Students may contact
David at (360) 867-6751, or The Evergreen State
College, Lab II, Olympia, WA 98505, or
marrd@evergreen.edu.
Special Expenses: No
Internship Possibilities: No
Student Originated Studies (SOS) offers
opportunities for students to create their own
course of study and research. Working with the
faculty sponsor, students (two or more) devise
projects and then meet, usually weekly, in a
small seminar to present their work. The
sponsor will support students to do research in
American literature, American history and
American philosophy, as well as other areas of
the humanities.
Previous student-originated projects by
Evergreen students have been centered on such
topics as Utopia, trends in literary theory,
skepticism and belief in American philosophy,
comedy, contradictions in the American
Reform Tradition, identity in African American
thought, literary selves, and pseudo-events in
American culture and politics.
Credit awarded will refleet the type of work done by
each student and may vary depending on individual
course of study and research.
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities, teaching, law, business and the arts.
A Study of Violence
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. In order to be considered for
enrollment, prospective students must submit a twopage typed statement of interest. The statement
should express dearly: (I) 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." Send the statement to
Justino Balderrama, The Evergreen State College, COM
301, Olympia, WA 98505, any time up to or during the
Academic Fair, March 6, 2003. Students will be notified
of acceptance into the program by March 7, 2003. If
any questions exist, contact the faculty who is happy
to respond, (360) 867-6051.
Special Expenses: No
Internship Possibilities: No
In this upper-division, group contract we will
explore the socio-cultural meaning of violence:
we will address the critical question, what is
the social reality of violence in the United
States? Thus, we will examine how the
institutions, symbols, beliefs, attitudes and
everyday social practices found within the
United States create and sustain violent
behavior. We will critically investigate the
cultural connections between violent crime,
youth violence, media, literature, art and the
U.S. "culture of violence." Our approach will
be interdisciplinary using sources from both the
social sciences and the humanities that inform
our study of violence. We will also explore the
social work and human services intervention
models that inform successful violence
prevention programs.
Credit awarded in social psychology, cultural studies,
criminology, social work and human services.
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities and social sciences.
This program is also listed in Society, Politics, Behavior
and Change.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
ttr--------------------------------------------------------
ENVIRONMENTAL STUDIES
AFFILIATED FACULTY:
Sharon Anthony
Michael W. Beug
Frederica Bowcutt
Paul R. Butler
Gerardo Chin-Leo
Robert Cole
Amy Cook
Carolyn Dobbs
Russell R. Fox
Martha Henderson Tubesing
Steven G. Herman
Patricia Labine
john T. Longino
Cheri Lucas-jennings
Lee Lyttle
David H. Milne
Ralph W. Murphy
Nalini Nadkarni
Lin Nelson
john H. Perkins
Brian Price
Paul PrzybylowicI
Liza Rognas
Martha Rosemeyer
Matthew E. Smith
Oscar H. Soule
Kenneth Tabbutt
Erik Thuesen
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. It 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. It includes ecology, ornithology, mammalogy, herpetology, entomology, botany and mycology, with exploration of issues in biodiversity.
{III} Environmental
Sciences-deals
primarily with the study of the underlying mechanisms and
structures of natural systems, both living and nonliving. Environmental sciences often involve significant laboratory and field work. They include chemistry, biology, geology, hydrology, oceanography,
climatology, physiological ecology, evolutionary biology, forest ecology, biogeochemistry and marine
biology.
Each ofthese 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
two-year lag between the creation of the catalog and the actual offerings.
In your planning it is important to realize that program titles and content change from year to year.
Every year we offer one or two versions of Introduction to Environmental Studies intended for second-year and transfer students and open to
well-prepared first-year students. Introductory programs in geology are
taught in alternate years, rotating with more advanced topics in geology.
Ecological Agriculture and Marine Life are offered on an alternate year
basis. Temperate Rainforests and Tropical Rainforests are offered on an
alternate basis with programs focused on the Pacific Northwest. Programs
focusing on human communities and environmental policy are offered
every year, though the program titles change. Each year one or more onetime programs are offered, so it is important to seek help in selecting the
optimum sequence of offerings that meets your needs.
----------------------------e
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Environmental Analysis: Chemistry
and Geology of Aqueous Ecosystems
Fall, Winter, Spring/Coordinated Study
Faculty: Jeff Kelly, Clyde Barlow, James Stroh
Enrollment: 45
Prerequisites: Junior or senior standing, transfer
students welcome. One year of college-level chemistry
and college-level algebra required; physical geology and
trigonometry strongly recommended.
Faculty Signature: No
Special Expenses: One-week field trip to Sun Lakes in
Eastern Washington, approximately $250 for
transportation, logistical support, food, incidentals and
personal items.
Internship Possibilities: Yes, under special circumstances
with a faculty signature.
Baseline assessment of natural ecosystems and
determination of environmental contamination
require accurate chemical and geological
measurements. We will study the geology and
chemistry of ecosystems, and develop topics that
are appropriate to the analysis of the contents of
natural water systems and problems of aquatic
and terrestrial pollution. This program integrates
material from geology, hydrology, analytical
chemistry, statistics and Geographical Information Systems (GIS). Projects will include
research on geological and chemical issues and
problems of ecological and environmental
significance.
Fall and winter, we will address topics in
geochemistry, analytical chemistry, GIS, statistics
and instrumental methods of chemical analysis.
Students will participate in field trips and begin
group projects working with state, county and
city agencies to monitor water quality at selected
sites in Washington and establishing baseline
analyses of the chemical composition of ground,
surface and rainwater on campus. Methods and
procedures will be developed to analyze for trace
materials. Computers and statistical methods will
be used extensively for data analysis and
simulation.
Spring will be devoted to project work and
completing studies of statistics and analytical
chemistry.
Credit awarded in geochemistry*, geohydrology*,
analytical chemistry*, Geographic Information Systems*,
statistics", chemical instrumentation- and group
projects·. 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.
A similar program is expected to be offered in 200~5.
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.
* indicates
upper-division credit
Freshwater Ecology
Fall/Coordinated Study
Faculty: Robert Cole, TBA
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome. One year of college biology, precalculus and facility with spreadsheets.
Faculty Signature: No
Special Expenses: $30 for field trip expenses.
Internship Possibilities: No
Fresh surface waters make up less than 0.1 % of
the total water on earth, but represent an
enormously diverse array of ecosystems, a fact
reflected in their disproportionate contribution
to global biodiversity. Because of their
extraordinary value to humans, freshwater
systems are among the most intensively used
and threatened ecosystems.
This one quarter program will combine
study ofthe structure and function of streams
and lakes with exploration of quantitative
methods for analyzing these ecosystems. Topics
will include hydrologic processes; stream
channel and lake morphology; aquatic
chemistry; cycling of materials and energy;
biological community structure, including
plants, invertebrates and fishes; population
dynamics; and ecological interrelationships
among organisms. Woven throughout the
program will be discussion of how humans
interact with and influence these systems.
Several field trips will emphasize methods for
collecting data on water chemistry, physical
habitat and aquatic organisms inhabiting
streams and lakes. Additional lab time will be
devoted to processing and analyzing data
collected in the field.
Credit awarded in limnology·, stream ecology- and
ecological modeling",
Total: 16 credits.
Program is preparatory for careers and future studies
in biology, ecology and natural resource management.
Introduction to
Environmental Studies
Fall, Winter/Coordinated Study
Faculty: Lin Nelson, Sharon Anthony
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: Approximately $100 each quarter for
overnight field trips.
Internship Possibilities: No
What are some of the major environmental
issues facing the world today? How can we use
science, social science and knowledge of
community issues to study these environmental
problems? Introduction to Environmental
Studies serves as the foundation for more
advanced work in environmental studies. In
particular, we will examine the general
relationships among science, policy and
community, as we explore the development of
campaigns and solutions for dealing with
climate change, resource use, environmental
hazards and water pollution. Students will gain
strong preparation in environmental chemistry
as a science and in examining chemistry in
relationship to industrial production, pollution
assessments, environmental health and public
policy.
We will dedicate substantial time to
examining global and U.S. patterns of
population, development, consumption and
energy use. This will involve study of models,
data systems, debates and public policy. W", will
also focus on the global conditions of climate
change, ozone depletion and environmental
health. In looking at these, we will draw on
environmental science, particularly chemistry,
social science and public policy.
We will also turn our attention to the
relationship of global to regional to local
conditions. One of our areas of concern will be
watershed health and water quality; this will
allow us to work from laboratory to field
application and to explore water policy, public
education and citizen advocacy. Regional and
community studies will be a significant
component of our work, involving selective
study of and visits to area communities facing
environmental challenges.
Class time will include lectures, labs,
workshops, field applications, field trips and
consultations with regional environmental
scientists and advocates. There will be a strong
emphasis on developing proficiency in the lab
and field, writing, research methods, community
applications, discussion of texts and student
development of projects.
Credit awarded in environmental chemistry,
environmental social science, environmental policy,
environmental health, research methods (quantitative
and qualitative), community and regional studies.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in environmental science, environmental policy,
community development, social science, planning,
environmental education and environmental studies.
e~---------------------------
PicturingPlants
ts
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11
Fall,Winter,Spring/Coordinated Study
Faculty:Frederica Bowcutt, Lucia Harrison
Enrollment:48
Prerequisites:None. This all-level program will offer
appropriatesupport for sophomores or above ready to
doadvanced work.
FacultySignature: No
SpecialExpenses: In-state field trips during fall and
springquarters, approximately $200 for two, weeklongfield trips; up to $200 for art supplies.
InternshipPossibilities: Yes, optional six credits spring
quarteronly.
Plantsplay profound roles in our lives.
Throughouthistory, plants have been the focus
ofstorytelling, mythology, religious ceremony,
healing,scientific investigation, material
cultureand artistic expression. This program
exploresscientific, cultural (folklore) and
aesthetic(artistic) perspectives of plants. We
willask: Why and how do we create meanings
outof plants? What actions can we take in the
worldto create ethical relations with plants and
theecosystems they live in? How can we use
plantsas points of departure for our own
creativework?
Our exploration entails a highly integrative
blendof art and science as well as humanitiesbasedthought. To develop the perspective of a
scientist, we will study plant-cell biology,
evolution, anatomy, physiology, taxonomy and
ecology.The visual arts components of the
program will stress drawing from observation
aswell as an understanding of how plants have
inspired artistic expression in different cultural
traditions. We will study scientists as natural
observers and learn to keep fully illustrated
fieldjournals. We will study artists who use
plant forms as a point of departure for
introspection and abstraction. Students will
gain technical skills in drawing, botanical
illustration, watercolor painting, digital
imaging and some beginning printmaking.
Although our focus will be on science and
art,we will also study the folkloric knowledge
of herbalists, farmers, loggers, mystics and
environmental activists. We will explore how
different forms of knowing might inform one
another, and how historical processes shift our
experience of plants.
Attendance at week-long retreats in fall
and spring is required of all students in the
program.
Creditawarded in art appreciation, botanical
illustration, drawing, painting, writing, ethnobotany,
field natural history, introductory botany, ecology" and
plant taxonomy". Upper-division science credit will be
awarded spring quarter for students working at an
advanced level in taxonomy and ecology.
Total:16 credits each quarter.
Program is preparatory for careers and future studies
in art, botany, education, environmental studies and
natural resource management.
This program is also listed in First-Year Programs and
Expressive Arts.
Protecting Washington Wildness
Rules of Nature/Rules of Life
Fall, Winter, Spring/Group Contract
Faculty: Ted Whitesell, Oscar Soule, Steve Herman, TBA
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome; advanced college-level writing skills
and equivalent of one year of introductory college
biology.
Faculty Signature: Yes. Faculty will assess college-level
writing skills and degree of knowledge and
commitment to research and writing about the
protection of wildness in Washington state. Faculty
will conduct interviews April 29-May 14, 2002, or
during the Academic Fair, May 15, 2002. Interested
students must submit a writing sample and past
faculty evaluations (or transcripts for transfer
students). To interview prior to the Academic Fair,
contact Ted Whitesell at (360) 867-6768 or
whiteset@evergreen.edu.
Transfer students should
contact Ted about how to meet the signature
requirement. Acceptance decisions will be made by
May 16, 2002, based on the interview and application
materials.
Special Expenses: Up to $200 per quarter for
approximately 12 overnight trips to field stations
throughout Washington, roughly during weeks two,
four, six and eight of each quarter.
Internship Possibilities: No
This three-quarter group contract is designed to
produce a book, tentatively titled Picking Up
the Pieces: Protecting the Remnant Wildness of
Washington State, to be written by the students,
edited by the faculty and published by a major
publisher. Most of Washington's designated
wilderness areas owe their existence to citizens
who worked hard to gather and disseminate
information about the importance of these areas
and the threats they faced. More remains to be
done to preserve and restore other wild areas,
yet there is currently no comprehensive guide
to wild Washington. To meet this need, students
and faculty will produce a book about the status
of wild Washington, options for additional
wilderness designations throughout the state,
plans of government agencies and citizen
groups, and legal and political tools for
wilderness preservation.
Educational activities will include fieldwork
and instruction in natural history, geography,
environmental history, conservation biology
and writing. Not all students will become
authors of book chapters, due to limitations of
space. The program coordinator will judge
manuscript submissions primarily on writing
quality and contribution to the book's content.
Manuscripts not selected for the book should
contribute to public education as articles in
conservation journals or through other media.
Credit awarded in natural history, geography,
environmental history, conservation biology,
environmental policy and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in conservation, land use planning and management,
geography, natural history and writing.
Fall/Group Contract
Faculty: Craig Carlson, Nalini Nadkarni
Enrollment: 48
Prerequisites: None. One year in college, one year of
college-level writing preferred. This all-level program
will offer appropriate support for sophomores or
above ready to do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Rules can be tricky, sometimes confusing, often
important. Our point of entry and exit will be:
What are the rules by which we live, individually and collectively? Are they prescriptive or
arbitrary, universal or contextual? What
happens when one breaks the rules? Who or
what has authority to decide the consequences?
Rules guide numerous aspects of our lives,
but we will focus on an eclectic subset of
disciplines and subjects within art, the social
sciences, the humanities and natural science.
We base our choices on the experience and
interests of the faculty: poetry, natural history
and ecological science, religion, ethnicity,
emotions, incarceration and sports. One
primary focus is nature. What are the rules of
nature and how do we know what they are? We
will study, view and read texts, images, film
and music. Seminar books will include authors
such as Leo Tolstoy, Arudhati Roy, Basho,
Peter Berger and John Luoma.
In our 10 weeks together students will
participate in weekly seminars, be asked to
respond to our program theme through a
variety of writing-critical
essays, journal
work and creative writing-as well as choosing
expression in drawing, photography and the
arts. One major natural history project will be
presented as class work. This will involve the
collection, analysis and storage of data from
field sites on campus that will help us quantify
and understand forest structure and dynamics.
Students will learn the rules of gathering,
working with, and presenting data in a rigorous
scientific manner, in both oral and written
forms.
"Eternity is in love with the productions of
time," as Blake explains.
Credit awarded in natural history and ecology,
quantitative reasoning, creative writing, expressive art
and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future studies
in liberal arts, arts, natural science, writing and law.
This program is also listed in First-Year Programs and
Culture, Text and Language.
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A Silver Sky: Poetry and Place
in the Pacific Northwest
Fall, Winter/Coordinated Study
Faculty: Bill Ransom, Matthew Smith
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Up to $200 for field trips.
Internship Possibilities: No
What is our experience of place? How does
place form our experience? How do our
rhythm, our sense of time, our feeling for
beauty, our words emerge from our individual
and collective engagement with the world of
our experience? How do these expressions of
our experience shape us and call us to further
engagement with our place? We will address
these questions as we examine our own
experience in and with the Pacific Northwest.
As we come to see how the mist over the valley
bottoms has been engaged in a dialogue with
the people who live along the banks of the
river, we can begin to see what conversations
surround us and what stories await discovery
and voice.
We will investigate the stories of the Pacific
Northwest, including the stories that the natural
history tells, and we will come here primarily
through poetry. Reading and writing,
observation and expression, the making of
place and the embedment of our lives in this
place will invest our process and our products.
We will explore history, legend, natural history,
story and the rich poetic tradition of the Pacific
Northwest. By attaching ourselves to the
particular we will reflect upon the larger world.
We will write constantly; as William Stafford
said, "If you're not writing a poem a day, your
standards are too high." We will perform our
work aloud. We will listen. And we will go
through the process of writing, rewriting and
preparing something for publication while
learning the basics of copy editing and
manuscript preparation. Students will select a
publication (audience) that fits their work and
submit to that publication at the end of each
quarter. Publication itself is not required, only
the process toward publication. We imagine
this work as demanding, deliberate and a great
deal of pleasure. Guest speakers and field trips
will further enrich our place-based work.
Credit awarded in literature, art, history, poetry,
regional studies and natural history.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in writing, editing, history, regional studies, teaching,
law and environmental studies.
This program is also listed in First-Year Programs and
Culture, Text and Language.
* indicates
upper-division credit
OFFERINGS BEGINNING
WINTER QUARTER
Introduction to
Environmental Modeling
Winter/Group Contract
Faculty: Robert Cole
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome; pre-calculus.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will present a broad survey of
environmental and ecological systems that lend
themselves to modeling methods. This rapidly
expanding field is becoming an essential
component of environmental restoration
projects, wildlife management and enhancement, understanding biogeochemical cycles,
designing sustainable resource economic
systems, and developing better tools for
ecological management. We will use a series of
case studies to illuminate the process of building
and modifying mathematical models of the
environment. Topics will include local and
global energy flows, population models
including competition and predation models,
metapopulation analysis, primary production
and pollution models. The tools developed can
be applied to a wide variety of settings,
including the study of chaos and chaotic
behavior in biological and ecological systems.
This program will be excellent preparation for
the Energy and Trash program in spring quarter.
In workshops, we will develop many of the
mathematical tools and computer skills
necessary to understand the models we'll
investigate. In weekly computer labs students
will learn to use the Stella modeling software.
No prior background in computing is assumed.
Students should, nonetheless, be willing to learn
new software and apply new mathematical techniques to a variety of situations and case studies.
Students will be expected to complete an
independent or group project and present it to
the class at the end of the quarter. A sample of
suitable topics might include: fishery or forestry
models; energy flow in the environment;
pollution reduction in lake systems; epidemics
and the spread of disease; specific wildlife
management models; groundwater modeling;
medical or physiological modeling (e.g., cardiac
oscillations, genetic algorithms, enzyme
kinetics, etc.); population or metapopulation
dynamics; air pollution dynamics; biogeochemical cycles; material flows; or chaotic phenomena
in ecological or biological systems.
Credit awarded in environmental modeling, calculus,
research topics in environmental modeling" and
mathematical ecology·.
Total: 12 or 16 credits. Students will be expected to sign
up for 16 credits which includes four credits of Calculus
I. The only students permitted to enroll for 12 credits
are those who have previously completed Calculus I.
Program is preparatory for careers and future studies
in environmental science, natural resource management, environmental policy, hydrology, medicine and
the physical and biological sciences.
Marine Life: Marine Organisms
and Their Environments
Winter, Spring/Group Contract
Faculty: Erik Thuesen, Amy Cook
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome; at least two quarters of college
chemistry and two quarters of biological sciences with
labs; an ability to work easily with numbers and
equations; experience using a personal computer.
Faculty Signature: No
Special Expenses: Up to $140 for overnight field trips.
Internship Possibilities: No
This program focuses on marine organisms, the
sea as a habitat, relationships between organisms
and the physical/chemical properties of their
environments, and their adaptations to those
environments. Students will study marine
organisms, elements of biological, chemical and
physical oceanography and field sampling
methods, with associated statistics and laboratory
techniques. Throughout the program, students
will focus on the identification of marine
organisms and aspects of the ecology of selected
species. Physiological adaptations to diverse
marine environments and comparative anatomy
will be also be emphasized. The class will study
physical features of marine waters, nutrients,
biological productivity and regional topics in
marine science. Concepts will be applied via
faculty-designed experiments and studentdesigned research projects. Data analysis will be
facilitated through the use of Excel spreadsheets
and elementary statistics. Seminars will analyze
appropriate primary literature on topics from
lectures and research projects.
The faculty will facilitate identification of
student research projects, which may range from
studies of trace metals in local organisms and
sediments to ecological investigations oflocal
estuarine animals. Students will design their
research projects during winter quarter and write
a research proposal that will undergo class-wide
peer review. The research projects will then be
carried out during spring quarter. The scientific
process is completed when results of the research
projects are documented in written papers and
students give oral presentations during the last
week of spring quarter.
Credit awarded in marine biology·, oceanography·,
zoology· marine ecology· and research", Although
circumstances may change, we anticipate that all credit
will be designated upper-division science for those
students completing both quarters of the program.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2004-05.
Program is preparatory for careers and future studies
in marine science, environmental science and other life
sciences.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
8----------------------------
Trees and Humans:
Ecology,Art and Culture
Winter/CoordinatedStudy
faculty:NaliniNadkarni
Enrollment:2S
Prerequisites:Junior or senior standing, transfer
studentswelcome; one year of college-level science
(ecology,field studies, natural history), one year of
college-levelwriting.
facultySignature: Yes. Faculty will assess student's
abilityto meet the prerequisites. Students must
submita letter describing their academic experience
to NaliniNadkarni, The Evergreen State College, Lab II,
O~mpia,WA98505 or to nadkarnn@evergreen.edu
byDecember4, 2002. Students will be notified by
December6, 2002.
SpecialExpenses: Approximately $150 for one, two- to
three-night, field trip to the Olympics or Cascades.
Internship Possibilities: No
Treesare Earth endless effort to speak to the
listening heaven.
-Rabindranath
Tagore, Indian poet
Stories and fortunes of trees and humans are
as intricately linked as the complex branching
systems that link tree root to tree crown. The
products derived from trees used by humans
are diverse, ranging from such functional
objects as paper, lumber and boats to aesthetic
objects such as sculpture and jewelry to
spiritual objects such as masks and amulets.
Trees create sacred places in many communities and cultures. Native Americans of the
Pacific Northwest used their wood, bark, roots
and foliage to create objects needed for nearly
all aspects of their lives. They also mitigate
negative impacts of concentrated human
dwellings, and the growing field of urban
forestry is documenting the physical benefits of
having trees in urban areas.
We will explore the connections between
trees and humans in many cultures and time
periods, drawing upon our own experiences on
campus and in the Pacific Northwest region.
We will study the features of trees-their
ecology, physiology and anatomy-with
the
intent to better understand their connection
with humans.
s
This program will engage in a variety of
experiences designed to highlight the
multiplicity of ways in which trees are used:
the making of a functional or aesthetic/spiritual
object in the Evergreen Wood Shop; field trips
to studios of wood sculptors; inventory and
analysis of objects that come from trees in
stores and markets. A wood anatomist will
guide us in a lab to make thin sections of a
variety of native woods to better understand the
microscopic components of wood that make
different species distinctive. Each ofthese
experiences will constitute the kernel of a
written essay that will be exchanged among
seminar groups and discussed.
We anticipate one extended field trip to the
Olympic Peninsula to view wooden art and
functional objects created by the Makah
Indians, hike in the old-growth forests in the
Hoh Valley, visit an industrial lumber mill, and
stay with families that are supported by the
timber industry.
Students will carry out an in-depth study of a
single tree on campus. This may take the form
of an ecological, physiological or artistic study
of the tree. Students will also be required to
find expression in some aspect of the creative
arts-drawing,
painting, carving, photography,
dance or music.
Credit awarded in forest ecology, tree physiology, art
and writing.
Total: 16 credits.
Program is preparatory for careers and future studies
in the liberal arts, arts, natural science, writing,
anthropology and Native American studies.
OFFERINGS BEGINNING
SPRING QUARTER
Coastal Dune Ecology
Spring/Group Contract
Faculty: Al Wiedemann
Enrollment: 14
Prerequisites: Junior or senior standing. Basic course
work in plant biology helpful but not required.
Faculty Signature: Yes. Students must fill out an
application available from AIWiedemann, (360) 8676023, or wiedemaa@evergreen.edu beginning
February 10, 2003. Faculty will conduct interviews to
assess student's background knowledge, interests and
writing skills. Students will be advised of their
acceptance prior to the Academic Fair, March 5, 2003.
Special Expenses: Students can expect to spend
approximately $290 for travel and lodging (food not
included) for four, multiple-day field trips to coastal
sites in Northern California, Oregon and Washington
for a total of about 20 days in the field.
Internship Possibilities: No
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 defense"-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 ofthese
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 willleam 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 resteration," and human
interactions and aesthetics",
Total: 16credits.
Program is preparatory for careers and future studies
in ecological research and management, natural
history, forestry and wildlife management.
