Course Catalog, 2003-2004

Item

Identifier

Eng Catalog_2003-2004.pdf

Title

Eng Course Catalog, 2003-2004

Date

2003

Creator

Eng The Evergreen State College

extracted text

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TABLE
of Contents
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ABOUT EVERGREEN

02
03
04
05
07

Beliefs
Expectations
Mission Statement
Services and Resources
Facilities and Campus
Regulations
08 Social Contract
10 Diversity and Community

ENROLLMENT

SERVICES

II Tuition and Fees
13 Registration and
Academic Regulations

ACADEMIC

PLANNING

15 Planning and
Curricular Options
16 Graduate Studies
16 Public Service Centers
17 Matching Evergreen's
Programs to Your
Field of Interest
21 Condensed Curriculum

ACADEMIC

PROGRAMS

24 How to Read a
Program Description
25 Programs for
First-Year Students
37 Culture,Text and
Language
47 Environmental Studies
55 Expressive Arts
64 Scientific Inquiry
72 Society, Politics, Behavior
and Change
83 Native American Studies
86 Tacoma Campus
88 Trustees, Administration
and Faculty
GENERAL INFORMATION

93 Index
95 Notes
96 Academic Calendar

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.

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WE BELIEVE. ••
the main purpose of a college is to
promote student learning through:

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Interdisciplinary

Study

Students learn to pull together ideas and concepts from many subject areas,
which enable them to tackle real-world issues in all their complexity.

Collaborative

Learning

Students develop knowledge and skills through shared learning, rather than
learning in isolation and in competition with others.

Learning Across
Significant Differences
Students learn to recognize, respect and bridge differences, a critical skill
in an increasingly diverse world.

Personal Engagement
Students develop their capacities to judge, speak and act on the basis of
their own reasoned beliefs.

LinkingTheory with
Practical Applications
Students understand abstract theories by applying them to projects and
activities and by putting them into practice in real-world situations.

EXPECTATIONS
of an Evergreen Graduate
•

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.

•

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.

•

Communicate creatively 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.

•

Demonstrate integrative, independent, critical thinking.
A successful Evergreen graduate will have
critically evaluate a range of topics, across
explore these disciplines, you will develop
world around you, and its interconnections,
as an independent, critical thinker.

•

the ability to appreciate and
academic disciplines. As you
a greater curiosity toward the
that will enhance your skills

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.

•

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.

EVERGREEN'S
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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 Evergreenfaculty and staff.
• Academic offerings are interdisciplinary and collaborative, a structure that
accurately reflects how people learn and work in their occupations and
personal lives.
• Students are taught to be aware of what they know, how they learn, and how
to apply what they know; this allows them to be responsible for their own
education, both at college and throughout their lives.
• College offerings require active participation in learning, rather than passive
reception of information, and integrate theory with practical applications.
• Evergreen supports community-based learning, with research and applications
focused on issues and problems found within students' communities. This
principle, as well as the desire to serve diverse placebound populations, guides
Evergreen's community-based programs at Tacoma and Tribal Reservations.
• Because learning is enhanced when topics are examined from the perspectives
of diverse groups and because such differences reflect the world around us, the
college strives to create a rich mix in the composition of its student body, staff
and faculty, and to give serious consideration to issues of social class, age,
race, ethnicity, gender and sexual orientation.
• Faculty and staff continually review, assess and modify programs and services
to fit changing needs of students and society.

As evidenced by these principles, an important part of Evergreen's educational
mission is engagement with the community, the state and the nation. One focus
of this engagement is through the work of public service centers that both
disseminate the best work of the college and bring back to the college the
best ideas of the wider community.

SERVICES
and Resources

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Evergreen's commitment to you means sound advice, genuine support,
good information and easily accessible resources are available to you.
We encourage you to take advantage of these services.
Academic Advising
Kitty Parker, Director

LIB 140 I, (360) 867·6312

www.evergreen.edu/advising

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Academic Advising provides academic advising and information. Check out our bulletin boards and Web page for schedules and
new programs, our workshop schedule for help with internships, self-evaluations and study abroad. See a counselor on a drop-in
basis or by appointment-whichever
best suits your schedule. We have evening appointments for students who work days. We can
help you set up an internship, plan your academic pathway and answer all kinds of questions.

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Access Services for Students with Disabilities
Linda Pickering, Director

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LIB 1407D, (360) 867·6348,TTY: 867·6834

www.evergreen.edu/access

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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

We provide career and life/work planning, direct services, resources, referrals and support to students and alumni; career counseling,
graduate school advising, career exploration and planning, resume writing, interview and job coaching. We sponsor annual graduate
school and career fairs; facilitate workshops and job search groups; maintain a 300-file Web site, a 6,000-volume library of graduate
school catalogs and work resources, and a Job Board posting over 57,000 job announcements per year. Additionally, we track
employment information and graduate school acceptance of alumni through a database and maintain the Alumni Career Educator
program connecting current students with alumni mentors. We hold evening hours and offer weekend support for part-time and
evening/weekend students, reservation-based programs and the Tacoma campus.
Center for Mediation Services

(360) 867·6732 or (360) 867·6656

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 face-to-face, the mediation process is free of charge, voluntary and confidential.
Counseling and Health Centers
Elizabeth McHugh, Director

Counseling: SEM 4126, (360) 867·6800
Health: SEM 2110, (360) 867·6200

www.evergreen.edu/health

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.
Equal Opportunity and Non·Discrimination
Special Assistant to the President for Equal Opportunity (360) 867·6368
www.evergreen.edu/equalop
Responsibility for protecting our commitment to equal opportunity and nondiscrimination 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 member of the college community to ensure that this policy is a functional part of the daily
activities of the college.
The Evergreen social contract is available online at www.evergreen.edulsocial.htm.
The college Affirmative Action and Equal
Opportunity policy is available at www.evergreen.edulpoliciesig-aaeeo.htm.
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) 867-6100 or
TTY: (360) 867-6834.
First Peoples' Advising Services
Holly Colbert, Director
LIB 1407, (360) 867·6467
www.evergreen.edu/multicultural
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.

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Housing
Mike Segawa, Director
Building A, Room 30 I, (360) 867·6132
www.evergreen.edu/housing
Campus Housing offers a variety of accommodations, including single and double studios, two-person apartments, four- and sixbedroom 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
housing residents.

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KEY Student Support Services
Niki Amarantides, Director
LIB 1407, (360) 867·6464
www.evergreen.edu/key
KEY (Keep Enhancing 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.
Learning Resource Centers
Sandra Yannone,Writing Center Director
LIB 3407, (360) 867·6420
www.evergreen.edu/writingcenter
Louis Nadelson, Quantitative Reasoning Director
LIB 3405, (360)867.6557
www.evergreen.edu/qrc
The Learning Resource Centers include the Quantitative Reasoning Center and the Writing Center. Both centers provide peer tutoring
and support for undergraduate and graduate students in all areas of writing, math and science in a comfortable environment with
friendly people and, occasionally, snacks. Tutors also are available to conduct specially designed program workshops upon request by
faculty. The centers sponsor additional activities such as the