You are never too far from a body of water when you study at
Evergreen. Students take advantage of a variety of habitats,
including salt and freshwater marshes, tide flats and deep water.
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Energy and Trash:
Over-Consumption in North America
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Spring/Coordinated Study
Faculty: Sharon Anthony, Robert Cole
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; one quarter of college-level chemistry and
college-level algebra.
Faculty Signature: No
Special Expenses: Approximately $125 for overnight
field trips.
Internship Possibilities: No
How much energy do you use? How is
electricity generated? How does energy
production affect the environment? How much
trash do you produce? Where does your trash
go? How does your trash affect the environment? This program will examine the technical
and policy aspects of North American energy
consumption and trash generation, and compare
it to the rest of the world. Students will use
mathematical modeling tools to explore the
flow of energy and material goods in society,
and will conduct audits of our personal
contributions to these flows. We will use
chemistry to investigate the effects of energy
generation and waste emissions on the
atmosphere and aquatic environments. We will
also examine policy options, and investigate
directions that point to a more sustainable
future.
This intensive IO-week program of study
will include workshops and lectures, computer
labs, seminar discussions, field trips and library
literature searches. In addition to the scheduled
activities, students will have the opportunity to
do an independent research project of their own
choosing.
Credit awarded in energy and solid waste policy,
renewable and non-renewable energy systems and
environmental chemistry.
Total: 16 credits.
Program is preparatory for careers and future studies
in environmental policy, environmental science and
environmental health.
Insects and Plants of Washington
Spring/Coordinated Study
Faculty: Paul Przybylowicz, John Longino
Enrollment: 48
Prerequisites: This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: There will be three overnight, threeday field trips in Eastern and Western Washington.
Approximate cost will be $150, to be paid by April 4,
2001
Internship Possibilities: No
After this program, insects and plants will
never look the same to you. We will spend the
quarter alternating between field and lab,
learning basic botany and entomology, with an
emphasis on learning the common plants and
insects of Washington. We will also study the
ecology and evolution of insects and plants,
and their interactions. Insect identification will
focus on orders and major families, and the
skills needed to key out any insect to family.
Students will also learn to identify the major
divisions of plants-from
liverworts to
flowering plants.
There will be three overnight field trips to
different parts of Washington, and these will
alternate with laboratory-based studies using
existing collections and new collections from
field trips. Evaluations will be based on lab
practicals, exams and a field journal.
Credit awarded in introductory botany, introductory
entomology and writing.
Total: 16 credits.
Program is preparatory for careers and future studies
in botany, entomology, field biology and environmental
science.
This program is also listed in First-Year Programs.
The Practice of
Sustainable Agriculture
Spring, Summer, Fall/Group Contract
Faculty: Pat Moore
Enrollment: 18
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: Yes. Students must fill out a
questionnaire to assess motivation, maturity,
communication and writing skills and background in
environmental studies. Transfer students must include
a description of college courses taken, related work
experience and letters of recommendation and mail
them no later than February 28, 2001 To apply, contact
Pat Moore, The Evergreen State College, Lab I, Olympia,
WA 98505, or moorepat@evergreen.edu
or the
Academic Advising Office, (360) 867-6312. Submit the
completed application to the faculty prior to or at the
Academic Fair, March 5, 2001 Students will be
informed of acceptance by March 7, 2001
Special Expenses: Field trips, approximately $60-$80.
Internship Possibilities: No
This program will provide upper-division
students with direct experience in the practices
of sustainable agriculture. There will be weekly
lectures, occasional field trips and an emphasis
on practical skill development in intensive food
production at the Organic Farm. Students can
expect instruction in soils, plant propagation,
greenhouse management, compo sting, green
manure, the use of animal manure, 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 and orchard
systems.
Because spring and summer studies provide
the foundation for fall quarter, no new students
will be admitted fall quarter.
Credit awarded in horticulture, soils, greenhouse
management and agroecology.
Total: 8 credits spring and fall quarters and 12to 16
credits summer quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in agriculture, horticulture and outdoor education.
Located on the western edge of campus, the Organic Farm of·
fers students the opportunity to raise crops through an
academic program or on an individual plot. In addition, the
Farmhouse is a popular campus meeting spot for retreats and
academic seminars.
e~~------------------------
EXPRESS IVE ARTS
AFFILIATED FACULTY:
Susan Aurand - Visual Art
Andrew Buchman - Music
Mario Caro - Art History
Arun Chandra - Music
Caryn Cline - Film/Media Studies
SallyCloninger - FilmiVideo
Doranne Crable - Performance Studies, Literature
Joe Feddersen - Visual Art
Anne Fischel - Film/Video
Marilyn Frasca - Visual Art
Ariel Goldberger - Scenic Design
Bob Haft - Visual Art, Photography
Lucia Harrison - Visual Art
Ruth Hayes - Animation
MegHunt - Dance
Rose Jang - Theater
Robert Leverich - Visulli Art
Ju-Pong Lin - Film/Video
Jean Mandeberg - Visual Art/Sculpture
Laurie Meeker - Film/Video
Kabby Mitchell - Dance
Sandie Nisbet - Theater
Ratna Roy - Dance, African American Studies, South
Asian Studies
Terry Setter - Music
Paul Sparks - Visual Art, Photography
Lisa Sweet - Visual Art
GailTremblay - Fiber Art, Creative Writing
Sean Williams - Ethnomusicology
The Expressive Arts area works to help students gain skills and experience in the arts with a very
deliberate focus on the interplay of theory and practice. In many programs, students have the opportunity to work in more than one art form simultaneously and with collaborative and cross-disciplinary
approaches to learning. Program themes are drawn from current aesthetic and ideological interests of
the faculty and vary widely from year to year, ensuring that the faculty and curriculum remain vital and
relevant. Students should be aware that sequential skills training is not available in most of the arts but
a hands-on approach is taken in every program that has Expressive Arts faculty as members of the
teaching team. Expressive Arts offerings usually include work in the performing arts (theater, music
and dance), media arts, visual arts and creative writing. In all of these contexts, we are working to
create a learning environment that supports a strong multicultural perspective.
The Expressive Arts faculty are committed to the importance of creative work as a central element in
a liberal arts education. The faculty feel it is vital for students primarily interested in the arts to have a
broad range of other academic experiences and often require academic work outside the area for admission to certain arts programs. Students should not expect to do all their undergraduate work within the
Expressive Arts. They are encouraged to move into and out of the area, taking advantage of study
opportunities in other planning areas at Evergreen. Look for the arts in cross-divisional, theme-based
programs.
Offerings in the Expressive Arts include annual entry-level programs in media arts (Mediaworks),
performing arts (Foundations of Performing Arts and Puppet and Object Theater) and visual arts (Foundations 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
some of these programs requires the completion of a written application or a portfolio review. Students
will not be admitted to entry-level programs in visual arts, media or theater, or advanced group contracts in the Expressive Arts if they have not completed at least one year of full-time, interdisciplinary
work in a coordinated studies program outside the arts. Exceptions may be made for some transfer
students whose academic record demonstrates broad training in the humanities, social sciences or sciences.
Individual contracts and senior thesis projects allow students to do intermediate or advanced work.
For both these options, eligibility requirements include a minimum of three quarters' prior experience
in the Expressive Arts. Faculty are also available to support student-originated studies contracts for
advanced, upper-division students. Students may enroll in skill-development courses designed to supplement work in programs and group contracts. Finally, internship possibilities are available for
preprofessional work experience.
Senior Thesis: The senior thesis project in the Expressive Arts is a competitive program involving
the production of senior-level work in one or more media; participating students are advised by a thesis
committee comprised of three faculty or staff. Each spring, students may submit proposals; these are
reviewed by the Expressive Arts faculty and successful projects are supported by a small stipend.
Advanced Work in Film/Video: Independent contracts in film/video are available on a limited
basis to students who are ready for advanced work in film/video production, history and theory. Independent contract projects might involve production of a film, video or mixed-media piece; writing a
script or screenplay; or research on media history or theory. 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 video production, history and theory. This background should be developed through work
in programs, group contracts and courses equivalent to a concentration. Students must have at least
three quarters' prior experience in the Expressive Arts or expect to have taken and successfully completed an entry-level film and video program such as Mediaworks. Transfer students who have spent a
year in coordinated studies may also plan independent contracts if they have at least one year of intensive course work in media production and theory from their former institution. Students may not use
independent contracts to learn basic production skills that are taught in full-time programs and courses.
Portfolio for Visual Arts: The following items should be included in the portfolio students submit
when seeking entrance into an advanced program in the visual arts: (I) At least six examples from a
body of work that examines a particular theme or topic. The theme may be explored using a single
medium or through the use of several different two-dimensional and three-dimensional media. Slides,
photographs and actual pieces may be included. (2) Students who have worked in a variety of media
should include examples from each, demonstrating the range of diverse skills that have developed. (3)
Several examples of written work. Assigned papers, creative writing and/or self-evaluations would
serve this purpose. These materials should be contained in an easily portable portfolio. They should be
arranged in a coherent sequence based on one of the following factors: chronology, medium, theme or
the sequences of programs in which the work was completed. Students should contact the relevant
faculty or the Academic Advising Office for information concerning the times and places for submission of portfolios.
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Body, Mind, Soul
Fall, Winter, Spring/Coordinated Study
Faculty: Heesoon Jun, Kabby Mitchell, Lance Laird
Enrollment: 75
Prerequisites: Sophomore standing, transfer students
welcome. At least two quarters in a coordinated
studies program at Evergreen.
Faculty Signature: No
Special Expenses: Approximately $75 for field trips plus
student project expenses (amount varies with project
scope).
Internship Possibilities: Yes. Possibly spring quarter
only.
This program is designed for students who
want to study health, sickness, wellness and
healing from perspectives that integrate body,
mind and soul. The main objectives ofthe
program are: (1) to articulate historical,
sociopolitical and cultural trends that have
influenced the understanding of body- mindsoul, and (2) to sort through and critique the
images, information and ideas we receive in
contemporary media, popular psychology and
popular religion.
The program will explore historical, crosscultural, and autobiographical questions about
the body-mind-soul connection. Examples of
the historical questions are: How have
religious, philosophical and cultural ideas of
beauty, the body, mind and spirit developed
throughout history? How do movements within
and outside traditional religious, psychological
and artistic communities challenge accepted
notions of the body-mind-soul separation or
connection? Cross-cultural questions include:
Are there continuities, overlaps, disjunctures
and critical perspectives within and between
"eastern," "western" and "indigenous"
traditions that might give us a more complex
understanding of how human beings perceive
themselves? What do various traditions and
mainstream media prescribe as ways to nurture
the development of healthy bodies, minds and
souls? Autobiographical questions may
include: What are the spiritual and psychological consequences of "sacred" bodies becoming
"profane" or commodified? How does one's
understanding of/attitude toward self in terms
of body, mind and soul affect relationship to
"nature," "other beings" or "the divine"?
Through weekly body-awareness exercises and
workshops students will deconstruct some
habits and strive to construct new habits that
honor body-mind-soul.
The readings will include a selection of
articles as well as possible books, such as Sarah
Coakley, ed., Religion and the Body, sacred
texts and an abnormal psychology textbook.
Credit awarded in abnormal psychology, holistic
healing, movement and health, cross-cultural studies
on body symbology, capitalism and health,
comparative religion", history of religion" and health
psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in health and social service professions and religious
studies.
This program is also listed in Culture, Text and
Language and Society, Politics, Behavior and Change.
The Classical legacy:
Provence and Tuscany
Fall, Winter, Spring/Coordinated Study
Faculty: Bob Haft, Marianne Bailey, Hiro Kawasaki
Enrollment: 75
Prerequisites: Sophomore standing, transfer students
welcome. Core program or equivalent and some study
of a foreign language.
Faculty Signature: No
Special Expenses: Fall and winter quarters students,
should expect to spend approximately $40-$120 on art
supplies. In the spring, this amount could double,
especially if students participate in one of the studio
arts offerings at the Studio Art Center International in
Florence, Italy. During spring quarter, the program will
travel to France and Italy for 10 weeks, approximate
cost $4,000.
Internship Possibilities: No
Nietzsche believed that great human advances
occur when disparate groups encounter and
meld with one another. The ancient Greek and
Roman cultures offer examples of such a
melding; both were fertile, syncretic blends of
aesthetic notions and belief systems from North
Africa, the entire Mediterranean basin and the
ancient Indo-European world. The classical
legacy of these cultures, which is neither static
nor monolithic, exerts itself in various times
and places throughout history. We will be
especially interested in looking at the regions
of Tuscany and Provence, two areas where the
classical world view mixed especially well with
indigenous elements. Both locales, which still
fascinate the modem imagination, offer us rich
and unique opportunities to do cultural studies
while being immersed in an intoxicating
sensory bath. (Think of Dante, the scent of
orange blossoms, bouillabaisse and fields of
lavender.) How and why does the classical
legacy still hold such sway? This program
addresses that question by first defining the
ingredients of the classical legacy, evaluating
its merits and faults, and then showing how
European cultures are indebted to it.
e~--~--------------------------------
Fallquarter, we will examine the ancient
Greekand Roman cultures as well as their
influencesand antecedents, by studying
mythology,religious practices, art, architecture,
literatureand philosophy. Throughout our
studies,we will deal with three themes-space,
timeand selfhood-that
are continually
evolvingconceptual legacies of the classical
world.
Winter quarter, we will shift our focus to
studyhow these thematic classical legacies
havehad an impact on later European
civilizations. We will study cultural turning
points(both the Renaissance and later) when
theclassical legacy has been resurrected and reconceived, philosophically and aesthetically.
The main question will be the ways the
classical legacy has constituted either a boon or
a burden to subsequent artistic and intellectual
developments in Europe.
In order to examine our topics firsthand,
spring quarter we will go to France and Italy
where we will live, travel and study. The first
five weeks we will spend in Provence,
exploring sites from Marseilles to Nice. The
second five weeks of the program will be spent
in Tuscany; students will live in Florence and
participate in art history and/or studio art
programs offered jointly by Evergreen and
SACI (Studio Art Centers International).
Students will be encouraged to study French
during fall and winter quarters. Spring quarter
they will have the option of studying Italian for
five weeks at SAC!.
Credit awarded in history, art history, literature,
philosophy, cultural studies, mythology and studio
arts.
Total: 16credits each quarter. Students may enroll for
12credits with a faculty signature.
Program is preparatory for careers and future studies
in the humanities, history, literature, cultural studies,
art, arts management and teaching.
Thisprogram is also listed in Culture, Text and
Language.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
The Empty Space:
Theater of Compassion
Fall, Winter, Spring/Coordinated Study
Faculty: Doranne Crable, TBA
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome. Completion of one full-time
coordinated studies program and evaluations from
previous faculty.
Faculty Signature: Yes, auditions and interview will be
conducted by faculty during spring quarter 2002.
Announcements for auditions and interviews will be
available at the Academic Fair, May 15, 2002. For more
information contact the Program Secretary (360) 8676605.
Special Expenses: Approximately $150 for attendance
at live theater performances.
Internship Possibilities: No
This program will explore theater and
performance from the point of view of
"catharsis," which is at the root of western
theater. Study will include focus on the Greek
foundations as we turn our attention to the
concept of "compassion." If catharsis means to
release whatever binds us to suffering, is not
compassion the result? If theater, in its essential
nature, is "ritual" that engenders community,
might it also bring together people whose
perspectives and experiences vary widely but
whose humanity is the same? We will study and
participate in workshops based on the dramatic,
folkloric and mythological literatures of
various cultures whose theatrical and
performance traditions attest to people's
capacity to rise to compassion, out of suffering,
through the transforming power of expressive
arts. Among the cultures we will consider are
Native American, Jewish, African American,
Chinese and Russian. The archetype at the
center of our work will be Quan Yin, the
Mother of Compassion (she who hears the cries
of the world).
Fall quarter, we will begin the preparations
and training for performances in winter and
spring quarter. The theme will be "moving into
darkness," as this seasonal archetype is
experienced, through performance, in festivals
of various cultures (e.g., mid-autumn
celebrations, All-Souls Day and Halloween,
then Kwanza, Michelmas, Hanukkah,
Christmas, Solstice). Students will participate
in seminars on drama, poetry and prose
literatures related to this theme. They also will
take part in weekly workshops exploring acting
training, scripting techniques and character
development. We will include study of
children's theater as an educational medium,
working with puppets, masks and storytelling.
Faculty and guests will facilitate the work;
students will write papers based on their
workshop experiences, reading in cultural
studies and lectures.
Continuing the experiential and analytical
studies begun in fall, students will develop
performance pieces in winter quarter, for inhouse presentation only. At this time, they will
identify the areas they most want to pursue on
an in-depth level-scripting,
directing, acting,
composing, choreographing, technical work,
promotions-during
spring. To prepare for
student-motivated collaboration in spring,
students will have to take technical theater
workshops in the winter session. Performance,
scripting and character development workshops
will continue, facilitated by faculty and guests.
The theme will change to seasonal celebrations
of the coming of light (Twelfth Night, Chinese
New Year, St. Valentine's, Tibetan Losar).
Students will research, write about and present
a topic of their choice, related to one cultural
expression of suffering and compassion,
through theater.
Spring quarter will be devoted to creating a
public performance in the Experimental
Theatre. This performance will reflect the
year's work. Faculty will serve as artistic
directors; and one or more students will serve
as stage directors. Students will collaboratively
create all aspects of the piece or pieces within
the concept of"Quan Yin and the Theater of
Compassion."
Credit awarded in education through children's
theater (puppetry, mask-making, storytelling),
research and presentation, dramatic literature
(analysis, adaptation, scripting, performance), cultural
studies (poetry, prose fiction, history), production
(acting, directing, composing, design, choreography or
promotions).
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in theater and production.
* indicates
upper-division credit
----------------------------8
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Foundations of Performing Arts
Foundations of Visual Art
Fall,Winter, Spring/Coordinated Study
Faculty: Arun Chandra, TBA
Enrollment: 72
Prerequisites: This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: $30 per quarter to attend
performances.
Internship Possibilities: No
Throughout history, the performing arts have
embodied the central myths of culture and the
shifts in a culture's values, politics and social
organization. This program is an introduction to
the basic concepts, skills and aesthetics of the
performing arts. We will study the performing
arts in various historical contexts, as well as in
contemporary American culture. Through
studying the history, we will be able to see what
earlier cultures have thought about the
fundamental questions of the human condition
and gain a better understanding of the common
concerns, hopes, fears and joys of our own time.
We will pay particular attention to the reciprocal
relationship between the arts and culture-how
each shapes and reflects the other-and
on the
fundamental character of performance. We will
examine the timeless, universal compact created
between the performer and the audience. What is
the essential nature of performance? How do the
performer and audience collaborate in creating
meaning? How do our life experiences become
the material for new creative works?
In fall and winter quarters, this program will
focus on the history and aesthetics of theater,
dance and music, emphasizing a balance
between theory and practice and the development of visual literacy and aesthetic judgement.
Students will participate in weekly lectures,
workshops, seminars, write papers and attend
professional performances. Over the course of
the year, students will have the opportunity to do
introductory hands-on work in theater, music
and dance and to participate in group projects
that combine these three arts. Our work will
culminate in spring quarter with the creation of
an evening's performance, featuring dramatic
scenes, musical and dance works.
Credit awarded in the history, theory and performance
of theater, music and dance.
Total: 16credits per quarter.
Asimilar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in music, theater, dance, liberal arts and the
humanities.
This program is also listed in First-YearPrograms.
Fall,Winter, Spring/Coordinated Study
Faculty: Susan Aurand, Bob Leverich,GailTremblay,
Paul Sparks, TBA
Enrollment: 40
Prerequisites: Sophomore standing, transfer students
welcome; one year of a coordinated studies program
or the equivalent.
Faculty Signature: No
Special Expenses: Approximately$300 per quarter for
art supplies.
Internship Possibilities: No
This yearlong group contract offers an
intensive introduction to the making of twodimensional and three-dimensional artworks,
combined with the study of art history and
aesthetics. The primary themes of the program
are: developing visual literacy; learning to use
art materials to express one's seeing; and
learning to make a sustained visual investigation of an idea or topic through work in series.
The program functions as a community of
working artists, learning together and sharing
ideas through intensive in-studio work and art
history study. This approach will allow students
to develop skills and thematic content in their
work more quickly than in simple skill-based
classes in art. It will also make possible the
cross-fertilization of ideas and the creation of
collaborative works. This program is designed
for students who have a passion for art, the
ability to take risks, the stamina and patience to
work hard for long hours, openness to new
ideas and the willingness to share their work
and support others' learning.
During fall quarter, students will build skills
in working both two- and three-dimensionally.
Students will learn drawing and design skills
through working with a variety of drawing and
sculpture materials. Students will develop a
visual vocabulary, seeing skills and an
understanding of two- and three-dimensional
composition. Weekly work will include life
drawing, studio projects, work with clay,
plaster and wood, art history lectures and
seminars. Students will have the opportunity
to develop an individual body of work on
a theme.
In the winter quarter, students will continue
to combine two- and three-dimensional work,
with the addition of skills in metals and fiber
work. Students will learn basic color theory,
continue to learn elements of two- and threedimensional design and continue to study art
history, in a way connected to their studio
experiences.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
Spring quarter will include skill-building
work in painting and will focus on the
development of thematic content in work,
issues of presentation, contemporary aesthetics
and criticism. The art history study in the
spring will focus primarily on modem and
contemporary periods.
During all three quarters, students will write
analytical and research papers and take exams
on the art history material introduced. Students
will be expected to be in class and work long
days in the campus studios. It is not a good
choice for students with demanding work
commitments outside of school.
Credit awarded in drawing, sculpture, two-dimensional
design, three-dimensional design, painting (possible
printmaking in spring) and art history.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in art, education and the humanities.
e~--------------------------
Intersections of Cultures:
Contemporary Art
fall,Winter, Spring/Coordinated Study
faculty:Joe Feddersen, Mario Caro
Enrollment:45
Prerequisites: Junior or senior standing, transfer
students welcome; Foundations of Visual Arts or
equivalent.
facultySignature: Yes. Admission to the program is
contingent upon review of student art portfolio and
writingsamples, to be presented to the faculty before
the Academic Fair, May 15, 2002. Send art portfolio and
writingsamples to Joe Feddersen, The Evergreen State
College,Lab I, Olympia, WA 98505 or Mario Caro, The
Evergreen State College, Lab II, Olympia, WA 98505.
SpecialExpenses: Lab fees $50 per quarter; art supplies
approximately $250 per quarter.
Internship Possibilities: No
Thisprogram explores the state of art 25 years
after Modernism. We will focus on the ongoing
debate about the intersections of cultures in a
perspective of art on a global level. Many topics
will address conflict concerning access to power
and knowledge, as well as ideologies of
representation through history and visual
display. We will take a global perspective
merging contemporary Native American art
with themes in mainstream ideologies. These
topics will be addressed through weekly
readings, lectures and a series of visiting artists.
While some students will emphasize the
research possibilities embedded in the program,
all students will be required to conduct personal
research, which will be presented to the group at
the end of each quarter.
We intend to mix directed studies with
individual interests. In fall, we will teach skills
pertinent to the program. Workshops in writing,
printmaking, research, visual art critique will
supplement the skills students bring into the
program. Each quarter students will be expected
to complete an independent project; as the
program progresses these projects will increase
in complexity.
Credit awarded in art history, studio arts, critical
theory and research.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the humanities and arts.
This program is also listed in Native American and
World Indigenous People Studies.
Intimate Nature: Communication
Older than Words
Fall, Winter, Spring/Coordinated Study
Faculty: Laurie Meeker, Sarah Williams, Sean Williams
Enrollment: 72
Prerequisites: None. This all-level program accepts up
to 25 percent or 18 first-year students.
Faculty Signature: No
Special Expenses: $75 per quarter for media
production; $40 per quarter for Yoga or liangong;
$100 for overnight field trips.
Internship Possibilities: No
Is our engagement with a sparrow's song, an
Irish poem, an abstract film, a yoga pose a
matter of remembering and unlearning? Could
it also become a practice of intuitive knowing?
How can we respond to a friend's grief, the
destruction of the salmon, the horror of a clearcut forest, and our own ineffectiveness in the
face of such problems?
As human beings our encounters with
ourselves, with other species and lands are
often in languages older than words. We feel
these encounters in the body first, perhaps at a
'heart' level; then, we process them through our
intellectual and cultural filters. Our individual
filters are shaped by our childhood, our
language and culture, our encounters with the
media, arts, enviroument and our experiences
as thinking and feeling adults. We are interested
in how these filters become shields that block
and cut us off from older, indigenous, intuitive,
non-anthropomorphic and more sustainable
forms of communication.
This program will explore the intimate
nature of the relationship between our
experiential realities and the intuitive and
intellectual processes of understanding them.
We want to create a learning community that
serves as a refuge. We see this as an experiment
that attempts to balance intellectual processes
with body and spirit and embraces emotion in
the classroom. Silence, sitting in circles for
discussion, reflection in natural settings, the
creation of artworks, musical practice, retreats
and movement workshops are ways in which
we intend to balance our reading and research.
Using films, texts, music, movement and
fieldwork, we will intentionally create
opportunities to engage in remembering and
awakening our practices of intuitive knowing.
We will study lives and the work of artists,
naturalists and scientists, who are interested in
the politics of interspecies communication and
who have found ways to engage older ways of
knowing. We will use ethnographic studies,
autobiographies, fiction, poetry and field
journals to connect with our own intimate
natures.
Credit awarded in anthropology, cultural studies,
feminist theory, media, ethnomusicology and women's
studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the performing arts, media arts, cultural studies
and women's studies.
This program is also listed in First-Year Programs and
Culture, Text and Language.
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Mediaworks
Fall, Winter, Spring/Coordinated Study
Faculty: P.Ju-Pong Lin, Anne Fischel
Enrollment: 44
Prerequisites: Junior or senior standing, transfer
students welcome; successful completion of collegelevel work involving critical reading and writing and/or
work in visual arts, media, music or performance.
Faculty Signature: Yes. Evergreen students must
submit a written application plus a copy of a faculty
evaluation and a self-evaluation of a coordinated
studies program. Transfer students should submit the
application, a transcript and two letters of
recommendation that speak to the quality of your
academic work. Applications will be available by midApril and can be picked up from the Program
Secretaries in COM301 or the Academic Advising office.
Written application is due Friday, May 10, 2002.
Submit applications to P.Ju-Pong Lin, The Evergreen
State College, COM301, Olympia, WA 98505. In
considering applications the faculty willlook for
evidence of critical reading and writing skills, interest
in the arts or media, willingness to engage in intensive
study and research, commitment to nonfiction
production and willingness to work collaboratively.
Students will be notified of acceptance by May 17,
2002.
Special Expenses: Approximately $100-$300 each
quarter for film and video materials and postproduction fees.
Internship Possibilities: Spring quarter only.
Mediaworks is the entry-level program in film
and video production, history and theory. Our
focus is on the nonfiction image, a broad
category that includes documentary, experimental film, installation, video art, autobiography and mixed-genre work. In Mediaworks, as
in all moving image programs at Evergreen, we
stress the linkage of theory and practice
through analyzing the politics of representation
and working to support each student's
development of a critical perspective on imagemaking.
Mediaworks is a flexible program that
responds to current issues in production and
theory. We will investigate questions about the
relationship between art and social life, the
politics of representing ourselves and ofthose
we perceive as "others," and the relationship
between technology and ways of knowing. Our
work will emphasize both forms of documentary and experimental film and video, including
contemporary new media such as installation,
performance, mixed genre and interactive
forms. The ethical and aesthetic dilemmas that
experimental image-makers historically have
faced will be at the forefront of our study. We
will introduce students to production in film,
video and audio, using l6mm, digital video,
installations and performance techniques.
Possible texts include: Representation: Cultural
Representation and Signifying Practices, Stuart
Hall, ed.; An Introduction to Film Studies, Jill
Nemes, ed.; New Media in Late 20th Century
Art, Michael Rush.
In fall and winter, we will introduce students
to production skills, and students will produce
short, primarily collaborative projects in a
variety of media. We will begin with composition and framing through the manipulation of
still images, then move on to pre-production
design, cinematography, lighting, film and video
editing, sound recording and post-production
strategies. We will pay attention to the process as
well as the product of media production, with
emphasis on experimentation, screening work in
progress, group discussion and critique, and the
development of individual critical and aesthetic
perspectives. Students will also do extensive
research on a significant filmmaker or film
movement and present their research verbally
and in writing. In spring quarter each student
will have the opportunity to produce an
extended independent project informed by the
themes studied in the program.
Credit awarded in film history, film theory, film
production, video production, installation art and media
arts history.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in media, visual arts and communications.
Music in Culture
Fall, Winter/Group Contract
Faculty: Andrew Buchman
Enrollment: 25
Prerequisites: Junior or senior standing, transfer
students welcome; two quarters in a coordinated
studies program or the equivalent.
Faculty Signature: No
Special Expenses: Approximately $150 for a soprano
recorder and tickets to performances.
Internship Possibilities: No
We will study several music cultures comparatively, and explore the issues such studies
inevitably raise, such as differing definitions of
music, tradition and pedagogy. Studying music
in this way is important because it forces one to
reexamine one's own assumptions about music
and its cultural meanings. We will learn to
listen analytically and write papers about pieces
of music. We will explore various theories and
histories of music, read relevant novels and
plays and watch films and documentaries to
gain creative insights into culture and music.
We will try various notation systems, but make
fluency in standard music notation a goal.
Learning to read and write music, like
becoming a sophisticated reader, thinker and
writer of words, opens up new ways of
understanding and experiencing the complex
phenomena-in
this case, bound in time. We
will explore the world of musical instruments.
We will study the soprano recorder and learn
tunes.
Having established a common vocabulary
and knowledge base for informed discussion,
during winter quarter students will work in
groups on a music culture of their choice,
sharing their research with the rest of the
program. We will continue comparative studies
(perhaps reframed around a vital issue, such as
nationalism or modernity) and explore one
music culture together in more depth.
Credit awarded in comparative musicology, music
theory, cultural studies, quantitative reasoning,
independent research and writing and recorder group
lessons.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in musicology, performing arts and cultural studies.
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Picturing Plants
Fall,Winter, Spring/Coordinated Study
Faculty:Frederica Bowcutt, Lucia Harrison
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
FacultySignature: No
Special Expenses: In-state field trips during fall and
spring quarters, approximately $200 for two, weeklong field trips; up to $200 for art supplies.
Internship Possibilities: Yes, optional six credits spring
quarter only.
Plants play profound roles in our lives.
Throughout history, plants have been the focus
of storytelling, mythology, religious ceremony,
healing, scientific investigation, material
culture and artistic expression. This program
explores scientific, cultural (folklore) and
aesthetic (artistic) perspectives of plants. We
will ask: Why and how do we create meanings
out of plants? What actions can we take in the
world to create ethical relations with plants and
the ecosystems they live in? How can we use
plants as points of departure for our own
creative work?
Our exploration entails a highly integrative
blend of art and science as well as humanitiesbased thought. To develop the perspective of a
scientist, we will study plant-cell biology,
evolution, anatomy, physiology, taxonomy and
ecology. The visual arts components of the
program will-stress drawing from observation
as well as an understanding of how plants have
inspired artistic expression in different cultural
traditions. We will study scientists as natural
observers and learn to keep fully illustrated
fieldjournals. We will study artists who use
plant forms as a point of departure for
introspection and abstraction. Students will
gain technical skills in drawing, botanical
illustration, watercolor painting, digital
imaging and some beginning printmaking.
Although our focus will be on science and
art,we will also study the folkloric knowledge
of herbalists, farmers, loggers, mystics and
environmental activists. We will explore how
different forms of knowing might inform one
another,and how historical processes shift our
experience of plants.
Attendance at week-long retreats in fall and
spring is required of all students in the
program.
(redit awarded in art appreciation, botanical
illustration, drawing, painting, writing, ethnobotany,
fieldnatural history, introductory botany, ecology- and
planttaxonomy·. Upper-division science credit will be
awardedspring quarter for students working at an
advancedlevel in taxonomy and ecology.
Total:16credits each quarter.
Programis preparatory for careers and future studies
inart, botany, education, environmental studies and
naturalresource management.
Thisprogram is also listed in First-Year Programs and
EnvironmentalStudies.
IWdents
who registerfora programor coursebutdonotattend
mefirstclassmeetingmaybedropped.
Pillars of Fire: Jewish Contributions
to European and American Culture
Fall, Winter/Coordinated Study
Faculty: Ariel Goldberger, Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready
to do advanced work.
Faculty Signature: No
Special Expenses: Estimated $150 for art and media
materials and theater tickets per quarter. Total
expenses depend on student projects.
Internship Possibilities: No
This interdisciplinary program will focus on
the study of the Jewish diaspora and Jewish
contributions to the culture of Europe and the
Americas. We will explore some of the
following questions in areas such as
philosophy, cultural studies, humanities,
sciences and art. Are there quintessentially
Jewish ideas? What Jewish ideas were coopted by other cultures after the Roman sack
of Jerusalem in the year 70 CE? Which ones
made it into the larger culture? What are
unique Jewish contributions to American
culture?
We will study possible connections among
avant-garde movements, political movements
and the Yiddish culture. We will investigate
Jewish contributions and connections to
American popular culture components such as
Hollywood, Broadway, Tin Pan Alley, jazz
and TV. We will explore Yiddish theater and
its surrounding culture in Europe and
America, including figures such as Gertrude
Stein, Paul KJee, Chaim Soutine, Marc
Chagall, Alberto Giacommetti, Herman
Wouk, Steven Spielberg, Jackie Mason,
Woody Allen, Leonard Bernstein, Rodgers
and Hammerstein.
We will look for possible connections
among Jewish Messianic ideas, laws and ethics,
immigration, politics and the labor movement
in America and Europe.
As part of our studies of Jewish beliefs and
mysticism we will look into the oral and
written law, the mystical tradition of the
Kabbalah and current Jewish thought about
religion and mysticism. We will examine
Jewish rituals, cooking and life-cycle events,
and Jewish men and women's traditional roles.
We will also explore the changing role of
Jewish women as Jewish feminist leaders exert
their influence on the culture.
An inevitable aspect of these studies will be
a journey into the dark abyss of the Holocaust.
We will look at the Holocaust's impact on the
cultural life and arts of Europe and the Jewish
world, and emerging responses to the tragedy.
We will also explore readings and studies on
Jewish views on religion and mysticism.
Credit awarded in psychology, cultural studies, Jewish
studies, performance studies, writing, design, theater,
installation and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in Judaic studies, cultural studies, performance,
writing and literature.
This program is also listed in First-Year Programs;
Culture, Text and Language; and Society, Politics,
Behavior and Change.
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Student Originated Studies: Media
Weird and Wondrous
Fall, Winter, Spring/Group Contract
Faculty: Sally Cloninger, TBA
Enrollment: 25
Prerequisites: Junior or senior standing, transfer
students welcome; Mediaworks (the entry-level
program in media studies at Evergreen) or its
equivalent (i.e., approximately a year of media skill
training, media history and media theory).
Faculty Signature: Yes. Students must submit a project
proposal and portfolio containing copies of recent
faculty evaluations, a sample of your writing and a VHS
tape that contains two examples of your best work in
film or video to Sally Cloninger, The Evergreen State
College, COM301, Olympia, WA 98505. Sally will review
applications during May 2002. Applications and
portfolio requirements will be available from Academic
Advising by May I, 2002. Students will be informed of
acceptance by May 17, 2002.
Special Expenses: Depends on the nature of student
projects.
Internship Possibilities: Yes
Students are invited to design their own small,
group contracts in aspects of media production,
design, writing, history or theory and to
collaborate with media faculty. SOS groups
could be organized around a collaborative
production, a theme, a critique group, etc.
Successful SOS: Media groups in the past have
involved an experimental television production
group, an animation critique group, a senior
film collective, a work-in-progress critique
group and a screenwriting group.
This is not the place to do beginning studies
in media. It should be seen as an opportunity
for students who share similar skills and
common interests to do advanced work that
may have grown out of previous academic
projects and programs. Remember this is not a
class that you just sign up for (although you
will register in SOS with the faculty member's
signature), you must gather a group oflikeminded students and design the class
yourselves with help from the faculty sponsor.
Students will work with faculty before and
during the first few weeks of the program to
design small, group contracts that will be
supported by this year's SOS program.
Credit awarded in media studies and production.
Total: 8, 12 or 16 credits each quarter.
Program is preparatory for careers and future studies
in media, film, video and communications.
Fall, Winter/Coordinated Study
Faculty: Jean Mandeberg, Thad Curtz
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Up to $150 per quarter for studio
supplies, depending on your project.
Internship Possibilities: No
Some things are weird. Some fill us with
wonder. In our world, it sometimes seems that
it's much rarer to be filled with wonder than to
call things weird. In this program we will be
both creating and thinking together about some
special situations in which experiences are
simultaneously weird and wonderful. The
program's activities will include studying,
discussing and writing about literature, art and
theory from psychology, philosophy and other
social sciences. We'll also spend a considerable
amount of our time creating collaborative
projects about the program's themes, sharing
them with each other and reflecting on them.
For example, in studying the theme of travel,
we might work on a contemporary
anthropologist's book about encountering a
new culture; Greenblatt's Marvelous Possessions, a history of the ambiguous functioning of
wonder in the Europeans' conquest of the New
World; and a biography of Joseph Cornell, who
made mysterious art in tiny boxes while
voyaging nowhere but up and down a few
streets in New York. At the same time, studio
assignments in metal or mixed media might ask
students to make their own passports, their own
maps, then their own amulets as another way of
exploring ideas and feelings about travel.
Throughout, we'll be using the issue of the
weird and wondrous as a way to explore some
enduring questions about convention and
creativity in the arts, the interactions between
language and experience, cross-cultural
illuminations and misunderstandings, normal
and extraordinary experience, pity, disgust, the
uncanny and the sublime.
We plan to work slowly and thoughtfully.
We hope to increase our own capacities for
wonder as well as developing, together, some
categories for understanding this special kind
of experience and its relations to other aspects
of our lives and our historical situation.
Credit awarded in literary and social theory, studio
art, art history, film, writing and literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the arts and humanities, and for any careers
involving encounters with a wide range of people and
experiences, like medicine, social work or teaching.
This program is also listed in First-Year Programs and
Culture, Text and Language.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
OFFERINGS BEGINNING
WINTER QUARTER
Camera to Computer
Winter, Spring/Group Contract
Faculty: TBA
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome. One year of a coordinated study program or
equivalent.
Faculty Signature: No
Special Expenses: Approximately $200 per quarter for
photography supplies.
Internship Possibilities: No
This is a two-quarter program on the techniques, history and aesthetics of photography.
Over the two quarters, students will learn
simple techniques (such as photograms), the
techniques of35mm black-and-white
photography, progressing to color photography
and digital imaging techniques. Students will
study the history of photography, from its early
attempts to imitate painting, to its use as a tool
for social documentation, to its current
prominence as an art form in its own right.
Students will develop visual literacy and an
improved understanding of aesthetics through
weekly slide talks and work discussions. Each
student will have the opportunity to develop a
body of work on a focused theme.
Credit awarded in introduction to black-and-white
photography, introduction to color photography,
introduction to digital imaging, aesthetics and history
of photography.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in photography, art and the humanities.
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OFFERINGS BEGINNING
SPRING QUARTER
Drawinga Life
Spring/Group Contract
Faculty:Marilyn Frasca
Enrollment: 24
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
doadvanced work.
FacultySignature: No
SpecialExpenses: Students must provide their own art
supplies, approximately $75.
Internship Possibilities: No
Drawing images from one's own life in both
writing and drawing are activities that will
formthe center of our work together. Students
willhave the opportunity to develop skill at
drawing posed models, and they will use
journal-writing sessions to identify the unique
events, situations and experiences that have
formedtheir life context. Activities will include
weekly figure drawing sessions, journal writing
workshops, discussions of selected topics
drawnfrom art history, literature and
psychology, work-in-progress critiques and
individual conferences with the faculty.
This spring quarter program is designed to
createa community of image-makers who, with
theaid of the faculty and one another, agree to
developskill at making their own images. The
issuesbecome ones of attention, intention and
seeing.Writing and drawing will form the
centerof our work together. Students will be
expectedto make a presentation drawn from
theirown life experience at mid-quarter. For a
finalpresentation, students will create a series
ofimages based on the life of another person.
Creditawarded in drawing, creative writing and
humanities.
Total:16credits.
Programis preparatory for careers and future studies
inthe humanities, art and psychology.
Thisprogram is also listed in First-Year Programs.
Fiber Arts
Puppet and Object Theater
Spring/Group Contract
Faculty: Gail Tremblay
Enrollment: 18
Prerequisites: Sophomore standing. Core program
required, Foundations of the Visual Arts or work in the
visual arts preferred.
Faculty Signature: No
Special Expenses: Students can expect to spend $50$100 for materials and shop fees. Additional expenses
for museum and special event fees.
Internship Possibilities: No
Students in this program will study techniques
for weaving, felting, embroidery, needle arts
and basketry. Students will weave a sampler on
the four-harness loom, and design and make
three pieces of art work each, and one
collaborative project with other students in this
group contract. Projects must use or incorporate
at least three different techniques we are
studying. There will be lectures and films about
the history of 20th-century fiber art. All
students are expected to do a research paper
with illustrations and footnotes and a IO-minute
slide presentation about the work of a
contemporary fiber artist.
Credit awarded in weaving, needlework arts, basketry
and felting.
Total: 16 credits.
Program is preparatory for careers and future studies
in the visual arts and textile design.
Spring/Group Contract
Faculty: Ariel Goldberger
Enrollment: 24
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: $150 for art and media materials and
theater tickets.
Internship Possibilities: No
The main goal of this program is to create a
learning community of students interested in
investigating the nature of puppet theater and
object theater through performance. Experimentation, risk-taking, self-directed work,
design process and learning how to tackle
unknowns will be emphasized. Participants will
be encouraged to write or devise their own
script or storyboard, and required to research
puppet techniques, design the puppets and the
production, and perform. Exploration of new
and innovative materials and tools will be
encouraged. The faculty will facilitate studentoriginated work. The program will require
weekly showing of works- in-progress to
emphasize learning about all participants'
different artistic processes. Weekly presentations will focus on issues related to contemporary puppetry, technical issues and/or
manipulation techniques. Depending upon
student demand, a movement workshop will
be offered.
Some possible puppet masters studied may
be: Philippe Genty, Henk Boerwinkel, Bruce
Schwartz, Julie Taymor, Theodora Skipitares,
Janie Geyser, Roman Pasca and notable
emerging American puppeteers.
Credit awarded in puppet and object theater,
performing arts, performance, design and other
subjects depending on student work.
Total: 16 credits.
Program is preparatory for careers and future studies
in fields that require facility with collaborative
processes, imagination, creative writing, research
skills, artistic processes, intuitive and visual thinking,
design and performing arts.
This program is also listed in First-Year Programs.
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SCIENTIFIC INQUIRY
AFFILIATED FACULTY:
Clyde Barlow
Dharshi Bopegedera
Andrew Brabban
John Bullock
John Aikin Cushing
Judy Bayard Cushing
Jeffrey J. Kelly
Robert H. Knapp, Jr.
Elizabeth M. Kutter
Albert C. Leisenring
Stuart Matz
David McAvity
Donald V. Middendorf
Nancy Murray
James Neitzel
Neal Nelson
Janet Ott
David W. Paulsen
Paula Schofield
Sheryl Shulman
James Stroh
E.J. Zita
The world is so full of such marvelous things that humans are drawn to wonder at it and try to understand it. One result of that wonder is called science. The faculty of the Scientific Inquiry area are
members of the scientific community, men and women who have devoted their professional lives to
personal journeys of discovery as they investigate the world and help their students learn about it. They
are committed to helping students-whatever
their primary interests may be-understand
the wonders
of nature and also understand science as a force in our technological society. In addition, they work
with advanced students in serious scientific investigations. They invite you to become one of those
students, whether at an elementary or an advanced level, and to join in the great adventure. From quarks
and leptons to complex carbon molecules to genes and viruses to the human brain to an earth of mountains and oceans to a universe of unfathomable dimensions, there is much yet to be learned.
Some programs in this area allow you to learn basic science as part of your general liberal
arts education; look particularly at Introduction to Natural Science and Health and Human Development. (Notice that you will also find basic science in some of the Core programs, especially Pattems
across Space and Time and Life on Earth: Postcards from the Edge.) Others are designed to help prepare you for a career in science or technology, or in an applied field such as medicine or computer
networking. Alumni of Scientific Inquiry programs have an excellent record of success in graduate and
professional schools, and in their chosen fields. If you are on such a path yourself, you will generally
begin with a basic science program such as Introduction to Natural Science (especially if you are
interested in biology or environmental science), or Matter and Motion (especially if you are interested
in chemistry or physics). If you are interested in advanced mathematics, you will want to begin with
either Matter and Motion or Data to Information. If you want to pursue computer science, you will
probably begin with Data to Information; then do more advanced work through Computability and
Cognition and Student Originated Software (offered in alternate years). Health and Human Development offers a pathway for those primarily interested in the health and helping professions. Science of
Mind (offered in alternate years) provides neurobiology and other components of cognitive science.
The Molecule to Organism program provides instruction in organic chemistry, biochemistry and laboratory biology (molecular-cellular-genetic
biology and physiology). Advanced work in physical science is offered through the Physical Systems, and the Atoms, Molecules and Research (offered alternate years) programs. Advanced work in mathematics is provided in Mathematical Methods and Math
Systems programs (offered in alternate years). Some intermediate to advanced work is done through
combined studies with other academic areas such as Environmental Analysis (offered in alternate years).
Faculty members teaching in this area are committed to the ideal of science education in the context
of liberal arts education. The liberal arts are the liberating arts, the studies that free people from the
shackles of prejudice, illogic and superstition, which allow them to achieve their full creative potentials. Of the classical seven liberal arts of the medieval university (grammar, rhetoric, logic, arithmetic,
music, geometry and astronomy), four translate in modem form into the subjects of the Scientific
Inquiry area, and science and mathematics are essential components of the modem liberal arts curriculum. Because science and technology are so central to our world, citizens must be scientifically informed so they can make informed decisions and participate intelligently in a democratic society. At the
same time, scientists must consider the social implications and consequences of their work; and they
must know how science has impacted society in the past. Thus, our studies of science itself are combined with studies of the history of science and with philosophical, social and political issues.
By engaging in laboratory and workshop exercises, you will learn to think like a scientist: to apply
theories to experimental situations, to collect data and analyze them in the light of underlying theory,
and to use data to test hypotheses. You will do much of your work with the same high-quality, modern
analytical instruments used in research laboratories. You will also develop facility in mathematics-the
"queen and servant of the sciences"-and
in computation and computer modeling, using some of the
best modem facilities and software available.
Advanced students working in this area have many opportunities to do research, either in a relatively
independent study or as part of an ongoing faculty research program. Research students have presented
their work at scientific meetings, have become authors on technical papers, and have gone on to successful careers. The possibilities are limited only by your energy and ambition.
e~--------------------------
Computability and Cognition
Fall,Winter, Spring/Coordinated Study
Faculty: Sheryl Shulman, AI Leisenring
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; one year of college and intermediate
algebra.
Faculty Signature: Yes. Students must successfully
complete a take-home entrance exam obtained from
Sheryl Shulman, The Evergreen State College, SE 3127,
Olympia, WA 98505.
Special Expenses: No
Internship Possibilities: No
By reasoning J mean computation
-Thomas Hobbes
A variety of beliefs are about the nature of
buman 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 strengths
and limits of a variety of computational models
and their relationships to human cognition. We
will study the mathematics of formal systems,
topics in philosophy and linguistic and recent
work in artificial intelligence, as well as
various topics in formal computer science.
The mathematics offormal 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
haveclear implications for computer science
andcognitive science. Assignments will give
students the opportunities to learn programminglanguages and computer-based projects.
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 centuryGodel's incompleteness theorem, which states
that every axiom system for arithmetic is
necessarily incomplete or inconsistent. This
result, and others like it, establish inescapable
limits to the power of formal systems in general,
and to computer programs in particular.
The seminar will examine a variety of issues
in artificial intelligence and human cognition.
Readings during the year will focus on the
intellectual foundations of debates about the
nature of cognition, and the nature of mind, and
their implications for artificial intelligence. A
primary focus of the seminar will be 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. Most important is an interest
in, and previous exposure to, the mathematical
way of thinking.
Credit awarded in mathematical or symbolic logic,
computer programming, formal language theory, theory
of computability, artificial intelligence techniques and
philosophy. Students will be awarded upper-division
credit for upper-division work.
Total: 16 credits each quarter. Students may enroll in a
four-credit course with faculty signature.
A similar program is expected to be offered in 2004-05.
Program is preparatory for careers and future studies
in mathematics, computer science, philosophy,
cognitive science and teaching.
Data to Information
Fall, Winter, Spring/Coordinated Study
Faculty: Neal Nelson, TBA
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; students must be proficient in high school
algebra.
Faculty Signature: Yes. Entry may require an entrance
exam or other assessment of proficiency in high
school-level algebra and problem solving. Contact the
program secretary at (360) 867-6550, The Evergreen
State College, SE 3127, Olympia, WA 98505.
Special Expenses: No
Internship Possibilities: No
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?
This entry-level computing and mathematics
program is a study of how bits, bytes and raw
numbers gain meaning by having an appropriate structure imposed upon them, thus
transforming data into information. Organizing
data into different structures can produce
different results-through
interpretation,
correct or 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
answers to mathematical problems.
A primary focus is problem solving,
nevertheless, real-world problems often do not
have clear-cut textbook solutions, so throughout the program all students are expected to
develop the ability to search out the necessary
information and develop the necessary skills to
effectively solve mathematical and technical
problems. We guide you through this process of
"learning how to learn" in the fall and winter
quarters.
The program also emphasizes weekly
discussions of readings about topics in science,
technology and society. Data to Information
covers material in a core computer science
curriculum at a liberal arts college, concentrating on mathematical abstractions and
fundamental algorithmic and data modeling
concepts. There is an intense hands-on
laboratory component where students develop
their own logic, programming and design skills.
----------------------------8
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The program is organized around four,
yearlong and interwoven themes. A computational organization theme begins with digital
logic and machine organization, and continues
with concepts of computer architecture and
operating systems. A programming language
theme concentrates on learning how to program
111 two major programming
paradigms:
functional programming and imperative
programming. Various mathematical abstractions are studied through the year to build
mathematical skills and to develop important
theoretical foundations of the program. Finally,
there is an ongoing seminar theme in which we
explore social, historical or philosophical topics
of SCience, technology and society.
Credit awarded in introductory programming, data
structures and algorithms, digital logic, computer
architecture, operating systems', discrete mathematics
and various topics on science, technology and society.
Total: 16 credits each quarter
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in computing, science and mathematics.
* indicates
Environmental Analysis: Chemistry
and Geology of Aqueous Ecosystems
Fall, Winter, Spring/Coordinated Study
Faculty: Jeff Kelly, Clyde Barlow, James Stroh
Enrollment: 45
Prerequisites: Junior or senior standing, transfer
students welcome. One year of college-level chemistry
and college-level algebra required; physical geology and
trigonometry strongly recommended.
Faculty Signature: No
Special Expenses: One-week field trip to Sun Lakes in
Eastern Washington, approximately $250 for
transportation, logistical support, food, incidentals and
personal items.
Internship Possibilities: Yes, under special circumstances with a faculty signature.
Baseline assessment of natural ecosystems and
determination of environmental contamination
require accurate chemical and geological
measurements. We will study the geology and
chemistry of ecosystems, and develop topics
that are appropriate to the analysis of the
contents of natural water systems and problems
of aquatic and terrestrial pollution. This
program integrates material from geology,
hydrology, analytical chemistry, statistics and
Geographical Information Systems (GIS).
Projects will include research on geological and
chemical issues and problems of ecological and
environmental significance.
Fall and winter, we will address topics in
geochemistry, analytical chemistry, GIS,
statistics and instrumental methods of chemical
analysis. Students will participate in field trips
and begin group projects working with state,
county and city agencies to monitor water
quality at selected sites in Washington and
establishing baseline analyses of the chemical
composition of ground, surface and rainwater
on campus. Methods and procedures will be
developed to analyze for trace materials.
Computers and statistical methods will be used
extensively for data analysis and simulation.
Spring will be devoted to project work and
completing studies of statistics and analytical
chemistry.
Credit awarded in geochemistry', geohydrology',
analytical chemistry", Geographic Information
Systems', statistics', chemical instrumentation" and
group projects'. 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.
A similar program is expected to be offered in 2004-05.
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.
Health and Human Development
Fall, Winter, Spring/Coordinated Study
Faculty: Stu Matz, George Freeman, Jr., TBA
Enrollment: 100
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: Approximately $45 per quarter for
retreats, conferences and travel to and from internships.
Internship Possibilities: Yes, winter and spring quarters
with faculty approval.
This program explores the intersection of human
health and society. Each quarter we will examine
this relationship through content-related themes
and experiences to help us understand the
fundamentals of human biology and psychology.
Our learning community will grapple with the
age-old questions regarding the nature/nurture
controversy and how it serves as one foundation
of modem biological science. More specifically,
we will use the broader themes of our program
to engage questions of how we navigate our way
through the world. How do we build healthy
relationships? What myths guide our decision
making regarding health? What barriers prevent
us from achieving a more wholesome lifestyle?
What is our role in building an effective
community? Along with these questions we will
study the particulars of race, ethnicity, gender,
sexual orientation, and class and religion
affiliation/identity as predictors of achieving
health and well-being. We'll also examine these
characteristics in terms oftheir social construction and the creation of a multicultural
democratic society.
'
We take seriously the five foci of the college's
curriculum. As such, we value content, process
and skill development and see them as essential
elements of a good liberal arts education. Our
program will focus on clarity in oral and written
communication, quantitative skills, the ability to
work across significant differences, and the
development of an aesthetic sensibility. Students
are expected to engage in their learning through
their work in the learning community itself.
Students completing this program will come
to a stronger understanding of their personal lives
as situated in a variety of contexts. They will
develop strategies for engaging in a range of
settings to promote social change, in-depth
personal development, increased self-awareness
critical commentary and analysis, and practices'
that promote health and well-being. They will
come to understand themselves as a member of
m~ltiple communities and as having a responsibility to these communities.
Credit awarded in human biology, human developmen~
abnormal psychology and personality theory, community
psychology, educational theory and design, multicultural
studies, writing and quantitative skills.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-41.
Program is preparatory for careers and future studies
in the health professions, the social services, public
policy and education.
This program is also listed in Society, Politics, Behavior
and Change.
upper-division credit
8~-------------------------------
Introduction to Natural Science
Mathematical Methods
Matter and Motion
Fall,Winter, Spring/Coordinated Study
Faculty: Dharshi Bopegedera, Andrew Brabban, TBA
Enrollment: 75
Prerequisites: Sophomore standing, transfer students
welcome; high school algebra. All students are required
to pick up an advisory letter from the program
secretary prior to registering. Contact Pam Udovich at
~60) 867-6600, or udovichp@evergreen.edu,
or The
Evergreen State College, Lab I, Olympia, WA 98505.
Faculty Signature: No. Freshmen will be accepted into
the program provided they interview with the faculty
first.
Special Expenses: No
Internship Possibilities: No
This program is designed to provide a basic
conceptual and methodological background for
students who want to continue in the natural
sciences, but who do not have the necessary
mathematical preparation to take the calculusbased science in Matter in Motion. Students will
leam about the key concepts in physics,
chemistry and biology, necessary to prepare
them for more advanced study in chemistry,
physics, biology, environmental or health
sciences.
The program activities will include lectures,
laboratories, workshops and seminars. Seminars
willexplore controversial topics in science, and
studentswill engage in these debates.
At the end of the program, students will have
completed one year of general chemistry,
physicsand biology.
Creditawarded in general physics, general chemistry
andgeneral biology.
Total:16credits each quarter.
A similar program is expected to be offered in 200l-C4.
Programis preparatory for careers and future studies
inchemistry, physics, biology, environmental sciences
andgraduate and professional studies in health
sciencesand medicine.
Fall, Winter, Spring/Group Contract
Faculty: Don Middendorf
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome; two quarters of calculus.
Faculty Signature: No
Special Expenses: Texts and supplies may cost over $300
and must be purchased by the second day of class,
October I, 2002. Students will be required to subscribe
to two mathematical journals.
Internship Possibilities: No
This program will be a fun, intense adventure in
applied mathematics. One major outcome of this
program will be enhanced skills in model
building and real-world application of mathematics. Ordinary and partial differential
equations will be a major focus throughout the
year including a treatment of nonlinear systems
and chaos theory. We will cover analytical and
numerical techniques. In addition to differential
equations, we'll study linear algebra, functional
analysis, calculus of variations and number
theory. Although the emphasis will be on
applications, we will spend considerable time on
the mathematical foundations as well. A major
theme will be the recent progress in the
foundations of mathematics based on cooperation between pure and applied mathematicians
and physicists. We'll examine the history and
philosophy of mathematical thought as well as
the lives of mathematicians. We will ask
questions such as: What are some of the
ramifications of embracing one model instead of
another? What are the basic foundations of
mathematics? How are mathematical innovations
discovered or created? What role do personal
and cultural beliefs play in the development of
mathematics?
Some of our texts will come with software
and we'll use Mathematica for an experimental
study of mathematics. During fall quarter, all
portions of the program (ordinary differential
equations, numerical methods and linear algebra)
will be linked, so students must enroll for the
entire program during fall quarter. (Students who
have earned credits in these subjects will be
expected to pursue other topics in mathematics
or science as independent study.) During winter
quarter, the subject material will include partial
differential equations, number theory and the
calculus of variations. Students will have the
option of focusing on any two of these topics for
full credit. Throughout the year, students will
have the opportunity to pursue topics of personal
interest through individual research projects and
presentations. Please check the Mathematical
Methods Web page for more information on
this program.
Credit awarded in differential equations', linear
algebra', chaos theory', numerical methods', calculus
of variations', number theory", functional analysis',
history and philosophy of mathematics'. Upper-division
credit is possible for all portions of the program
contingent on upper-division performance.
Total: 16 credits each quarter. Students may enroll in a
part-time option with faculty signature.
Program is preparatory for careers and future studies in
mathematics, teaching, physics, chemistry, biology,
engineering, economics and philosophy.
Fall, Winter, Spring/Coordinated Study
Faculty: John Bullock, Rob Knapp
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; strong critical thinking skills; proficiency in
pre-calculus and trigonometry. High school physics and
chemistry helpful but not required.
Faculty Signature: No. Students must take an
assessment test to determine readiness to start
calculus at http:/n92.211.16.13/curricular/mm2002!
pretest.htm or from Academic Advising.
Special Expenses: No
Internship Possibilities: No
This program is designed for students with a
keen desire for a strong background in physics,
chemistry and mathematics of the kind needed
for serious work in the physical and biological
sciences. The program's work will include
lectures, readings (both technical and general),
calculations, labs, reports and seminar
discussion.
Program work will cover standard introductory topics in differential and integral calculus,
university physics and university chemistry. We
will attend to conceptual understanding as well
as calculational skill and practice in framing and
solving problems. In addition to work in the
science subjects, the program will involve
structured and exploratory laboratories, which
will teach standard scientific techniques as well
as how to determine successful approaches to
investigating physical systems.
Seminar readings and discussions will
investigate the human dimensions of discovery
and cultural patterns within the physical
sciences, together with their abilities and
limitations in contributing to human affairs.
Readings may be from classics in history/
philosophy of science, literature, journal articles
or other sources.
Credit awarded in general chemistry, university physics,
calculus and history, philosophy and cultural studies of
science.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in medicine, engineering, physics, mathematics,
chemistry, environmental science and philosophy of
science.
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Studentswhoregisterfor a program or course but do not attend
the first class meetingmaybe dropped.
_
Molecule to Organism
Physical Systems
Fall, Winter, Spring/Coordinated Study
Faculty: Jim Neitzel, Nancy Murray, TBA
Enrollment: 75
Prerequisites: Junior or senior standing, transfer
students welcome; one year of college chemistry
required; and college general biology preferred.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter only.
This program develops and interrelates
concepts in experimental (laboratory) biology,
organic chemistry and biochemistry by
providing a foundation in experimental biology
for students who plan to continue studies in
chemistry, field biology, laboratory biology and
medicine. The program includes organic
chemistry and upper-division work in
biochemistry, microbiology, physiology,
cellular, molecular and developmental biology
in a yearlong sequence.
The program integrates two themes-one
at
the "cell" level and the other at the "molecule"
level. In the cell theme, we start with the cell
and microbiology and proceed to the whole
organism with the examination of structure!
function relationships at all levels including
some anatomy and physiology.
In the molecular theme, we will examine
organic chemistry, the nature of organic
compounds and reactions and carry this theme
into biochemistry and the fundamental
chemical reactions of living systems. As the
year progresses, the two themes continually
merge through studies of cellular and molecular
processes in molecular biology, developmental
biology and physiology.
Each aspect of the program will contain a
significant laboratory component. On a weekly
basis, students will be writing papers and
maintaining laboratory notebooks. All
laboratory work, and approximately one half of
the non lecture time will be spent working in
collaborative problem solving groups. The
program will also contain field trips to other
laboratories and industries, as well as reading
and discussion of topics of current and historic
scientific interest and controversy.
Spring quarter will allow more flexibility for
students who wish to take part of this program
in conjunction with other work.
Credit awarded in physiology·, cell biology·, molecular
biology·, organic chemistry I, organic chemistry 11*,
organic chemistry III·, blochemistry", microbiology·
and developmental biology·.
Total: 16 credits each quarter. During fall quarter,
students may register for organic chemistry or biology
as an 8-credit option/with faculty signature.
Program is preparatory for careers and future studies
in biology, chemistry, health sciences, environmental
studies and education.
Fall, Winter, Spring/Coordinated Study
Faculty: E.J. Zita
Enrollment: 25
Prerequisites: Junior or senior standing, transfer students
welcome; successful completion of at least one year of
college-level, calculus-based physics (such as Matter and
Motion); facility with integration and differentiation; and
good writing skills.
Faculty Signature: No. Students must take the online
survey available via the Physical Systems Web page
before May IS, 2002.
Special Expenses: Expensive textbooks, up to $500 total,
required for the first week of class, to be used all year.
Internship Possibilities: Yes
This program will examine the principal concepts
and theories by which we describe and understand
the physical world, from the realm of our
immediate senses (classical physics) to the very
small (quantum mechanics) to the vast (astrophysics and cosmology). We will emphasize
understanding the nature and formal structure of
quantitative physical theories. We will focus on
the unifying concepts and common mathematical
structures that organize various physical theories
into a coherent body of knowledge. This program
is necessarily mathematical; required mathematical methods will be developed as needed and in
the context of their use in the physical sciences.
The central role of mathematics in describing
nature is one of the core intellectual issues in this
program. Quantitative problem solving will be
emphasized.
This program will be organized around the
concepts of energy and symmetries, with
components in classical mechanics, quantum
mechanics, electromagnetism, thermodynamics,
astrophysics and selected topics in contemporary
physics. Mathematical topics will include
multivariable calculus, linear algebra, differential
equations. Computers and computer graphics will
be used as appropriate for obtaining numerical
solutions and for gaining qualitative insight into
physical processes. Laboratory investigations will
also be undertaken.
Students will be responsible for library research
on topics of interest and for peer instruction in the
classroom. Faculty and student presentations will
include lectures, seminars, hands-on workshops
and group problem-solving workshops.
Integrated seminars on history, literature,
philosophy and cultural studies of science will
stimulate ongoing consideration of the contexts
and meanings of science knowledge systems and
practices, through history and across cultures. All
students must participate in seminar.
This program will constitute serious preparation for more advanced work, including graduate
study in physics, applied mathematics or the
physical sciences.
Credit awarded in physics·, mathematics", numerical
methods" and/or philosophy, history and cultural studies
of science.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies in
physical sciences, engineering and applied mathematics,
and/or philosophy, history and cultural studies of science.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
Undergraduate Research
in Scientific Inquiry
Fall, Winter, Spring/Group Contract
Faculty: Clyde Barlow, Dharshi Bopegedera, Andrew
Brabban, Judith Cushing, Jeff Kelly, Rob Knapp, Betty
Kutter, Stu Matz, Jim Neitzel, Neal Nelson, Janet Ott,
Paula Schofield, E.J. Zita
Enrollment: 25
Prerequisites: Negotiated individually with faculty.
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: No
A number of the faculty in this planning group
are engaged in research projects that offer
collaborative research opportunities for
advanced students. These provide an important
mode of advanced work in the sciences, taking
advantage of faculty expertise, Evergreen's
flexible structure and excellent equipment. In
general, students begin by working in
apprenticeship mode with more senior
personnel and gradually take on more
independent projects within the context of the
specific program. These projects generally run
12 months a year; a signature is required from
the faculty with whom students will be
working.
Clyde Barlow and Jeff Kelly work with
biophysical applications of spectroscopy to
study physiological processes at the organ
level, with direct applications to health
problems. Students with backgrounds in
biology, chemistry, physics, mathematics or
computer science can obtain practical
experience in applying their backgrounds to
biomedical research problems in an interdisciplinary laboratory environment.
Dharshi Bopegedera is interested in
studying vibration-rotation spectra of unstable
molecules. Students with a solid background
in chemistry can get experience in synthesizing
unstable gaseous molecules and recording
infrared spectra with the FTIR
spectrophotometer.
Andrew Brabban (biotechnology) is
interested in developing biological technologies
for agriculture, industry and health care that
improve the efficiency of a modem process, or
generally improve the quality of life for society.
Current student projects include technologies to
produce pharmaceutical synthons, reduce the
incidence of E. coli 0157 :H7 in the human food
chain (in collaboration with Betty Kutter and
Dr. Callaway, University ofTexas) and the role
of DNA as an environmental pollutant (in
collaboration with LOTI sewage treatment
plant). Student projects utilize techniques and
receive credit in molecular biology, biochemistry, organic chemistry and microbiology.
Judith Bayard Cushing studies how
scientists use distributed computing and datato
conduct research. She would like to work with
students who have a background in computer
science or molecular biology, forest ecology,
chemistry or physics and a strong motivationto
explore new computing paradigms, such as
object-oriented systems and multiplatfonn
computing.
e~----------------------------------
Rob Knapp studies thermal and electric
energy flows in buildings, as a contribution to
ecologically conscious design of homes and
workplaces. A National Science Foundation
grant has provided instrumentation to measure
heat loss, air flows, solar gains and related
aspects of conventional and alternative
buildings by which to compare different
approaches to energy conservation and
renewable resource use. Students with
backgrounds in physics, electronics or
computer modeling can help with these
explorations.
Betty Kutter (molecular biology) and Jim
Neitzel (biochemistry) study Bacteriophage T4,
which has been a key model organism in
molecular genetics for more than 50 years. Its
infection of E. coli leads to rapid cessation of
host DNA, RNA and protein synthesis. These
faculty members are working to clone and
overexpress the many host-lethal genes that are
responsible, purify and characterize their
protein products, determine their specific
functions, look at ways in which they can be
used to better understand bacterial metabolism,
and examine the infection process under a
variety of environmental conditions. Evergreen
is the center for genomic analysis and database
development for these phages, and work with
phage ecology and potential uses as antibiotics.
Stu Matz (biology) uses a variety of
anatomical, molecular and developmental
techniques to analyze the organization of
various regions of the brain in order to
understand the behavior of aquatic organisms.
Currently, he is investigating the Pacific salmon
brain. In the past he has worked with zebra
fish, cichlid fish and aquatic salamanders.
Neal Nelson (computer science) oversees
the Network Systems Lab. It is a small handson research lab for advanced computing
students who are interested in studying new
developments in computer networking. The
curriculum is organized as a three-quarter
contract with credits in assigned topics
recommended by the faculty. Students are
expected to affiliate with their regular program
of study. Prospective students must be seniors,
have taken Data to Information, Computability
and Cognition or Student Originated Software
and be recommended by a faculty member.
Selection of three to five students will be made
by the computing faculty together with current
networking lab staff and the advanced
computing support staff.
Janet Ott studies alternative healing
methods, especially the mechanisms involved
in acupuncture and acupressure, by measuring
changes in such physiological processes as
EEG, ECG, EMG and respiration during
treatments. Students with strong backgrounds
in biology, chemistry, physics or statistics can
obtain laboratory experience applying their
expertise to this growing field. Students with an
interest in alternative medicine may also find
this laboratory experience of use to their
training.
Paula Schofield (polymer chemistry, organic
chemistry) is interested in the field ofbiodegradable polymers. Efforts to use biodegradable
materials have been initiated to reduce the
environmental impact of plastic wastes. Several
of these biodegradable materials are polyesters
and they have attracted much industrial
attention as "green thermoplastics" for a wide
range of agricultural, marine and medical
applications. Today, research and development
on microbial polyesters are expanding in both
polymer and biological sciences. Students with
a background in organic chemistry will gain
experience in the preparation and characterization of suitable biodegradable polymer systems,
and will monitor degradation of these polymers
by a variety of microorganisms. Techniques
students will use include SEM, DSC, GPC and
enzyme isolation and purification.
E.J. Zita (physics) studies the structure and
dynamics of magnetic stars such as the Sun.
Like plasmas (ionized gases) in fusion energy
research labs, stars can create and respond to
electromagnetic fields. For example, the
changing magnetic fields near the surface of the
Sun can heat the solar atmosphere and increase
the Sun's luminosity. One would expect the
Sun's gas to cool as it moves away from the
surface; however, the solar corona can be
millions of degrees hotter than the photosphere.
A NASA grant funds investigations into this
puzzle and for collaborations with scientists in
Boulder, Colo. and abroad. Students can help
Zita do analytic calculations of magnetic
dynamics or compare numerical models with
extensive data sets from ground-based and
space-based observations.
Credit will be awarded in areas of student work, e.g.,
lab biology* and chemistry,* computer science*, health
sciences*, teaching and environmental sciences",
physics· and astronomy lab biology·.
Total: 4 to 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
This program is preparatory for careers and future
study in chemistry, biology, computer science, health
science, environmental sciences, physics, astronomy
and teaching.
OFFERINGS BEGINNING
SPRING QUARTER
Concepts of Computing
Spring/Group Contract
Faculty: Judith Cushing, TBA
Enrollment: 48
Prerequisites: High school-level algebra. This all-level
program will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Whether one aims to be an "end user" or a
system developer, today's computer applications-e.g., Microsoft Word, Excel or Web
authoring tools-can seem like a collection of
arcane commands, rather than a coherent
"system." Understanding the fundamental ideas
in computing and mathematics that underlie
today's computing can help one be a more
effective user and a more discerning consumer
of such technology-just
as understanding the
customer needs behind such applications will
enable one to be a better developer.
This program introduces some fundamental
principles of computer science as well as the
primary objectives of several major application
packages. It is intended for students with a
limited background in computing who want
some exposure to computing as a basis for
future work, especially in the arts and sciences.
This program is also helpful to students who
want to follow with Data to Information, but
who have had no programming experience.
There will be hands-on lab work together
with an examination of the models, methods and
abstract concepts behind software systems.
Topics will include learning to use one or more
software applications such as Dreamweaver or
Excel; some programming in a high-level
language; some mathematics or logic;
computational organization; the World Wide
Web; and the historical, philosophical, social
and ethical implications of computing.
Credit awarded in introductory computing.
Total: 16 credits.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in science, mathematics and computing.
This program is also listed in First·Year Programs.
* indicates
upper-division credit
----------------------------8
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Strategic Business Policies
for the 21st Centu ry
Fall, Winter, Spring, 2000-0l/Coordinated Study
Faculty: Cynthia Kennedy, Brian McMorrow
Prerequisites: Junior or senior standing
Special Expenses: Challenge course fee.
Credit awarded in: Financial management, international
business, organizational behavior, strategic planning,
business and society, business policy.
SOCIETY, POLITICS, BEHAVIOR AND CHANGE
AFFILIATED FACULTY:
Don Bantz
Peter G. Bohmer
Priscilla V.Bowerman
William Bruner
Scott Coleman
Stephanie Coontz
Llyn DeDanaan
Elizabeth Diffendal
Peter Dorman
John Robert Filmer
Theresa L. Ford
George Freeman, Jr.
Laurence R. Geri
Angela Gilliam
Jose Gomez
Jeanne E. Hahn
Gail Johnson
Heesoon Jun
Mukti Khanna
Cynthia Kennedy
Janice Kido
Cheryl King
Gerald Lassen
Daniel B. Leahy
Carrie Margolin
Lawrence J. Mosqueda
Raul Nakasone (Suarez)
Alan Nasser
Dean Olson
Toska Olson
Alan R. Parker
Gary Peterson
Yvonne Peterson
Zahid Shariff
Linda Moon Stumpff
Masao Sugiyama
Michael Vavrus
Sherry L.Walton
Sonja Wiedenhaupt
At Evergreen, the Society, Politics, Behavior and Change area weaves together the various social science disciplines that enable us to better understand society and the individual's role in society. We place
a particular emphasis on:
Politics: How societies and governments are organized to allow collective decision-making. Our
study of politics focuses on political economy, the interplay of politics and economics, with an emphasis on the international political economy and its implications for race, gender and class in U.S. society.
Behavior: Many of our programs study the social, psychological and biological forces that influence human health and behavior. Our faculty have particular strengths in the areas of cognitive, clinical
and social psychology, and our senior-level multicultural counseling program is unique in the state.
Change: Our programs study strategies for bringing about social change. We examine historical
examples of successful social change, ongoing struggles to improve society, and consider positive
alternati ves for the future.
Our management programs study the role of organizations in society, and the ways in which various
types of organizations, including for-profit, nonprofit, public and entrepreneurial ventures may be structured and financed. We examine management from both a domestic and international perspective, and
consider how strategic planning and organizational development may be used to improve organizational performance. Other area programs study how public policies and laws are created, implemented
and evaluated.
All our programs examine society from a multicultural perspective that seeks to understand and
show respect for peoples with different ethnic and cultural heritages and to build bridges between them.
As part of our work, we identify the factors and dynamics of oppression and pursue strategies for
mitigating such oppression.
Our area includes faculty from the following disciplines: anthropology, economics, history, law,
public policy, public administration, labor studies, management, political science, philosophy, sociology, health sciences, psychology, teaching and learning.
Students who graduate from Evergreen after studying in social science programs go on to start their
own businesses and social ventures, and frequently attend graduate school in fields such as psychology,
law, public administration and political science.
Several of the faculty members in this area are assigned to the Master in Teaching Program or the
Master of Public Administration program. All our faculty work collaboratively to develop our undergraduate curriculum.
~~-------------------------------------------------------------------------------------------------------
Body, Mind, Soul
Fall,Winter, Spring/Coordinated Study
Faculty: Heesoon Jun, Kabby Mitchell, Lance Laird
Enrollment: 75
Prerequisites: Sophomore standing, transfer students
welcome. At least two quarters in a coordinated
studies program at Evergreen.
Faculty Signature: No
Special Expenses: Approximately $75 for field trips plus
student project expenses (amount varies with project
scope).
Internship Possibilities: Yes. Possibly spring quarter
only.
This program is designed for students who
want to study health, sickness, wellness and
healing from perspectives that integrate body,
mind and soul. The main objectives of the
program are: (1) to articulate historical,
sociopolitical and cultural trends that have
influenced the understanding of body- mindsoul, and (2) to sort through and critique the
images, information and ideas we receive in
contemporary media, popular psychology and
popular religion.
The program will explore historical, crosscultural, and autobiographical questions about
the body-mind-soul connection. Examples of
the historical questions are: How have
religious, philosophical and cultural ideas of
beauty, the body, mind and spirit developed
throughout history? How do movements within
and outside traditional religious, psychological
and artistic communities challenge accepted
notions of the body-mind-soul separation or
connection? Cross-cultural questions include:
Are there continuities, overlaps, disjunctures
and critical perspectives within and between
"eastern," "western" and "indigenous"
traditions that might give us a more complex
understanding of how human beings perceive
themselves? What do various traditions and
mainstream media prescribe as ways to nurture
the development of healthy bodies, minds and
souls? Autobiographical
questions may
include: What are the spiritual and psychological consequences of "sacred" bodies becoming
"profane" or commodified? How does one's
understanding of/attitude toward self in terms
of body, mind and soul affect relationship to
"nature," "other beings" or "the divine"?
Through weekly body-awareness exercises and
workshops students will deconstruct some
habits and strive to construct new habits that
honor body-mind-soul.
The readings will include a selection of
articles as well as possible books, such as Sarah
Coakley, ed., Religion and the Body, sacred
texts and an abnormal psychology textbook.
Credit awarded in abnormal psychology, holistic
healing, movement and health, cross-cultural studies
on body symbology, capitalism and health,
comparative religion", history of religion" and health
psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in health and social service professions and religious
studies.
This program is also listed in Culture, Text and
Language and Expressive Arts.
Crime in America
Fall, Winter/Coordinated Study
Faculty: Bill Bruner, Justino Balderrama, Ernestine
Kimbro
Enrollment: 63
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: Yes. Prospective students must
submit a two-page typed statement of interest. The
statement of interest should express clearly: (I) the
student's degree of interest in the program; (2) an
assessment of reading and writing skills; and (3)
evidence of the student's ability to work independently. Continuing Evergreen students also should
attach a copy of a previous "Faculty Evaluation of
Student Achievement." Send to William Bruner, The
Evergreen State College, L 2300, Olympia, WA 98505,
or e-mail brunerw@evergreen.edu,
any time up to or
during the Academic Fair, May IS, 2002. Students will
be notified of acceptance into the program by Friday,
May 17, 2002. If any questions exist please feel free to
contact faculty who are happy to respond, (360) 8676246.
Special Expenses: No
Internship Possibilities: No
Crime seems to permeate much of our everyday
experience. Films, television programs, novels,
theatrical plays, popular music, computer
games and the news media have blurred the
boundary between crime and entertainment. As
law-abiding American citizens do we harbor a
romantic liking for criminal acts and criminals?
This two quarter, upper-division program
explores the phenomenon of crime and its
impact on contemporary American culture. Our
focus is interdisciplinary, informed by cultural
theory, economic models and literature. Our
purpose is to identify and examine the
fundamental issues that form the nature of
criminality.
During fall quarter, we will gain a comprehensive overview of crime, looking first at
definitions of crime, measurement of crime and
the "causes" of crime. We will also study the
criminal justice system. Finally, we will
consider the social and economic impacts of
criminal activity.
In winter, we will turn our attention to the
specifics of criminal activity, especially toward
understanding the nature of specific types of
crimes, both violent and nonviolent.
Credit awarded in criminology, sociology, social
psychology, cultural studies, social work, economics,
American literature, applied social statistics and
creative writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in the humanities and the social sciences.
This program is also listed in Culture, Text and
Language.
Itudents who register for a program or course but do not attend
thefirst class meeting may be dropped.
----------------------------G
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Fall/Group Contract
Faculty: Jose Gomez
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Equality is an ancient ideal, yet at best the
United States has embraced it ambiguously and
ambivalentiy throughout its history. At worst, it
has rejected the ideal altogether by selectively
applying it, an oxymoronic result that
effectively nullifies the ideal in favor of the
opposite rule of inequality. Thomas Jefferson
wrote in the Declaration of Independence that
"all men are created equal," yet he owned
slaves. The framers claimed to cherish equality,
yet they chose not to enshrine it in the
Constitution. It wasn't until the 14th Amendment adoption in 1868 that this ideal was
represented as an enforceable constitutional
guarantee. Nevertheless, this did not prevent
the states from passing Jim Crow laws to
maintain white dominion or the Supreme Court
from ruling that the Amendment did not mean
what it said. Women were denied the right to
vote until the ratification of the 19th Amendment in 1920, and the struggle to secure and
maintain equal rights for many classes of
persons continues to this very day.
In this program, we will study this long and
continuing struggle to secure equality for all
Americans. We will do this primarily by
studying the long chain of Supreme Court cases
that arose before and after the 13th, 14th, 15th
and 19th Amendments, as well as the Civil
Rights Acts of 1866, 1870, 1875 and 1964 and
the Voting Rights Act of 1965. We will begin
by taking a critical look at the early cases in
which the Supreme Court effectively
circumvented these amendments and statutes
and, instead, eviscerated the ideal of equality in
such opinions as Slaughterhouse Cases (1873),
Cruikshank v. United States (1876), Civil
Rights Cases (1883) and Plessy v. Ferguson
(1896). We will then study the many cases in
the 20th century and the new millennium that
have chipped away at Jim Crow and inequality.
These involve struggles for equal rights in
education, employment, public accommodations, housing, voting and university admissions. We will also look at the modem equal
protection cases that have gone beyond race to
fight discrimination based on sex, age,
disability, indigence, alienage, wealth and
sexual orientation.
In addition to court opinions, reading for the
program will include Internet resources and
various books and journal articles that explore
equality, inequality and 14th Amendment
theory. Working in legal teams, students will
develop appellate briefs on real equal
protection cases decided recently by the U.S.
Court of Appeals and will present oral
arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to
read their peers' appellate briefs, hear
arguments and render decisions.
For students who want to study constitutionallaw winter and spring quarters see
Democracy and Free Speech in winter quarter
and Democracy and Religious Freedom in
spring quarter.
Credit awarded in 14th Amendment Law: Equal
Protection, critical legal reasoning, legal research and
writing and oral advocacy.
Total: 16 credits.
Program is preparatory for careers and future studies
in social science, constitutional law, education, public
policy, political theory, history and political science.
Health and Human Development
Fall, Winter, Spring/Coordinated Study
Faculty: Stu Matz, George Freeman, Jr., TBA
Enrollment: 100
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: Approximately $45 per quarter for
retreats, conferences and travel to and from
internships.
Internship Possibilities: Yes, winter and spring quarters
with faculty approval.
This program explores the intersection of human
health and society. Each quarter we will examine
this relationship through content-related themes
and experiences to help us understand the
fundamentals of human biology and psychology.
Our learning community will grapple with the
age-old questions regarding the nature/nurture
controversy and how it serves as one foundation
of modem biological science. More specifically,
we will use the broader themes of our program
to engage questions of how we navigate our way
through the world. How do we build healthy
relationships? What myths guide our decision
making regarding health? What barriers prevent
us from achieving a more wholesome lifestyle?
What is our role in building an effective
community? Along with these questions we will
study the particulars of race, ethnicity, gender,
sexual orientation, and class and religion
affiliation/identity as predictors of achieving
health and well-being. We'll also examine these
characteristics in terms of their social construction and the creation of a multicultural,
democratic society.
We take seriously the five foci of the college's
curriculum. As such, we value content, process
and skill development and see them as essential
elements of a good liberal arts education. Our
program will focus on clarity in oral and written
communication, quantitative skills, the ability to
work across significant differences, and the
development of an aesthetic sensibility. Students
are expected to engage in their learning through
their work in the learning community itself.
Students completing this program will come
to a stronger understanding of their personal
lives as situated in a variety of contexts. They
will develop strategies for engaging in a range of
settings to promote social change, in-depth
personal development, increased self-awareness,
critical commentary and analysis, and practices
that promote health and well-being. They will
come to understand themselves as a member of
multiple communities and as having a responsibility to these communities.
Credit awarded in human biology, human development,
abnormal psychology and personality theory,
community psychology, educational theory and design,
multicultural studies, writing and quantitative skills.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in the health professions, the social services, public
policy and education.
This program is also listed in Scientific Inquiry.
Studentswho register for a program or course but do not attend
the first class meeting may be dropped.
e~~------------------------
Morality and Political Life: Classical
Multicultural
vs. Modern Philosophies of Morality,
Fall, Winter, Spring/Group Contract
Faculty: Mukti Khanna
Enrollment: 25
Prerequisites: Senior standing, minimum of one year of
psychological course studies, one year of study in an
interdisciplinary liberal arts program.
Faculty Signature: Yes. Obtain an application from
Academic Advising. E-mail application to Mukti Khanna,
khannam@evergreen.edu,
by April 19, 2002. Students
will be informed of their acceptance by May 16, 2002.
Special Expenses: Approximately $70 for art supplies.
Internship Possibilities: 16 hours per week required
winter and spring quarters.
As the world's people demandfreedom and self
determination, it is urgent that we learn how
diverse communities of empowered individuals,
with freedom to construct their own stories and
identities might live together in mutual peace.
Perhaps it is not a vain hope that life in such
communities might lead to the advance in
human consciousness beyond anything we have
yet experienced.
-Maureen O'Hara, Past President of the
Association for Humanistic Psychology
In this yearlong program we will explore
ways in which the field of psychology can be of
service in an increasingly diverse society. We
will address concepts of mental health, the
mental health system and psychological
counseling that are critical to the creation and
maintenance of healthy communities and a more
just and peaceful world.
This is a senior-level program involving
internships and skills-based training in
counseling psychology, nonviolent communication and person-centered, expressive arts
therapies. The program will integrate the study
of personality theory, abnormal psychology,
counseling skills, multicultural psychology,
healthcare systems, transpersonal psychology,
research methods of inquiry and professional
ethics. We will address theoretical and
experiential aspects of multicultural psychology
in a U. S. context, as well as ways in which
psychology can contribute to the current United
Nations Decade of Nonviolence. Multimodal
expressive arts therapies based on the work of
Carl and Natalie Rogers will be explored
throughout the program. Students need to be
willing to explore their own self-knowledge
through engaging in expressive arts therapy
laboratories, co-counseling and cultural identity
work. No previous art or movement experience
is required. Students will be working in
psychological intemships throughout the Puget
Sound area for six months for a minimum of 16
hours per week.
Credit awarded in counseling skills, personality theory,
abnormal psychology, expressive arts therapies,
methods of inquiry, professional ethics, healthcare
systems, multicultural psychology and nonviolent
communication.
Total: 16 credits each quarter.
A similar program is expected to be offered in 200~4.
Program is preparatory for careers and future studies
in psychological counseling, clinical psychology, social
work, school counseling, conftict resolution and crosscultural studies.
Social Life and Politics
Fall,Winter/Coordinated Study
Faculty: Alan Nasser, Helen Cullyer
Enrollment: 50
Prerequisites: junior or senior standing, transfer
students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Have there always been "individuals," or are
they a product of modernity? What are the
appropriate concepts of freedom, equality and
justice in the classical and modem approaches?
How do these competing approaches understand the relations among moral, social,
political and economic life? To what extent can
moral life contain a rational element?
In this program we will examine the very
different approaches to the relations among
morality, social life and political life in
classical and modem moral philosophy.
Classical moral philosophy is organized around
the concepts of virtue, character and an organic
concept of the relation between "the individual" and the community. This understanding
of moral life generates corresponding concepts
of the good life, the good society, the good
polity, the relation between reason and desire,
and the relation between the so-called
individual and the community. We will take as
our prime example of this type of moral-socialpolitical theory the Nicomachean Ethics of
Aristotle. We will examine this work very
carefully. Modem moral philosophy, on the
other hand, is organized around concepts of
law, principle, universality, a fundamental
opposition between reason and desire, and an
essentially antagonistic distinction between the
individual and society. The prototypical
modem moral philosopher is Immanuel Kant,
and we will analyze in some detail his
Fundamental Principles of the Metaphysics of
Morals.
The basic theme of the program is the
tension between these very different, and, we
think, incompatible, orientations to moral,
social and political-economic life. Our own
culture contains elements of both these rival
approaches, with the result that a certain
confusion and incoherence is endemic to our
efforts to live morally, socially and politically
aware lives. We want to plumb the depths of
this paradox. There is one lively contemporary
debate organized around these very themes,
namely the conflict between so-called
communitarian and liberal theories of moral,
social, political and economic life. Thus, we
will study a number of modem and contemporary philosophers who grapple with these
issues.
Creditawarded in Aristotelian ethics, Kantian ethics
and political theory.
Total:16credits each quarter.
Program is preparatory for careers and future studies
inthe humanities and social science.
Thisprogram is also listed in Culture, Text and
language.
Counseling
Organizations, Entrepreneurship
and Management: Advanced Topics
in Management
Fall, Winter, Spring/Group Contract
Faculty: john Filmer
Enrollment: 25
Prerequisites: junior or senior standing, transfer
students welcome; successful completion of a
management program at Evergreen or the equivalent.
Faculty Signature: Yes. Students must submit a short,
written statement describing their management
background and interest in this program. Send to john
Filmer, The Evergreen State College, SE 3127, Olympia,
WA 98505 or to trade@halcyon.com.
Special Expenses: No
Internship Possibilities: No
This group contract will be tailored to the needs
of students who have previously studied
management at Evergreen or elsewhere 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 and
faculty. Applications will cover nonprofit, forprofit and government organizations. Topics
will include economic development, community studies, critical analysis, leadership, team
building, entrepreneurism, small business
development, marketing, project management,
international commerce, communications,
global economics, global strategies and public
and private sector alliances. Program activities
will consist of lectures, workshops, seminars,
case studies, field trips and group and
individual research projects.
Credit awarded in organizational strategy, community
development, planning, international business,
marketing, public policy, decision-making, small
business management, communications, project
management and public relations. Credits may vary
depending upon the structure, makeup and focus of
each quarter.
Total: 8, 12 or 16 credits each quarter.
Program is preparatory for careers and future studies
in public administration, non-profit organizational
management and business management.
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Pillars of Fire: Jewish Contributions
to European and American Culture
Fall, Winter/Coordinated Study
Faculty: Ariel Goldberger, Carrie Margolin
Enrollment: 48
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Estimated $150 for art and media
materials and theater tickets per quarter. Total
expenses depend on student projects.
Internship Possibilities: No
This interdisciplinary program will focus on the
study of the Jewish diaspora and Jewish
contributions to the culture of Europe and the
Americas. We will explore some of the
following questions in areas such as philosophy, cultural studies, humanities, sciences and
art. Are there quintessentially Jewish ideas?
What Jewish ideas were co-opted by other
cultures after the Roman sack of Jerusalem in
the year 70 CE? Which ones made it into the
larger culture? What are unique Jewish
contributions to American culture?
We will study possible connections among
avant-garde movements, political movements
and the Yiddish culture. We will investigate
Jewish contributions and connections to
American popular culture components such as
Hollywood, Broadway, Tin Pan Alley, jazz and
TV. We will explore Yiddish tbeater and its
surrounding culture in Europe and America,
including figures such as Gertrude Stein, Paul
Klee, Chaim Soutine, Marc Cbagall, Alberto
Giacommetti, Herman Wouk, Steven Spielberg,
Jackie Mason, Woody Allen, Leonard
Bernstein, Rodgers and Hammerstein.
We will look for possible connections
among Jewish Messianic ideas, laws and ethics,
immigration, politics and the labor movement
in America and Europe.
As part of our studies of Jewish beliefs and
mysticism we will look into the oral and
written law, the mystical tradition of the
Kabbalah and current Jewish thought about
religion and mysticism. We will also examine
Jewish rituals, cooking and life-cycle events,
and Jewish men and women's traditional roles.
We will also explore the changing role of
Jewish women as Jewish feminist leaders exert
their influence on the culture.
An inevitable aspect of these studies will be
a journey into the dark abyss of the Holocaust.
We will look at the Holocaust's impact on the
cultural life and arts of Europe and the Jewish
world, and emerging responses to the tragedy.
We will also explore readings and studies on
Jewish views on religion and mysticism.
Credit awarded in psychology, cultural studies, Jewish
studies, performance studies, writing, design, theater,
installation and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in Judaic studies, cultural studies, performance,
writing and literature.
This program is also listed in First-Year Programs;
Culture, Text and Language; and Expressive Arts.
Political Economy and
Social Change: Globalization
and Resistance
Fall, Winter/Coordinated Study
Faculty: Peter Dorman, TDA
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This is a two-quarter introduction to the study of
political economy at Evergreen. The subject
matter is global capitalism: its structure and
trajectory, the forces tbat shape it, the effects it
has on people in this country and elsewhere, and
the movements that have arisen to challenge it.
Methodologically, this program is interdisciplinary and encompasses multiple perspectives.
Capitalism is viewed through the lenses of
political and economic theory, both mainstream
and critical, as well as cultural studies. Throughout the program, theoretical approaches will be
combined with detailed case studies, so that topics
can be viewed from both "outside" and "inside"
vantage points.
Specific content areas will include: political
theory (democracy, the state in capitalist society,
international political economy), economics
(micro- and macroeconomics), cultural theory
(the culture industry, critical analysis of discourse
and representation, post-colonialism), social
hierarchies (race, gender, class) and the dynamics
of movements for social change. The program
will also provide an introduction to radical
traditions, such as Marxism, anarchism, and the
"new" social movements. Program work will
include readings, seminars, lectures, workshops,
films and a major research-and-writing project.
Credit awarded in political science, economics, cultural
studies, international political economy and modern
history.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies in
economics, political economy and international relations.
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Respect: A Process of
Universal Humanity
Revolutions for a Global World
Fall,Winter, Spring/Coordinated Study
Faculty:David Rutledge, Raul Nakasone
Enrollment: 48
Prerequisites: This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
FacultySignature: No
SpecialExpenses: No
Internship Possibilities: No
This program will examine what it means to
live in a pluralistic society at the beginning of
the 21 st century. We will look at a variety of
cultural and historical perspectives and use
them to help us address the program theme. We
will pay special attention to the value of human
relationships to the land, to work, to others and
to the unknown. We will concentrate our work
in cultural studies, human resource development and cross-cultural communication. This
program is part of the Native American and
World Indigenous Peoples Studies area. While
the program is not a study specifically of
Native Americans, we shall explore Native
American perspectives and look at issues that
are particularly relevant to Native Americans.
We will ask students to take a very personal
stake in their educational development. Within
the program's themes and subjects, students
will pay special attention to how they plan to
learn, what individual and group work they
plan on doing, and what difference the work
will make in their lives and within their
communities. Students will be encouraged to
assume responsibility for their choices. The
faculty and students will work to develop
habits of worthwhile community interaction in
the context of the education process and
liberation. The faculty are interested in
providing an environment of collaboration in
which faculty and students identify topics of
mutual interest and act as partners in the
exploration of those topics.
Students will use and explore Bloom
Taxonomy, the theory of multiple intelligences,
the relationship between curriculum, assessment and instruction, quantitative reasoning,
self- and group-motivation
communication, email, resources on the Web and Web crossing,
and develop skills in interactive Web pages and
independent research.
Books by the following authors may be read:
Howard Zinn, Paul Freire, M. Scott Momaday,
Leslie Marmon Silko, Howard Gardener,
William Irwin Thompson and Ciro Alegria.
Creditawarded in history, philosophy, cultural
competency,communication, writing, political science,
culturalanthropology, literature, indigenous arts,
technology,indigenous studies, Native American
studies,education and individual project work.
Total:16credits each quarter.
Programis preparatory for careers and future studies
ineducation, anthropology, the arts, multicultural
studies,human services and the humanities.
Thisprogram is also listed in First-Year Programs;
Culture,Textand Language; and Native American and
WorldIndigenous Peoples Studies.
s
Fall, Winter/Coordinated Study
Faculty: Dan Leahy,Jeanne Hahn
Enrollment: 50
Prerequisites: Junior or senior standing, transfer
students welcome; Political Economy and Social
Movements and/or upper-division history or political
science.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This is an advanced investigation of social
revolutions in the 20th century and the possible
shape of social revolutions in the 21 st century.
The program will begin with an intensive look
at the structure of the world as it enters the 21 st
century. Within this discussion, we'll look at
the changing nature of the nation-state at the
end of the 20th century and its interaction with
global institutions both public and private.
Once we have a clear understanding of the
contemporary global order, we will examine
the experience of social revolutions in the 20th
century such as those in the Russia, Mexico,
China, Cuba, Iran and South Africa. Once we
have understood the interaction between
historical conditions and the way in which
these revolutions gained state power, we'll
begin our discussion of the possibility and
shape of social revolutions in the 21 st century,
acknowledging that the historical conditions
have changed fundamentally. Throughout this
program we will be asking central questions
regarding the conditions under which states
lose their legitimacy, the way revolutionary
movements develop in relation to the resistance
they meet, and finally, when successful, bow
revolutions restructure the society in relation to
the global world. Students will complete a
substantive, collaborative research project.
Credit awarded in history, political science,
comparative revolutions, social science research and
writing.
Total: 16credits each quarter.
Program is preparatory for careers and future studies
in history, political economy and law.
Seeking Justice: Reclamation,
Equality and Restitution
Fall, Winter, Spring/Coordinated Study
Faculty: Kristina Ackley,Peter Bohmer, Steve Niva
Enrollment: 72
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Approximately $60 for field trips.
Internship Possibilities: Yes,spring quarter only.
The term justice conjures up many images and
goals: the principle of moral rightness, to be
honorable and fair in one's dealing with others,
to redress historical wrongs and the pursuit of
economic and social equality. It also raises
issues of timeliness and social transformation.
When and how can justice be delivered to those
demanding it and whose privileges must be
challenged?
While the concept of justice is often
associated with the individual, this program
will pay particular attention to collective and
social struggles for justice both historically and
in the contemporary period. We will examine
how nations, societies, races, genders, classes
and other social groupings have defined justice
and to what extent their definitions cohere or
conflict. In this context, the program will
explore the connection between justice and
conflict. Is conflict inevitable if we define
justice as a redistribution of power and
privilege? How can societies heal after periods
of intense injustice?
This program will pursue these themes
through theoretical readings and case studies.
We will explore, for example, tbe struggles for
justice by Native Americans and indigenous
peoples around the world. We will also
examine demands for reparations for slavery in
the United States, the aims and impact of truth
and reconciliation commissions in postapartheid South Africa, post-Pinochet Chile and
contemporary Guatemala, and efforts to
provide redress for victims of genocide.
Attention will be given to struggles for
environmental and economic justice, particularly in the context of contemporary globalization. Students will have an opportunity to
pursue significant research projects. The
faculty envision an opportunity for students to
closely engage topics relevant to faculty
backgrounds in Native American studies,
community development and political
economy.
Credit awarded in globalization in the international
system, contemporary issues in Native American
studies, expository writing, federal Indian law and
policy, introduction to comparative politics and social
movement theory.
Total: 12or 16credits each quarter.
Program is preparatory for careers and future studies
in education, politics, law, human rights work, tribal
government and international solidarity work.
This program is also listed in First-Year Programs;
Culture, Text and Language; and Native American and
World Indigenous Peoples Studies.
--------------------------~8
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Taking the Pulse: Business,
Society and Ethics
Turning Eastward: Explorations
in EastIWest Psychology
Fall, Winter/Coordinated Study
Faculty: Cynthia Kennedy, Dean Olson, Toska Olson
Enrollment: 75
Prerequisites: Sophomore standing or above, transfer
students welcome.
Faculty Signature: No
Special Expenses: Overnight field trip during week two
of fall quarter. Approximately $75 to be paid at the
Cashier's Office by October 4, 2002.
Internship Possibilities: Yes, winter quarter as part of
the program.
Every day businesses are faced with ethical
dilemmas. In the late 1990s, Levi Strauss was
under pressure from human rights activists to
stop allowing contractors to use underage
workers. But the company discovered that if the
children lost their jobs, they would be impoverished and maybe driven into prostitution. Their
innovative response drew on a number of skills:
financial, managerial, ethical and creative.
Taking the Pulse will develop these same skills,
helping students identify right, just and fair
decisions made by both the private and public
sectors.
Throughout the program, we will examine the
role that business plays in society and the ethical
problems that can arise in a capitalist system.
Students will use a number of different lensesfinancial, sociological, ethical, sustainable-to
critique businesses using case studies. Working
individually or in small groups, students will
balance financial and ethical skills to resolve
moral dilemmas and communicate them in
written and oral formats. This program is
intended for students with little business
background who are interested in learning to
exercise moral reasoning and to better
understand how economics, finance and social
forces interact to shape the world around us. We
will admit students from all disciplines with the
goal of creating a close-knit learning community.
Credit awarded in financial management*, sociology,
economics, business, statistics and ethics.
Total: 16 credits each quarter.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in public administration, nonprofit organizational
management and business management.
Fall, Winter/Group Contract
Faculty: Ryo Imamura
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. Students must have interest in
the subject and college-level expository writing ability.
Students must submit a portfolio including an essay
questionnaire. For information and to obtain the
questionnaire, contact Ryo Imamura at
imamura@evergreen.edu
or the Program Secretary at
The Evergreen State College, Lab I, Olympia, WA
98505, (360) 867-6600. Submissions will be accepted
beginning May 6, 2002, until the class is filled.
Special Expenses: No
Internship Possibilities: No
Western psychology has so far failed to provide
us with a satisfactory understanding of the full
range of human experience. It has largely
overlooked the core of human understandingour everyday mind, our immediate awareness
of being with all of its felt complexity and
sensitive attunement to the vast network of
interconnectedness with the universe around us.
Instead, it has chosen to analyze the mind as
though it were an object independent of the
analyzer, consisting of hypothetical structures
and mechanisms that cannot be directly
experienced. Western psychology's neglect of
the living mind-both in its everyday dynamics
and its larger possibilities-has
led to a
tremendous upsurge of interest in the ancient
wisdom of the East, particularly Buddhism,
which does not divorce the study of psychology
from the concern with wisdom and human
liberation.
Eastern psychology shuns any impersonal
attempt to objectify human life from the
viewpoint of an external observer, instead
studying consciousness as a living reality that
shapes individual and collective perception and
action. The primary tool for directly exploring
the mind is meditation or mindfulness, an
experiential process in which one becomes an
attentive participant-observer in the unfolding
of moment-to-moment consciousness.
* indicates
upper-division credit
In this program, we will take a critical look
at the basic assumptions and tenets of the major
currents in traditional western psychology, the
concept of mental illness and the distinctions
drawn between normal and abnormal thought
and behavior. We will then investigate the
eastern study of mind that has developed within
spiritual traditions, particularly within the
Buddhist tradition. In doing so, we will take
special care to avoid the common pitfall of
most western interpretations of eastern
thought-the attempt to fit eastern ideas and
practices into unexamined western assumptions
and traditional intellectual categories. Lastly,
we will address the encounter between eastern
and western psychology as possibly having
important ramifications for the human sciences
in the future, potentially leading to new
perspectives on the whole range of human
experience and life concerns.
Credit will be awarded in personality theory, abnormal
psychology, Buddhist thought and practice, Taoism,
communication skills and social psychology.
Total: 16 credits each quarter.
This program is preparatory for careers and future
study in psychology, counseling, social work and
religious studies.
This program is also listed under Culture, Text and
Language.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
tD~----------------------------------------------------
OFFERINGS BEGINNING
WINTER QUARTER
Democracy and Free Speech
OFFERINGS BEGINNING
SPRING QUARTER
Blood, Iron and Oil
Winter/Group Contract
Faculty:Jose Gomez
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
May racists bum crosses to express their
supremacist views? May protesters bum flags
to express their opposition to government
policy? The First Amendment is most
vulnerable to erosion when we fail to protect
expression that some or many may find
"unpopular," "offensive," "repugnant,"
"indecent," "subversive," "unpatriotic,"
"heretical," "blasphemous," etc. This program
will be a comprehensive and critical examination of the wide range of issues implicated by
the protection and censorship of expression.
We will use the case method to study every
major free speech opinion issued by the courts.
This intensive study necessarily focuses on the
last 75 years, since it was not until well into the
20th century that the U.S. Supreme Court
began to protect speech from governmental
suppression. Our study of controversies will
include the new challenges presented by hate
speech, government-subsidized art, political
campaign spending and new technologies such
as the Internet.
Students will be expected to examine
critically the formalist free speech paradigms
that have evolved and to question the
continuing viability of the "free marketplace of
ideas" metaphor. Reading for the program will
include court opinions, Internet resources and
various books and journal articles that explore
First Amendment theory and its application.
Working in legal teams, students will develop
appellate briefs on real free speech cases
decided recently by the U.S. Court of Appeals
and will present oral arguments before the
"Evergreen Supreme Court." Students will also
rotate as justices to read their peers' appellate
briefs, hear arguments and render decisions.
For students who want to study constitutionallaw see Democracy and Religious
Freedom in spring quarter.
Credit awarded in First Amendment Law: Free Speech,
critical legal reasoning, legal research and writing and
oral advocacy.
Total: 16 credits.
Program is preparatory for careers and future studies
in social science, constitutional law, education,
journalism, public policy, political theory, history and
political science.
Spring/Group Contract
Faculty: Thomas Rainey
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
are welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will explore war and revolution
in the 20th century. It will focus primarily on
the Russian, Nazi and Iranian Revolutions, and
the First and Second World Wars. To understand these world historical events, participants
will read, study and discuss history texts and
fictional literature. Documentary and feature
films will be utilized to give participants some
visual sense of how war and revolution
impacted and changed human lives and
societies. With respect to the world wars,
primary emphasis will be given to their
historical causes and long-term political,
economic and social consequences, rather than
to specific battles and military leaders. The
conflict between the United States and the
Soviet Union, the Cold War, will also be
considered.
Credit awarded in history· and literature",
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in history, literature, conflict studies, teaching, foreign
service, international trade and commerce and
international studies.
This program is also listed in Culture, Text and
Language.
Business in Action
Spring/Coordinated Study
Faculty: Bill Bruner, Cynthia Kennedy
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will serve as both an introduction
to business for students with little or no
knowledge of the topic and as an opportunity to
connect theory and practice for those who have
studied business in the past. Students new to
business and management will gain an
overview of business principles and practices
with an emphasis on finance, strategy and
ethics. At the same time, intermediate students
will deepen their understanding of these same
topics through independent business plans,
internships or research projects. All students
will have an opportunity to put their business
knowledge to the test in The Business Strategy
Game, a remarkably realistic business
simulation involving the manufacture of
athletic shoes for world markets. This program
will also include an introduction to techniques
and technologies for doing professional
business presentations and Web-page design.
Whether you are an aspiring capitalist, a
critic of corporate capitalism or just curious
about what makes the economy run, this
program might be for you. You can expect to
gain a knowledge of business terminology, a
grasp of the fundamentals of business practices,
an appreciation for business, sharpened points
of criticism and/or more witty pro- or antibusiness slogans.
Credit awarded in introduction to business, business
finance, strategic planning, business ethics and topics
in business applications.
Total: 16 credits.
Program is preparatory for careers and future studies
in business, social science, law and political activism.
----------------------------0
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Democracy and Religious Freedom
Spring/Group Contract
Faculty: Jose Gomez
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The framers of the U.S. Constitution sought to
ensure that the federal government neither
promote religion nor interfere with religious
liberty. The very first two clauses of the First
Amendment to the U.S. Constitution capture
the framers' concern: "Congress shall make no
law respecting an establishment of religion, or
prohibiting the free exercise thereof." On
parchment, those 16 words seem simple
enough. In practice, however, the two clauses
often are in tension and give rise to enduring
controversy over the meaning of "establishment" and "free exercise." For example, if the
government exempts church property from
taxation, is it assisting the establishment of
religion? If the government does not exempt
church property from taxation, is it interfering
in the free exercise of religion?
In the United States, controversies about
what the religion clauses prohibit or protect
intensified in the I940s, when the U.S.
Supreme Court first recognized that the First
Amendment applied to the states, not just the
federal government. The disputes have arisen
over such disagreements as what "religion"
means; whether the First Amendment only
prohibits the government from preferring one
religion over another but permits it to aid all
religion if it does so nonpreferentially; whether
the government may prohibit certain religious
practices; whether government must accommodate religious beliefs; whether governmental
measures taken to protect the health, safety and
welfare of the community may override
religious beliefs; whether some or all types of
prayer or religious instruction are impermissible in the public schools; whether the
government may use tax money to transport
parochial school children, to buy their
textbooks, to subsidize their teachers' salaries
or to reimburse noninstructional health services
provided by their religious schools.
We will use the case method to study every
major court opinion that implicates the First
Amendment's religion clauses. This intensive
study necessarily focuses on the last 62 years,
since it was not until the 1940 case of Cantwell
v. Connecticut that the Supreme Court began to
protect religious rights under the First
Amendment.
In addition to court opinions, reading for the
program will include Internet resources and
various books and journal articles that explore
the history and theory of religious liberty as a
constitutional right. Working in legal teams,
students will develop appellate briefs on real
freedom of religion cases decided recently by
the U.S. Court of Appeals and will present oral
arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to
read their peers' appellate briefs, hear
arguments and render decisions.
Credit awarded in First Amendment Law: Freedom of
Religion, critical legal reasoning, legal research and
writing and oral advocacy.
Total: 16 credits.
Program is preparatory for careers and future studies
in social science, constitutional law, education, public
policy, political theory, history and political science.
A Study of Violence
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Sophomore standing, transfer students
welcome.
Faculty Signature: Yes. In order to be considered for
enrollment, prospective students must submit a twopage typed statement of interest. The statement
should express clearly: (I) 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." Send the statement to
Justino Balderrama, The Evergreen State College, COM
301, Olympia, WA 98505, any time up to or during the
Academic Fair, March 6, 2003. Students will be notified
of acceptance into the program by March 7, 2003. If
any questions exist, contact the faculty who is happy
to respond, (360) 867-6051.
Special Expenses: No
Internship Possibilities: No
In this upper-division, group contract we will
explore the socio-cultural meaning of violence:
we will address the critical question, what is
the social reality of violence in the United
States? Thus, we will examine how the
institutions, symbols, beliefs, attitudes and
everyday social practices found within the
United States create and sustain violent
behavior. We will critically investigate the
cultural connections between violent crime,
youth violence, media, literature, art and the
U.S. "culture of violence." Our approach will
be interdisciplinary using sources from both the
social sciences and the humanities that inform
our study of violence. We will also explore the
social work and human services intervention
models that inform successful violence
prevention programs.
Credit awarded in social psychology, cultural studies,
criminology, social work and human services.
Total: 16 credits.
Program is preparatory for careers and future studies
in the humanities and social sciences.
This program is also listed in Culture, Text and
Language.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
4t~--~-------------------------------------
NATIVE AMERICAN AND WORLD INDIGENOUS
PEOPLES STUDIES
AFFILIATED FACULTY:
Kristina Ackley (Oneida/Bad River Chippewa)
Michelle Aguilar-Wells (Luiseno/Soboba
Jeff Antonelis-Lapp
Carol Minugh (Gros Ventre)
Raul Nakasone
Alan Parker (Chippewa-Cree)
Gary Petersonn (Skokomish)
Yvonne Peterson (Chehalis)
Native American and World Indigenous Peoples Studies (NAWIPS) programs focus on the indigenous
peoples of the Pacific Northwest, the Americas and the world. The college offers on-campus interdisciplinary programs, and a reservation-based program that responds to the educational goals oflocal tribal
communities.
On-campus, yearlong coordinated study programs begin with a focus on the basic principles and
concepts of the unique treaty relationship between Tribal Nations and the U.S. government. Students
explore a continuum from pre-Columbian times to the global effects of colonialism and the political
and cultural revitalization movements of the contemporary era, with particular attention given to the
tribes of the Pacific Northwest. These programs are grounded in a recognition of the vitality and diversity of contemporary indigenous communities.
Off-campus, the reservation-based program emphasizes community-determined education within
the tribal communities where the classes are held. Students are encouraged to value local knowledge
and its place in their academic work.
Learning continues through student involvement in the activities of the Longhouse Education and
Cultural Center and the Northwest Indian Applied Research Institute.
The Longhouse Education and Cultural
Center represents a living, cultural link to the
tribal communities of the Pacific Northwest. The
purpose and philosophy of the Longhouse are
centered on service and hospitality to students,
the college, indigenous communities and the
community at large. The functions of the facility
are to provide classroom space, 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 (NIARI) responds to concerns identified
by tribal communities. The results of studentgenerated research are realized through workshops, conferences, community interaction and a
Web site, http://niari.evergreen.edu
.. NIARI
works with the tribes-if
they choose-to
implement those results.
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-----------------------------8
I n digen a u s Peapie s:
Fall, Winter, Spring, lOOO-OI/Coordinated Study
Faculty: Carol Minugh, Kristina Ackley
Prerequisites: Sophomore standing
Special Expenses: Travel to community service project
sites and overnight field trips.
Credit awarded in: Native American studies, cultural
anthropology, indigenous studies, modern colonialism,
practicum in juvenile justice.
Identities and Secial Iransformatien
I became aware of the present by understanding it a little
more from the indigenous point of view.
-Brian
McElfresh, student
Intersections of Cultures:
Contemporary Art
Respect: A Process of
Universal Humanity
Seeking Justice: Reclamation,
Equality and Restitution
Fall, Winter, Spring/Coordinated Study
Faculty: Joe Feddersen, Mario Caro
Enrollment: 45
Prerequisites: Junior or senior standing, transfer
students welcome; Foundations of Visual Arts or
equivalent.
Faculty Signature: Yes. Admission to the program is
contingent upon review of student art portfolio and
writing samples, to be presented to the faculty before
the Academic Fair, May 15, 2002. Send art portfolio and
writing samples to Joe Feddersen, The Evergreen State
College, Lab I, Olympia, WA 98505 or Mario Caro, The
Evergreen State College, Lab II, Olympia, WA 98505.
Special Expenses: Lab fees $50 per quarter; art
supplies approximately $250 per quarter.
Internship Possibilities: No
This program explores the state of art 25 years
after Modernism. We will focus on the ongoing
debate about the intersections of cultures in a
perspective of art on a global level. Many
topics will address conflict concerning access
to power and knowledge, as well as ideologies
of representation through history and visual
display. We will take a global perspective
merging contemporary Native American art
with themes in mainstream ideologies. These
topics will be addressed through weekly
readings, lectures and a series of visiting artists.
While some students will emphasize the
research possibilities embedded in the program,
all students will be required to conduct
personal research, which will be presented to
the group at the end of each quarter.
We intend to mix directed studies with
individual interests. In fall, we will teach skills
pertinent to the program. Workshops in writing,
printmaking, research, visual art critique will
supplement the skills students bring into the
program. Each quarter students will be
expected to complete an independent project;
as the program progresses these projects will
increase in complexity.
Credit awarded in art history, studio arts, critical
theory and research.
Total: 16 credits each quarter.
Fall, Winter, Spring/Coordinated Study
Faculty: David Rutledge, Raul Nakasone
Enrollment: 48
Prerequisites: This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program will examine what it means to
live in a pluralistic society at the beginning of
the 21 st century. We will look at a variety of
cultural and historical perspectives and use
them to help us address the program theme. We
will pay special attention to the value of human
relationships to the land, to work, to others and
to the unknown. We will concentrate our work
in cultural studies, human resource development and cross-cultural communication. This
program is part of the Native American and
World Indigenous Peoples Studies area. While
the program is not a study specifically of
Native Americans, we shall explore Native
American perspectives and look at issues that
are particularly relevant to ative Americans.
We will ask students to take a very personal
stake in their educational development. Within
the program's themes and subjects, students
will pay special attention to how they plan to
learn, what individual and group work they
plan on doing, and what difference the work
will make in their lives and within their
communities. Students will be encouraged to
assume responsibility for their choices. The
faculty and students will work to develop
habits of worthwhile community interaction in
the context of the education process and
liberation. The faculty are interested in
providing an environment of collaboration in
which faculty and students identify topics of
mutual interest and act as partners in the
exploration of those topics.
Students will use and explore Bloom
Taxonomy. the theory of multiple intelligences,
the relationship between curriculum, assessment and instruction, quantitative reasoning,
self- and group-motivation communication, email, resources on the Web and Web crossing,
and develop skills in interactive Web pages and
independent research.
Books by the following authors may be read:
Howard Zinn, Paul Freire, M. Scott Momaday,
Leslie Marmon Silko, Howard Gardener,
William Irwin Thompson and Ciro Alegria.
Credit awarded in history, philosophy, cultural
competency, communication, writing, political science,
cultural anthropology, literature, indigenous arts,
technology, indigenous studies, Native American
studies, education and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies
in education, anthropology, the arts, multicultural
studies, human services and the humanities.
This program is also listed in First-Year Programs;
Culture, Text and Language; and Society, Politics,
Behavior and Change.
Fall, Winter, Spring/Coordinated Study
Faculty: Kristina Ackley, Peter Bohmer, Steve Niva
Enrollment: 72
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work.
Faculty Signature: No
Special Expenses: Approximately $60 for field trips.
Internship Possibilities: Yes, spring quarter only.
The term justice conjures up many images and
goals: the principle of moral rightness, to be
honorable and fair in one's dealing with others,
to redress historical wrongs and the pursuit of
economic and social equality. It also raises
issues of timeliness and social transformation.
When and how can justice be delivered to those
demanding it and whose privileges must be
challenged?
While the concept of justice is often
associated with the individual, this program
will pay particular attention to collective and
social struggles for justice both historically and
in the contemporary period. We will examine
how nations, societies, races, genders, classes
and other social groupings have defined justice
and to what extent their definitions cohere or
conflict. In this context, the program will
explore the connection between justice and
conflict. Is conflict inevitable if we define
justice as a redistribution of power and
privilege? How can societies heal after periods
of intense injustice?
This program will pursue these themes
through theoretical readings and case studies.
We will explore, for example, the struggles for
justice by Native Americans and indigenous
peoples around the world. We will also
examine demands for reparations for slavery in
the United States, the aims and impact of truth
and reconciliation commissions in postapartheid South Africa, post-Pinochet Chile and
contemporary Guatemala, and efforts to
provide redress for victims of genocide.
Attention will be given to struggles for
environmental and economic justice, particularly in the context of contemporary globalization. Students will have an opportunity to
pursue significant research projects. The
faculty envision an opportunity for students to
closely engage topics relevant to faculty
backgrounds in Native American studies,
community development and political
economy.
Credit awarded in globalization in the international
system, contemporary issues in Native American
studies, expository writing, federal Indian law and
policy, introduction to comparative politics and social
movement theory.
Total: 12or 16 credits each quarter.
Program is preparatory for careers and future studies
in education, politics, law, human rights work, tribal
government and international solidarity work.
This program is also listed in First-Year Programs;
Culture, Text and Language; and Society, Politics,
Behavior and Change.
Program is preparatory for careers and future studies
in the humanities and arts.
This program is also listed in Expressive Arts.
Students who register for a program or course but do not attend
the first class meeting may be dropped.
s
e--~----------------~·o~----
Tribal: Reservation-Based/
Community-Determined
c-'
Fall,Winter, Spring/Coordinated Study
Faculty:Yvonne Peterson, Michelle Aguilar-Wells, Jeff
Antonelis-lapp, TBA
Enrollment: 84
Prerequisites: Junior or senior standing, transfer
students welcome.
Faculty Signature: Yes. For information consult the
Director, Yvonne Peterson, The Evergreen State
College, Lab I, Olympia, WA 98505, (360) 867-6485.
Special Expenses: Travel expenses related to at least
three weekend visits to the Olympia campus and one
visit to one of the reservation sites each quarter.
Internship Possibilities: No
This program is primarily designed for upperdivision students seeking a liberal arts degree.
Program themes change yearly on a rotating
basis. The theme is American Indians and The
Law. 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. Classes focus on computer technology,
writing, quantitative reasoning, research skills
and critical thinking. 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 allows 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, critical
thinking, analysis and communication. Material
is taught using a tribal perspective and issues
related to tribal communities are often the topics
of discussion. Scholarship, academic gain and
critical thinking skills are assessed as part of
student evaluations.
Credit awarded will depend upon topics adopted in the
program.
Total: 16 credits each quarter. Students may enroll in a
four-credit course each quarter with faculty signature.
A similar program is expected to be offered in 2003-04.
Program is preparatory for careers and future studies
in human services, tribal government and management,
law, natural resources, community development, Native
American studies, cultural studies and K-12teaching.
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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.
------------------------------
U-rban Stud ies:
Institutional Dynamics
Fall, Winter, Spring, 2000-01/Coordinated Study
Faculty: Willie Parson, Joye Hardiman, Gilda Sheppard, lowell
Kuehn, Barbara laners, Tyrus Smith, Eddy Brown.
Prerequisites: Junior standing
Special Expenses: No
Credit awarded in: Community and cultural studies, law and
government policy, public health, social science research,
organizational development, research methodology, media
literature, multimedia.
TACOMA CAMPUS
AFFILIATED FACULTY:
Director: Dr. W. J. Hardiman
Eddy Brown
Lowell (Duke) Kuehn
Willie Parson
Gilda Sheppard
Artee Young
The Tacoma campus ofThe Evergreen State College is committed to providing its students with an
interdisciplinary, reality-based, community-responsive liberal arts education. The campus operates
from a frame of reference that values family, community, collaboration, inclusivity, hospitality and
academic excellence. Recognizing the importance of personal and professional growth, research and
scholarship, and commitment to community and public service, the Tacoma campus seeks to provide
a catalytic climate for intellectual, cultural and social growth.
Features and Benefits
• Situated in an 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
• Thirty-year record of student success
• A tradition of employer satisfaction with graduates
• High graduate school placement rate
Who Should Apply
Working adult learners from Western Washington who have achieved junior status (90 hours of
transferable college-level courses) and who are interested in personal and professional advancement
or preparation for graduate school are invited to apply. Everyone interested in building and
sustaining a healthy community, whether in social services, educational outreach, shaping public
policy or opinion, pre-law, environmental studies, etc., is welcome in this program. 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) 680-3000.
-~----------------------------------------
Seven Continents, Eleven Blocks,
One Community
Fall,Winter, Spring/Coordinated Study
Faculty:Willie Parson, Eddy Brown, joye Hardiman,
lowell Kuehn, Larry Mosqueda, Gilda Sheppard, Artee
Young,TBA
Enrollment: 225
Prerequisites: None
Faculty Signature: No
Special Expenses: None
Internship Possibilities: Internships are not required.
Students may elect to do an internship during spring
quarter.
The Evergreen State College Tacoma Campus
has historically been an active participant in the
revitalization and maintenance of a vital,
diverse inner-city core in the "Hilltop." What
has been, several times before, a commercially
prosperous thoroughfare has become, in recent
years, a sluggish and variable marketplace.
What was once several blocks of mixed
businesses catering to a wide variety of
consumer needs is today a random scattering of
small businesses, neither comprehensive nor
cohesive as a place of business and commerce.
This yearlong program will focus its studies
on the economic vitalization ofK Street,
through its interdisciplinary offering. In fall
quarter, students will learn the basic social
scientific theories and concepts necessary to
understand the social, cultural, economic,
historical, environmental, demographic and
political forces that shape the rise, decline and
revitalization of markets in urban communities.
They will study the strategies and initiatives
that have succeeded or failed as community
economic development initiatives. Through the
use of art, literature, visual imagery and
ethnography students will learn to record,
document and represent the social forces that
have and will influence economic development
in urban communities. These substantive areas
of study will be supplemented by the program's
traditional emphases on autobiographical
writing, quantitative reasoning, research
methodology and technological competency.
Students will, over the course of the next
two quarters, act as researchers, documenters
and facilitators of the process to develop a
vision of K Street for the next 25 years. The
year will be an intensive practicum where
students will immediately convert theories and
concepts into practical applications in the
businesses, community centers and neighborhoods of the Hilltop.
The program format will consist of large
group lectures and dialogues, small group book
seminars, workshops and collaborative
projects. Data collection, analysis and oral,
written and multimedia skills development will
supplement the program's broader focus on
acquiring and applying theories and concepts.
Credit awarded in community studies", urban
studies", economics and community development",
public policy·, writing·, literature", statistics",
research methodology-, scientific inquiry*,
ethnography", urban sociology-, history-, computer
studies" and multimedia",
Total: 16 credits each quarter. Students may elect to do
internships during spring quarter for variable credits
up to 16 credits.
Program is preparatory for careers and future studies
in community development, cultural advocacy,
organizational leadership, law and public policy,
education, social and human service administration,
environmental studies and public health, media and
other creative arts.
* indicates
upper-division credit
.-.=
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GRADUATE STUDY AT EVERGREEN
MASTER IN TEACHING (MIT)
Teaching Endorsements
DIRECTOR: scon COLEMAN
FIELD SERVICES OFFICER: LYNDEL CLARK
GRADUATE STUDENT SERVICES: AMY BLASEN
An endorsement identifies the subj ect 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).
For complete information on endorsements,
please consult the current Master in Teaching
Catalog or visit www.evergreen.eduJmit.
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
approximately 45 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 oncampus 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 on the
Evergreen schedule in late September. Year two
begins in late August in accordance with the
public school calendar.
Academic Advising
Regularly scheduled advising sessions are
offered throughout the year by Academic
Advising and the Graduate Support Service
Office for any prospective applicant seeking
advice about meeting endorsement requirements. Please call the MIT Admissions Officer
at (360) 867-6707, or the Office of Academic
Advising at (360) 867-6312, 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, available from
the Admissions Office, The Evergreen State College,
Olympia, WA 98505, (360) 867-6170.
MASTER OF ENVIRONMENTAL
STUDIES (MES)
DIRECTOR: JOHN PERKINS
The Graduate Program in Environmental
Studies (MES Program) combines a deep
understanding of natural resource and
environmental issues with a study of policy,
politics and values. The program integrates
issues of science with development of policy,
so students engage in a curriculum that helps
them become creative environmental problem
solvers and leaders. 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 ofthree parts:
required core courses, elective course work and
a thesis. 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
.
r-".
analysis and problem solving, Part-lime
students enroll in electives after all the 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 quarters.
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.
e~--~--------------------------------~
MASTEROF PUBLIC
ADMINISTRATION (MPA)
DIRECTOR: ZAHID SHARIFF
The primary commitment of the Graduate
Program in Public Administration (MPA
Program) is to challenge and thoroughly
prepare students to seek democratic, equitable,
practical solutions to problems facing public,
private and non-profit sectors and citizens in
the Pacific Northwest and beyond.
The program welcomes students intending to
pursue a public sector career as well as those
already working for government or organizations involved in public issues. Students with
career interests in the nonprofit or private
sectors are encouraged to consider the MPA
Program. Most MPA students are employed full
time in the public, non-profit or private sectors.
A few plan further doctoral work. To accommodate working students, classes are offered in the
evenings.
Students lacking significant public-sector
experience are expected to complete an
internship for at least one quarter. Students are
required to complete prerequisites in statistics
and micro/macro economics. Both are offered
in Evergreen's summer school.
To satisfy the degree requirement, a student
must participate in a sequence of six core
programs and complete 12 hours of elective
courses. Each core program is interdisciplinary
and team-taught by two or three faculty. Most
students can complete the program in two years
with some summer school work.
The core sequence provides sustained
instruction in the analytical, administrative and
communication skills needed for effective
public service. It is also designed to instill in
students the habit of examining the political
and economic context of public administration
and policy-making, addressing the ethical
dimension of administration and policy and
attending to issues of race and gender in the
workplace and in public policy.
The MPA core curriculum includes: The
Political and Economic Context of Public
Administration; Research Methods for the
Public Sector; Understanding Public Organizations; Fiscal Policy; Public Policy and Its
Administrative Implications; and the Applications Project.
The eight-credit applications project is
completed during spring quarter of the second
year. It is typically a group-authored research
effort with practical impact on current public
policy issues.
Elective courses allow a student to broaden
the study of public administration beyond the
range of the core programs. Future plans
include a program in Tribal Administration.
Currently, electives on this topic are available
in spring and summer sessions.
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The MES/MPA Graduate Catalog
The MES/MPA Graduate Catalog contains a full description of the curriculum, academic policies,
admissions procedures and requirements for both programs, plus an application form. Please consult
the MES/MPA Graduate Catalog before applying for admission. Individuals interested in receiving a
copy or applying to either program should contact the Admissions Office, The Evergreen State College,
Olympia, WA 98505, (360) 867-6170. Or visit our Web site at www.evergreen.edu.
Questions concerning the Graduate Programs should be directed to the Office of Graduate
Studies, LAB 13019, The Evergreen State College, Olympia, WA 98505, (360) 867-6707.
------------------------------
TRUSTEES, ADMINISTRATION AND FACULTY
BOARD OF TRUSTEES
SEPTEMBER 2001
Deborah Barnett
Olympia
Stanley Flemming
University Place
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Bill Frank, Jr.
Olympia
Dwight Imanaka
Seattle
David Lamb
Hoquiam
Karen Lane
Bellevue
Marilee Roloff
Spokane
Jaime Rossman
Olympia
ADMINISTRATION
Thomas L. Puree
Ed.D., Idaho State University
President
Arthur A. Costantino
Ph.D., Pennsylvania State University
Vice President for Student Affairs
Ann Daley
M.A., University of California, Los Angeles
Vice President for Finance and Administration
Francis C. McGovern
B.A., University of Chicago
Vice President for College Advancement
Enrique Riveros-Schafer
Ph.D., University of California, San Diego
Academic Vice President and Provost
Following is a listing of Evergreen's faculty as
of summer 2001. A more extensive description
of their areas of expertise can be found in the
Advising Handbook, available at Academic
Advising.
Kristina Ackley, Native American Studies,
2000; BA, History and Political Science,
University of Wisconsin-Madison, 1993; M.A.,
American Indian Law and Policy, University of
Arizona, 1995; Ph.D., American Studies, State
University of New York at Buffalo, expected.
Michelle Aguilar-Wells, Reservation-Based!
Community-Determined,
200 I; B.A., Human
Services, Western Washington University, 1977;
M.P.A.lA.B.T., University of Arkansas, 1981.
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.
Jeff Antonelis-Lapp, Reservation-Based!
Community-Determined,
2001; B.S., Environmental Education, Western Washington
University, 1978; M.Ed., Science Education,
University of Washington, 1982.
Theresa A. Aragon, Management, 1999; B.A.,
Political Science/Philosophy, 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 ofTubingen, 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;
Academic Dean, 2000-present, 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.
Marcella Benson-Quaziena,
Psychology, 2000;
B.S., Health and Physical Education, University
oflowa, 1977; M.A., Athletic Administration,
University of Iowa, 1980; M.S.W., Social Work,
University of Washington, 1988; M.A.,
Organizational Development, The Fielding
Institute, 1993; Ph.D., Human and Organizational Systems, The Fielding Institute, 1996.
Michael W. Beug, Emeritus, Chemistry, 1972;
Academic Dean, 1986-92; B.S., Chemistry,
Harvey Mudd College, 1966; Ph.D., Chemistry,
University of Washington, 1971.
Hilary Binda, English Literature, 200 I; B.A.,
Women's Studies, Brown University, 1989;
M.A., Tufts University, 1997; Ph.D., Tufts
University, 2001.
Peter G. Bohmer, Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts
Institute ofTechnology, 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 Cali fomi a,
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.
Andrew Brabban, Molecular Biology, 2001;
B.S, Microbial Biotechnology, University of
Liverpool, U.K., 1989; Ph.D., Genetics and
Microbiology, University of Liverpool, U.K.,
1992.
Eddy Brown, Writing, 200 l; BA, English and
Humanities, Fort Lewis College, 1979; M.A.,
English, The University of Arizona, 1987;
M.F.A., Creative Writing, Goddard College,
1996.
Bill Bruner, Economics, 1981; Dean of Library
Services, 1992-200 I; 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 Cali fomi a,
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 Willi am and Mary,
1965; Ph.D., English, University of Exeter,
U.K., 1972.
Mario Caro, Art History, 2000; Art History,
Hunter College, City University of New York,
1992; M.A., Visual and Cultural Studies,
University of Rochester, 1997.
tD~----~------------------------------------------------
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Arun Chandra, Music Performance, 1998;
B.A.,Composition and English Literature,
FranconiaCollege, 1978; M.M., Guitar
Performance, University of Illinois, Urbana!
Champaign, 1983; D.M.A., Composition,
Universityof Illinois, Urbana!Champaign,
1989.
Grace Chang, Ethnic Studies, 200 I; B.A.,
History,Yale University, 1987; M.A., Ethnic
Studies,University of California, Berkeley,
1994;Ph.D., Ethnic Studies, University of
California, Berkeley, 2000.
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, Berkeley, 1965; M.S.,
Physics, University of Washington, 1967;
Ph.D., Physics, Michigan State University,
1972.
Scott Coleman, Master In Teaching Director,
2001; B.S., Biology, State University of New
York, College at Brockport, 1973; M.A.,
Elementary Education, San Diego State
University, 1980; Ph.D., Instructional Systems
Technology, Indiana University, 1989.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D.,
Biological Sciences, University of California,
Irvine, 1998.
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, University of
Edinburgh, U.K., 1975; Ph.D., Wayne State
University, 1977; C.M.A., University of
Washington.
Helen Cullyer, Classics, 2000; B.A., Literae
Humaniores, Oxford University, 1994; M.A.,
Classics, Yale University, 1995; Ph.D.,
Classics, Yale University, 1999.
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, 1993-2000; 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.
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.
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, Emerita, 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, Los Angeles, 1968; Ph.D., Applied
Anthropology, The Union Institute, 1986.
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.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977;
Ph.D., Economics, University of Massachusetts,
1987.
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, 1996-2001; 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, FilmNideo, 1989; B.A., English
and American Literature, Brandeis University,
1971; M.A., Communication, University of
Massachusetts, Amherst, 1986; Ph.D., Communication, 1992.
Thomas H. Foote, Education and Journalism,
1972; B.A., Journalism, University ofTulsa,
1961; M.S.Ed., Humanities, Western Oregon
State College, J 967; Ph.D., Education, Oregon
State University, J 970.
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 Dean, 200 I-present; 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, Emerita, 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, 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.
Thomas Grissom, Physics, 1985; B.S.,
Physics, University of Mississippi, 1962;
M.S., Physics, University of Mississippi,
1964; Ph.D., Physics, University of
Tennessee, 1970.
Bob Haft, Expressive Arts, 1982; B.S.,
Psychology, Washington State University,
1971; M.F.A., Photography, Washington State
University, 1975.
Jeanne E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon, 1962;
M.A., Political Science, University of
Chicago, 1964; A.B.D., Political Science,
Chicago, 1968.
W. Joye Hardiman, Literature and
Humanities, 1975; Director, Tacoma Campus,
1990-present; B.A., Literature, State
University of New York, Buffalo, 1968;
Graduate studies, Literature, State University
of New York, Buffalo, 1968-70; Ph.D.,
Applied Literary Studies and Urban
Education, The Union Institute, 1986.
-----------------------------8
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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, Madison,
1976; Ph.D., Educational Administration,
University of Wisconsin, Madison, 1979.
Ruth Hayes, Animation, 1997; B.A.,
Animation, Harvard and Radcliffe Colleges,
1978; M.F.A., Experimental Animation,
California Institute of the Arts, 1992.
Martha Henderson Tubesing, Geography,
1995; B.S., Social Sciences, Western Oregon
State College, 1974; M.S., Geography, Indiana
State University, 1978; Ph.D., Geography,
Louisiana State University, 1988.
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.
Kevin Hogan, Environmental Science, 200l;
B.S., Biology, Michigan State University, 1979;
M.S., Botany, University of Illinois, 1982;
Ph.D., Plant Biology, University ofIllinois,
1986.
Margaret I. Hunt, Emerita, Dance, 1976;
B.F.A., Dance, Ohio State University, 1969;
M.Ed., Dance, Temple University, 1972.
Ryo Imamura, Psychology, 1988; B.A.,
Mathematics, University of California,
Berkeley, 1967; M.S., Counseling, San
Francisco State University, 1978; Ed.D.,
Counseling/Educational Psychology,
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.
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.
Gail Johnson, Public Administration, 200 I;
B.A., Anthropology, State University of New
York at Stony Brook, 1969; Master of Public
Affairs, Quantitative Methods, University of
Connecticut, 1981; Ph.D., Political Science,
University of Connecticut, 1989.
Kazuhiro 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.
Mukti Khanna, Developmental Psychology,
2000; B.A., Human Biology, Stanford
University, 1983; Ph.D., Clinical Psychology,
University ofTennessee-Knoxville,
1989.
Janice Kido, Communication, 1991; Director,
Master in Teaching Program, 1991-95; B.Ed.,
Secondary Speech Education, University of
Hawaii, Manoa, 1965; M.A., Speech!
Communication, University of Hawaii, Manoa,
1970; Ph.D., Communication: Cross-cultural
Communication, The Union Institute, 1995.
Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University
of Washington, 1985.
Cheryl Simrell King, Master in Public
Administration, 2000; B.A., Psychology/
Sociology, University ofTexas, 1981; M.A.,
Experimental/Testing Psychology, University
of Colorado, 1987; Ph.D., Public Administration, University of Colorado, 1992.
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, U.K., 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 Public Policy,
1984-85; Director of Graduate Program in
Public Administration, 1983-84; B.A.,
Sociology, University of Redlands, 1967; M.A.,
Sociology, University of Washington, 1969;
Ph.D., Sociology, University of Washington,
1973.
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.
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.
Gerald Lassen, Public Administration, 1980;
B.A., Mathematics, University ofTexas, 1960;
M.A., Economics, University of Wisconsin,
1967.
Daniel B. Leahy, Public Administration, 1985;
Director ofLabor 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.
Mark A. Levensky, Philosophy, 1972; B.A.,
Philosophy, University ofIowa, 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, Minneapolis, 1978;
Master of Architecture, University of Minnesota
Minneapolis, 1979; M.F.A., Rochester Institute
ofTechnology, 1990.
P. Ju-Pong Lin, Experimental Video, 1999;
B.A. Comparative Literature with Certificate in
Film Studies, Indiana University, 1985; M.A.,
Interrnedia Arts, VideolPerforrnance, The
University ofIowa, 1995; M.F.A., Interrnedia
Arts, VideolPerforrnance, The University of
Iowa, 1996.
John T. Longino, Zoology, 1991; B.S.,
Zoology, Duke University, 1978; Ph.D.,
Zoology, University ofTexas, 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, Manoa, 1978; Ph.D.,
Public Legislation and Public Health, University
of Hawaii, Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Dean of
Library Services, 200 I-present; Academic Dean
1998-200 I; 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.,
Metalsrnithing-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 ofIowa, 1965; M.A., English
(American Civilization), University oflowa,
1967; Ph.D., English (American Studies),
Washington State University, 1978.
Stuart P. Matz, Human Biology, 1999; B.A.,
Philosophy, University of California, San
Diego, 1986; Ph.D., Biology, University of
Oregon, 1994.
Allen Mauney, Mathematics, 200 I; B.S., The
Evergreen State College, 1988; M.S., Mathematics, Western Washington University, 1990.
David McAvity, Mathematics, 2000; B.S.,
Mathematical Physics, Simon Fraser University,
1988; Distinction in Part III ofthe Mathematical
Trypos, Cambridge University, 1989; Ph.D.,
Mathematics, Cambridge University, 1993.
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.
e~--~----------------------
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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.
Carol Minugh, Emerita, 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.
Kabby MitchelllII, Dance, 2000; A.A.,
Contra Costa College, 1979; M.F.A., Dance,
University ofIowa, 1998.
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, 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.
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.
Nancy Murray, Developmental Biology, 2001;
B.S., State University of New York at Oswego,
1986; Ph.D., Neurobiology, State University of
New York at Stony Brook, 1997.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest
Resources, University of Washington, 1983.
Raul Nakasone (Suarez), Education, 1991;
Credentials for Secondary Education in
Mathematics, Physics and Chemistry, Enrique
Guzman y Valle National University of
Education, 1968; M.A., Teaching (Physics),
Lewis and Clark College, 1973.
Alan Nasser, Philosophy, 1975; A.B., Classical
and Modem Languages, 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.
Sandra Lewis Nisbet, Emerita, Drama and
Theater, 1988; B.A., Speech and Drama!
English, 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 ofYirginia,
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.
Alan R. Parker, Native American Policy,
1997; B.A., Philosophy, St. Thomas Seminary,
1964; J. D., 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 Envirornnent, 1980; Director
of Graduate Program in Envirornnental Studies
I999-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 ofIowa,
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.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
Brian Price, History, 1987; Academic Dean,
200 l-present; 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,
State University of New York College of
Envirornnental Science and Forestry, 1978;
Ph.D., Plant Pathology, Oregon State
University, 1985.
Thomas B. Rainey, Emeritus, History,
Envirornnental 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., Education!
Sociology, University of Washington, 1970;
M.A., English, Utah State University.
Hazel J. Reed, Mathematics, 1977; B.A.,
Mathematics, Reed College, 1960; M.S. and
Ph.D., Mathematics, Carnegie Mellon
University, 1968.
Sara Rideout, Librarianship, 1987; B.A., The
Evergreen State College, 1978; M.A.,
Literature, University ofPuget 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., American!Public
History, Washington State University, 1995;
M.A., Information Resources and Library
Science, University of Arizona, 1998.
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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.
Martha Rosemeyer, Ecological Agriculture,
200 I; B.S., Plant Pathology, University of
Wisconsin, Madison, 1978; M.S., Plant
Sciences-Horticulture, University of Arizona,
1982; Ph.D., Biology-Agroecology, University
of California, Santa Cruz, 1990.
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.
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., 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;
Director of Graduate Program in Public
Administration 200 I-present; M.P.A., Karachi
University, Pakistan; D.P.A., New York
University, 1966.
Gilda Sheppard, Cultural StudiesfMedia
Literacy, 1998; B.A., Sociology, Mercy
College of Detroit, 1972; M.S.W., 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.
Barbara L. Smith, Political Science, 1978;
Academic Dean, 1978-94; Director, Washington
Center for Improving the Quality ofUndergraduate Education, 1985-94; Provost and Academic
Vice President, 1994-200 I; 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; 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.
Linda Moon Stumpff, Natural Resource Policy,
1997; Director of Graduate Program in Public
Administration 1999-200 I; 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.
Kenneth D. Tabbutt, Environmental Geology,
1997; B.A., Geology and Biology, Whitman
College, 1983; M.S., Geology, Dartmouth
College; Ph.D., Geology, Dartmouth College.
Nancy Taylor, History and Education, 1971;
Academic Dean I999-present; B.A., History,
Stanford University, 1963; M.A., Education,
Stanford University, 1965.
Erik V. Thuesen, Zoology, 1993; B.S. Biology,
Antioch College, Yellow Springs, 1983;
M. A., Fisheries, Ocean Research Institute,
University ofTokyo, 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.
Nancy Parkes Turner, Literature and
Writing, 1998; B.A., The Evergreen State
College, 1978; M.F.A., Creative Writing,
Goddard College, 1996.
Michael Vavrus, Instructional Development
and Technology, 1995; Director, Graduate
Program in Teaching, 1996-200 I; 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.
Edward A. Whitesell, Geography, 1998;
B.A., Environmental Biology, University of
Colorado, Boulder, 1973; M.A., Geography,
University of California, Berkeley, 1988;
Ph.D., Geography, University of California,
Berkeley, 1993.
Alfred M. Wiedemann, Emeritus, 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.,
SociallPersonality Psychology, University of
California, Berkeley, expected 200 I.
Sarah Williams, Feminist Theory, 1991;
B.A., Political Science, Mankato State
University, 1982; M.A., Anthropology, State
University of New York, Binghamton, 1985;
Ph.D., History of Consciousness, University ""
of California, Santa Cruz, 1991.
Sean Williams, World Music, 1991; B.A.,
Music, University of California, Berkeley,
1981; M.A., Ethnomusicology, University of
Washington, 1985; Ph.D., Ethnomusicology,
University of Washington, 1990.
Thomas Womeldorff, Economics, 1989;
B.A., The Evergreen State College, 1981;
Ph.D., Economics, American University,
1991.
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 ofPuget 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.
e--~------------------------
GLOSSARY
A few words about Evergreen, a college built on the philosophy that teachers should focus on the educational experience of each individual
student. Free of distractions created by academic departments, grades and majors, Evergreen is a college truly unlike any other. A few
terms commonly used on campus help describe this educational experience.
Academic Fair A 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 and explore
possible contracts. Check with Advising,
Admissions or Registration & Records for
dates and times.
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.
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.
e
CPJ (Cooper Point Journal) The college's
student newspaper.
DTF (Disappearing Task Force) Evergreen's
planners, to avoid permanent committees,
created DTFs to study problems, make recommendations and then disappear. Several DTFs
are active each academic year and students are
encouraged to participate. Contact the Office
of the Vice President for Student Affairs.
Equivalencies The approximate course titles
and credit hours listed at the end of the
program descriptions. Listed as final "course
equivalencies" at the end of a faculty evaluation of your academic work, this is how
Evergreen translates interdisciplinary studies
into course titles similar to those at other
institutions. Students may earn equivalencies
in four to six disciplines.
Evaluation
Evergreen's grading system
consists of a narrative evaluation of a student's
academic work at the end of each quarter.
Faculty members write evaluations of each
student's work and progress, and each student
writes a self-evaluation.
These become
official documents, making up your permanent
transcript. Students also write evaluations of
faculty members, which become part of the
faculty member's official portfolio.
n-
Evaluation Week The 11th and final week of
each quarter is used to hold quarterly conferences in which faculty members and students
discuss their evaluations.
Expectations of an Evergreen Graduate The
outline of what faculty expect Evergreen
students to have accomplished by the time they
have earned an Evergreen degree. See p.lO
in the Advising Handbook.
Internship Supervised experience in a work
situation for which a student receives academic
credit. Internships require advance planning
through Academic Advising. See page 28.
KAOS The college's community radio station.
First Peoples At Evergreen, First Peoples refers to people of color. The name recognizes
the unique indigenous heritages of all people
of color. See First Peoples' Advising Services
on page 9.
First-year students Students who have 44 or
fewer credits. Evergreen tries to avoid naming
students by their class level. We believe this
allows students to work at the level their abilities-not according to years of school they
have.
Gateway is the name of the part of the Evergreen Web pages where students may register,
drop classes, update their personal information
such as address, e-mail and phone, and check
to see their next registration time ticket.
Geoduc (gooey-duck) The campus mascota legacy from our early humorists-is
an
oversized clam native to this area noted for
digging deep and fast.
Governance at Evergreen means working together in an informed and collaborative way
to make determinations about our direction and
administrative and hiring decisions, typically
through DTFs (see above). We have designated
Monday and Wednesday afternoons as Governance Time to meet together and not interfere
with class schedules.
Group Contract An Evergreen program
(usually advanced) with one or two faculty and
a focused theme or problem to investigate.
More narrowly focused than Coordinated
Study programs. Also see Coordinated Study.
Prime Time Advisor The academic advisor
in Housing. This office is open Sunday through
Thursday evenings, when students are doing
their homework.
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.
~
<C
:::::::
9
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 your
formal academic records.
Seminars A central experience of an Evergreen
education. Seminar participants-a
faculty
member and 22 to 25 students-meet
to
discuss and analyze assigned readings.
Senior Thesis The final project bringing
together all of a student's work in a large final
project. Typically an extended written document, it may also be a presentation piece or
show of art work or other appropriate way to
demonstrate the culmination of a body of work.
SOS (Student Originated Studies) Refers
to programs that are based on group projects
developed by students.
Summative Self-evaluation A final evaluation
written by a senior that provides a summary
and overview of his or her undergraduate
educational experience. Faculty encourage and
support it.
Individual Learning Contract An individual
study plan agreed to by a student and a faculty
sponsor, and includes readings, writing, photography, painting, field studies or research. It
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. See
page 28.
Interdisciplinary
Study Many Evergreen
programs involve study in three or more disciplines, and all require some cross-disciplinary
work. You may find yourself learning about
science and art in the same program, or about
social science and literature.
-----------------------------
=
CAMPUS SERVICES AND RESOURCES
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; computer
and software sales; film processing;
ticket
sales; novelty items; and the latest in Geoduck
leisure wear.
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 services. Over the telephone or faceto-face, the mediation process is free of charge,
voluntary and confidential.
For more information, call (360) 867-6656.
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 analysis and
geographic information systems (GIS). A wide
array of scientific application
software is
supported in the CAL, including Labview and
Vemier software for data acquisition, MathCAD,
Matlab, SPSS, Stella for environmental modeling, and a host of GIS software fromARCIINFO
to Idrisi.
The music technology labs provide students
with MIDI sequencing, audio-sampling
and
resynthesis, analog and digital synthesis, and
recording resources for composition, performance
and production. The animation labs provide 2-D
and 3-D capturing, editing and compositing
stations with lights, set support and video interfacing. The audio recording studios consist of two
8-track and one 16-track control rooms with
API consoles and extensive signal processing
equipment.
Child Care Center
Equal Opportunity
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 (12 months to seven years).
Student rates depend on family size and income
level; please contact the center for more information at (360) 867-6060.
Responsibility for protecting our commitment
to equal opportunity 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 the special assistant to the president for
equal opportunity, (360) 867-6368. Persons who
believe they have been discriminated against at
Evergreen are urged to contact the special assistant to the president for civil rights and legal affairs, (360) 867-6386 or TDD: (360) 867-6834.
Computing Services
Computing is used widely in Evergreen's curriculum, and Evergreen provides several computing
facilities to support students as they write papers,
perform research on the Internet, work with
multimedia or solve problems in statistics, science or computer science.
The Computer Center, Library 2408, provides
no- fee access to resources for students. More than
100 computers are arranged in three computer
classrooms and a variety of clusters. All computers are connected to the campus network and the
Internet. The Computer Center offers a diversity
of application
software, including Office,
Photoshop, Dreamweaver, Communicator, SPSS
and specialized computer science software.
Academic Computing helps you make the
best use of its facilities by providing workshops,
training and reference materials, and specialized
systems for the physically challenged.
Food Services
Located in the College Activities Building (CAB),
food services are provided by Bon Appetit
Management Company. Unique among campus
food vendors, Bon Appetit provides food made
from scratch using only fresh, natural (organic,
when available) ingredients. Traditional, vegetarian and vegan menus are provided at both the
Greenery and the Market. An espresso stand is
also available daily. Several meal plans to choose
from provide a flexible combination of all-youcan-eat meals as well as flex dollars to be used at
all food venues on campus.
Free Bus
Evergreen students may use their validated student ID cards to take the bus. Just show your card
to the driver on any Intercity Transit route.
Library
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.
"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 digital video production system, films, recordings, maps, documents, editing
benches and 2,000 periodical subscriptions.
In addition to resources on hand, the Library
offers you access to books and periodicals through
computerized databases. Evergreen students check
out half again as many books as those at any of the
other four-year public institutions in the state.
For more information, call (360) 867-6252, or
drop in and talk to any Library staff member.
Mail Services
Mail service for campus residents is provided
Monday through Saturday. Students moving into
campus housing may send their belongings in advance to Receiving and Mail. Labels should be
addressed as fo llows:
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 mail
needs. Direct questions to Receiving and Mail,
Library 1321, (360) 867-6326.
Parking
Motor vehicles must display valid parking
permits. See page 23 for fee schedule.
Daily permits can be purchased at the information booth on McCarm Plaza. 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) 867-6352.
e~------------------------------------
Police Services
v
The Campus Police Services staff is responsible
forproviding 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.
Information on campus safety and security,
including statistics on campus crime for the past
three years, can be obtained from the Office of
the Vice President for Student Affairs or
www.evergreen.eduluserlstudentaffairs
safety.htm.
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 problem-resolution 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) 867-6140 or 867-6832.
Student Governance
There has never been a permanent undergraduate student governance structure at The Evergreen
State College. Nevertheless, students have played
an important role in the ongoing governance of
the college. Through participation in "disappearing task forces" and standing committees,
students ensure that their voices and thoughts are
included in decisions made by the college.
Students interested in being informed of and
involved with such efforts may contact the
Office of the Vice President for Student Affairs,
Library 3236, (360) 867-6296.
Other student governance opportunities:
Student Trustee
The Student Trustee has voting member privileges on the Board of Trustees, the official
governing body ofthe college. Appointed by the
governor, with the consent of the Senate, the
Student Trustee is responsible for representing
the views and concerns of Evergreen students.
The law requires the college to submit from three
to five names annually for the governor's
consideration. This is a one-year appointment,
beginning June I. Contact the Student Activities
Office, CAB 320, (360) 867-6220, to find out
more about the position.
Unified Graduate Student Association
The mission of UGSA is to represent and
strengthen the graduate student community
through social, political and educational collaboration. It is the intent ofUGSA to concern itself
with issues which affect all graduate students and
to function in a complementary fashion with the
individual graduate student groups. Membership
is open to all graduate students. Contact the Student Activities Office, CAB 320, (360) 867-6220,
to find out more.
Students with Disabilities
Evergreen welcomes students with disabilities
and offers support services on an individual basis to students with disabilities. In all programs
and activities, Evergreen seeks to establish and
maintain a balance of rights and responsibilities
for both students with disabilities and our
community.
Please contact this office as soon as possible
upon your admission to the college. This will ensure that requested accommodations can be made
in a timely manner.
See us on the Web! For more information
contact the Office of Access Services (360) 8676364 - voice or 867-6834 - TTY.
Student Organizations
Student groups active on campus as of spring
200 I, include:
Advocates for Improving Salmon Habitat
All Persuasions
Ambient Funk Playwright Society
American Indian Science and Engineering
Amnesty International
And Words Live-Evergreen Writer's Network
Asian Students in Alliance
Bike Shop
Camarilla
Capoeira Angola
Capoeira Oxala
Coalition Against Sexual Violence
College Republicans
Common Bread
Community Food Pantry
Community Gardens
Cooper Point Journal (CPJ)
Development of Ecological Projects for the
Evergreen Organic Farm (DEAP)
Environmental Resource Center
Evergreen Animal Rights Network
Evergreen Anthropology Club
Evergreen Dance Team
Evergreen Flamenco
Evergreen Investment Club
Evergreen Parents Resource Network
Evergreen Political Information Center
Evergreen Pre-Med AMSA (American Medical
Student Assoc.)
Evergreen Queer Alliance
Evergreen State Society of American Foresters
Evergreen Swing Club
Feminist Majority Leadership Alliance
Freaks of Nature
Gaming Guild
Giant Robot Appreciation Society
Jewish Cultural Center
Latter Day Saints Student Association
Latin American Student Organization
Masters of Environmental Studies
Masters of Public Administration
Masters in Teaching
Math & Science Network
MeChA
Medieval Society
Men's Center
Middle East Resource Center
Mindscreen
Minority Alliance Program for Pride
Native Student Alliance
Ninth Wave (Celtic Cultural League)
Peer Health Advocacy Team
Percussion Club
Prison Action
Radical Catholics for Justice & Peace
Russian Club
Services & Activities Board
Shanti Yoga
Slightly West
Student Arts Council
Student CD Project
Students at Evergreen for Ecological Design
(SEED)
Students for a Free Tibet
Students for Christ
Students of Color Anthology
Tacoma Campus S & A
TESC Shoalin Temple Cultural Arts Club
The Ever-Greens
Theatrical Hubris Under Greeners
Umoja
Union of Student Workers
United Graduate Student Association
Women of Color
Women's Center
The Student Activities Office, KAOS-FM (Olympia Public Radio) and student organizations are
located on the third floor of the College
Activities Building.
----------------------------e
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FACILITIES AND CAMPUS REGULATIONS
Because Evergreen is a state
institution, we must meet state
and county responsibilities.
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. Nevertheless,
rooms in the residence halls and modular units
are considered private homes and drinking is legally permissible for students 2 I years of age or
older. For students choosing to live in a substance-free environment, Housing provides alcohol- and drug-free residences.
Use of College Premises
Evergreen's facilities may be used for activities other than education as long as suitable space
is available, adequate preparations are made and
users meet eligibility requirements.
Arrangements for conferences or group gatherings by outside organizations are made through
Conference Services, CAB 211, (360) 867-6192.
Reservations for space and/or facilities are
made through Space Management, (360) 8676314. Allocations of space are made first for
Evergreen's regular instructional and research
programs, next for major all-college events, then
for events related to special interests of groups
of students, faculty or staff, and then for alumnisponsored events. Last priority goes to events
sponsored by individuals and organizations outside the college.
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.
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.
Pets
Pets are not allowed on campus unless under
physical control by owners. At no time are pets
allowed in buildings. Stray animals will be turned
over to Thurston County Animal Control.
Bicycles
Bicycles should be locked in parking blocks
at various locations around campus. They should
not be placed in or alongside buildings and should
not be locked to railings. Bicycle registration licenses that aid in recovery of lost or stolen bicycles are available at Campus Police Services
for a small fee.
e~----------------------------------
INDEX
A
A Silver Sky: 47, 65, 76
A Study of Violence 70, 108
A Week in the Life of an Evergreen Student 30
Academic Advising 9
Academic Calendar 133
Access Services for Students with Disabilities 9
Accreditation 133
Ackley, Kristina 47, 65, 105, 112
Admission 15-19
Aguilar-Wells, Michelle 113
Allen, Nancy 59
America Documented 41, 56
Anthony, Sharon 74, 78
Antonelis-Lapp, Jeff 113
Arney, Bill 42, 51, 59, 69
Aurand, Susan 52, 84
B
Bailey, Marianne 58, 82
Balderrama, Justino 59, 70, 101, 108
Barlow, Clyde 74, 94, 96
Bilingual Education and Teaching 57
Binda, Hilary 60
Blood, Iron and Oil 68, 107
Body, Mind, Soul 57, 82, 101
Bohmer, Peter 47, 65, 105, 112
Bopegedera, Dharshi 95, 96
Bowcutt, Frederica 45, 75, 87
Brabban, Andrew 95, 96
Brown, Eddy 117
Bruner, Bill 59,101,107
Buchman, Andrew 86
Bullock, John 95
Business in Action 107
Butler, Paul 43, 49
C
Camera to Computer 88
Campus Location 134
Campus Profile 132
Career Development Center 9
Carlson, Craig 46, 51, 64, 69, 75
Caro, Mario 85, 112
Celluloid Women and Men: 49, 67
Centering 49
Chandra, Arun 42, 84
Chin-Leo, Gerardo 43, 49
Cloninger, Sally 88
Coastal Dune Ecology 77
Coastal Ecology and Geology 49
Cole, Robert 74, 76, 78
Coleman, Scott 118
Computability and Cognition 93
Concepts of Computing 50, 97
Contacting Evergreen 134
Cook,Amy 76
Coontz, Stephanie 48
Counseling and Health Centers 9
Crable, Doranne 83
Crime in America 59, 101
Cullyer, Helen 52, 62, 103
Culture, Text and Language 53
Curtz, Thad 48, 66, 88
Cushing, Judith 50, 96, 97
D
Data to Information 93
Davis, Stacey 60, 69
Democracy and Equality 102
Democracy and Free Speech 107
Democracy and Religious Freedom
Dorman, Peter 104
Drawing a Life 50, 89
108
E
Energy and Trash: 78
Enrollment Status 27
Environmental Analysis: 74, 94
Environmental Studies 71
Equal Opportunity 3, 126
Expressive Arts 79
F
Feddersen, Joe 85, 112
Fiber Arts 89
Fiksdal, Susan 42, 60
Filmer, John 103
Financial Aid 20, 21
First Peoples' Advising Services 9
Fischel, Anne 86
Ford, Terry 48, 52
Foundations of Performing Art 42, 84
Foundations of Visual Art 84
Frasca, Marilyn 50, 89
Freeman, George, Jr. 94, 102
Freshwater Ecology 74
G
Glossary 125
Goldberger,Ariel 45, 51, 62, 87, 89, 104
Gomez, Jose 102, 107, 108
GPA scores 132
Graduate Study at Evergreen Program 118, 119
Graduates 7
Great British and Irish Moderns: 67
Grissom, Tom 44
-----------------------------8
><
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Image Conscious: 60
Imaging the Body 43
Imamura, Ryo 66, 106
Individuals vs. Societies: 50, 68
Insects and Plants of Washington 51, 78
Intersections of Cultures: 85, 112
Intimate Nature: 43, 61, 85
Introduction to Environmental Modeling 76
Introduction to Environmental Studies 74
Introduction to Natural Science 95
Marine Life: 76
Marr, David 41, 56, 70
Master of Environmental Studies (MES)
Master of Public Administration (MPA)
Master in Teaching (MIT) 118
Matching Evergreen's Programs to Your
Mathematical Methods 95
Matter and Motion 95
Matz, Stu 94, 96, 102
McAvity, David 44, 49
McCann, Charles 67
Mediaworks 86
Meeker, Laurie 43, 61, 85
MES and MPA Graduate 119
Middendorf, Don 95
Mission Statement 2
Mitchell, Kabby 57, 82, 101
Molecule to Organism 96
Moore, Pat 78
Morality and Political Life: Classical vs.
Moruzzi, Harumi 49, 50, 63, 67, 68
Mosqueda, Larry 117
Mullins, Greg 41, 56, 70
Multicultural Counseling 103
Murray, Nancy 96
Music in Culture 86
J
N
Japanese Language and Culture 61
Ju-Pong, P. Lin 86
Jun, Heesoon 57, 82, 101
Nadkarni, Nalini 46, 64, 75, 77
Nakasone, Raul 46, 64, 105, 112
Nasser, Alan 62, 103
Native American and World Indigenous Peoples Studies
109
Neitzel, Jim 96
Nelson, Alice 59
Nelson, Lin 74
Nelson, Neal 93, 96
Niva, Steve 47, 65, 105, 112
H
Haft, Bob 58, 82
Hahn, Jeanne 105
Hardiman, Joye 117
Harrison, Lucia 45, 75, 87
Hayes, Ruth 44
Health and Human Development 94, 102
Herman, Steve 75
Hill, Patrick 63
Hill, Virginia 42, 60
Hispanic Forms in Life and Art 59
Hitchens, David 44
Housing 9
Hype and Hucksters: 42, 60
=
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><
K
Kawasaki, Hiro 58,82
Kelly, Jeff 74, 94, 96
Kennedy, Cynthia 106, 107
KEY Student Support Services 9
Khanna, Mukti 103
Kimbro, Ernestine 59, 101
Knapp, Rob 95, 96
Krafcik, Patricia 46, 64
Kuehn, Lowell 117
Kutter, Betty 96
L
Laird, Lance 57, 69, 82, 101
Lassen, Jerry 44
Leahy, Dan 105
Learning Resource Center 10
Leisenring, Al 93
Leverich, Bob 49,84
Life on Earth: Postcards from the Edge 43
Longino, John 51, 78
M
Making of Modem America: 44
Mandeberg, Jean 48, 66, 88
Margolin, Carrie 45, 62, 87, 104
118
119
Field 34
Modem 62, 103
o
Olson, Dean 106
Olson, Toska 106
Organic Farm 78
Organizations, Entrepreneurship
Ott, Janet 96
and Management:
103
p
Pailthorp, Charles 48, 52
Paradise Outlaws: 51, 69
Parson, Willie 117
Patterns across Space and Time 44
Perkins, John 118
Peterson, Yvonne 113
Pfeifer, Michael 41, 56, 67, 69
Physical Systems 96
Picturing Plants 45, 75, 87
Pillars of Fire: 45, 62, 87, 104
Planning and Curricular Options 28
tt~-------------------------------------------------------
The American City since 1945 41, 56
The Classical Legacy: Provence and Tuscany 58, 82
The Empty Space: 83
The Good Life 42, 59
The Myth of Memory 69
The Pacific Northwest and Its Past 69
The Practice of Sustainable Agriculture 78
The Secret Garden 52
Thuesen, Erik 76
Trees and Humans: 77
Tremblay, Gail 84, 89
Tribal: Reservation-BasediCommunity-Determined
113
Trustees, Administration and Faculty 120
Tsutsumi, Setsuko 61
Tuition and Fees 22, 23, 133
Turning Eastward: 66, 106
Poetic Justice 70
Police Services 10
Political Economy and Social Change: 104
Postbellum 67
Postmodemity and Postmodemism: 63
Pougiales, Rita 42, 59
Power and Limitations of Dialogue 63
Programs for First-Year Students 40
Protecting Washington Wildness 75
Przybylowicz, Paul 43, 51, 78
Puppet and Object Theater 51, 89
R
Rainey, Thomas 68, 107
Ransom, Bill 47, 65, 76
Recreation and Athletics 10
Registration and Academic Regulations 24-27
Respect: 46, 64, 105, 112
Resurrection and Revenge 52
Revolutions for a Global World 105
Romano, Evelia 57
Rules ofNature/Rules of Life 46, 64, 75
Russia 46, 64
Rutledge, David 46, 64, 105, 112
U
Undergraduate Research in Scientific Inquiry 96
W
Walton, Sherry 48, 52
Weird and Wondrous 48, 66, 88
Welcome 1
What's Love Got to Do with It? 48
What's Your Question? 52
Whitesell, Ted 75
Wiedemann, Al 77
Williams, Sarah 43, 61, 85
Williams, Sean 43, 61, 85
S
SAT Scores 132
Schofield, Paula 43, 96
Schrager, Sam 41, 56
Scientific Inquiry 92
Seeking Diversity, Sustaining Community 11
Seeking Justice: 47, 65, 105, 112
Selecting Your Program of Study 28, 29
Seven Continents, Eleven Blocks, One Community
Shariff, Zahid 119
Sheppard, Gilda 117
Shulman, Sheryl 93
Smith, Matthew 47, 65, 76
So You Want to Be a Teacher? 48
Social Contract 12
Society, Politics, Behavior and Change 100
Soule, Oscar 75
Sparks, Paul 84
Special Features of the Curriculum 28
Stroh, James 74, 94
StudentActivities 10
StudentAffairs 10
Studentand Academic Support Services 10
StudentOriginated Studies: American Studies 70
StudentOriginated Studies: Media 88
StudentSupport Services and Activities 8
Sweet,Lisa 43
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Young, Artee 117
117
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Zita, EJ. 96
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Tableof Contents 3
TacomaCampus 116
Takingthe Pulse: 106
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CAMPUS PROFILE
86%
49%
51%
27%
25%
83%
ratio
25:1
463
Staff
173
Faculty
Ph.D. or terminal degree
Female
Male
Faculty of color
Olympia campus
Tacoma campus
Instructional student/faculty
Students (fall quarter 2000)
Undergraduate
Graduate
Female
Male
Full-time
Part-time
17-24 age group
25-29 age group
30-39 age group
40 + age group
Students of color
Asian/Pacific Islander
Black/African American
Mexican/lati no/H ispan ic
Native American/Indian
Students with disabilities
Olympia campus
4,125
3,901
224
2,369
1,756
3,901
94%
6%
56%
44%
14%
25%
Undergraduate
Graduate
Female
Male
Students of color
Students living on campus
95%
5%
57%
43%
85%
15%
62%
14%
11%
13%
17%
4%
4%
4%
5%
5%
Tacoma campus
153
Undergraduate
Female
Male
Students of color
Tribal program
Undergraduate
Female
Male
Native American
Entering class
Applicants, degree seeking
Admitted
Enrolled
Nondegree-seeking enrollment
Washington residents
Residents of other states
Residents of other countries
100%
74%
26%
57%
43
100%
74%
26%
86%
1,672
3,427
2,866
1,442
230
1,211
442
19
84%
Financial aid recipients
Students receiving aid
Average award
2,940
$9,300
Graduates (2000 graduate placementafter oneyear)
Employed
Graduate school
Other or no response
83%
9%
8%
GPAand SATscores (distribution lor students admitted and enrolledlor la1l2000)
First-year Students
Admitted
Enrolled
GPA
SAT Verbal
Admitted
Enrolled
SAT Math
Admitted
Enrolled
Transfer students
Admitted
Enrolled
GPA
2.00-2.49
2.50-2.99
3.00-3.49
3.50-4.00
7%
11%
24%
27%
40%
38%
29%
25%
200-349
350-499
500-649
650-800
0%
0%
14%
11%
47%
48%
24%
20%
200-349
350-499
500-649
650-800
0%
0%
22%
23%
50%
48%
13%
8%
2.00-2.49
2.50-2.99
3.00-3.49
3.50-4.00
30%
26%
33%
32%
22%
28%
15%
14%
No SAT
15%
21%
No SAT
15%
21%
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2002-03 ACADEMIC CALENDAR
Fall
Orientation
Quarter Begins
Evaluations
Quarter Ends
Vacations
Winter
2002
Sept. 21-29
Sept. 30
Dee. 16-20
Dee. 20
Thanksgiving Break
Nov. 25-30
Summer
Spring
2003
2003
First Session
Jan. 6
March 17-21
March 21
Winte r Break
Dee. 21-Jan. 5
March 31
June 9-13
June 13
Spring Break
March 24-30
June 23
July 2B-Aug. I
Aug. I
Commencement
June 13
Second Session
July 2B
Sept. 2-5
Sept. 5
Super Saturday
June 14
No classes on Martin luther King Day, Presidents' Day, Independence Day, Memorial Day and labor Day holidays.
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ESTIMATEDTUITION 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 for the 2002-03 academic year. Call Student Accounts to verify tuition rates at (360) 867-6447.
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Enrollment status
Quarter credit hours
Washington resident tuition*
Nonresident tuition*
Full-time undergraduate
10-IB
19
20
$1,062 per quarter
$1,152
$1,242
$3,799 per quarter
$4,152
$4,505
Part-time undergraduate
9 or fewer
$379.90 per credit;
2 credits minimum
Full-time graduate
16 MIT;
10-12 MPAand MES
$106.20 per credit;
2 credits minimum
$1,707 per quarter
$5,215 per quarter
Part-time graduate
9 or fewer
$170.70 per credit;
2 credits minimum
$521.50 per credit;
2 credits minimum
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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.
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.
The Evergreen State College Catalog Production Team
Editing: Esrne Ryan, Stanley Bernstein, Virginia Darney
Copyediting and Production Assistance: Pat Barte, Debbie Waldorf
Design: Judy Nanez-Pinedo, Nina Douglas
Interior Photography: Martin Kane, Steve Davis, Sonja Tachell and
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 2002-03 curriculum.
This Catalog is published by The Evergreen State College Office of
College Advancement. © 200 I by The Evergreen State College
Printed Onrecycled paper.
The information contained in this Catalog is available in other media
with 24 hours' notice. TDD: (360) 867-6834.
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CONTACTI NG EVERGREEN
Inquiries about admission should
be directed to:
Office of Admissions
The Evergreen State College
Olympia, Washington 98505
or (360) 867-6170
E-mail: admissions@evergreen.edu
Direct other correspondence
appropriate office.
to the
Dial (360) 867-6000, then ask for the
name listed, or dial directly. All numbers
are within the (360) area code unless
otherwise noted.
867-6312
867-6870
867-6170
867-6205
867-6132
867-6164
867-6100
867-6530
867-6180
867-6447
867-6312
253-680-3000
867-6296
Academic Advising
Academic Deans
Admissions
Financial Aid
Housing
Part-Time Studies
President's Office
Recreation Center
Registration and Records
Student Accounts
Student Advising Center
Tacoma Campus
Vice President for Student Affairs
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.
14th
Mud8ayRd.
u
State St.
4th St
5thSt.
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Key
CAMPUS MAP
DRIFTWOOD
I,Ubrary(lIB)
l. leminar (IEM)
J.Longhouse
4. Lecture Hall (LH)
5. Arts and Icienm (LAB I)
6. Arts and Iciences (LABl)
7. Arts Annex (lab Annex)
B. Communications (COM)
9. Recreation Center (CRC)
IO.ColiegeActivitiesBuilding(CAB)
II. Childcare Center
Il.CentralPlant
16. Residence Halls
17. Community Center
lB. 11Busltop
19. Campus Publiclafety
IJ.Pavilion
14. Modular Housing
15.ltudent Housing
ROAO
<E---
IQI Automatic Door
IJI Elevator
ffi] Incline
Organic Farm
1.2 miles from Overhufse
and Driftwood.
Directions:
Travel Driftwood until
Lewis Rd. is reached.
Turn left here and look
for Organic Farm sign on
the left about a half mile
down the road.
[EJ
Parking
[ill]] Ramp
I!3ltairs
[KJ Curb Cut
Recreation Fields
Parking lot C
lOa
200
400
Catalog_2002-2003.pdf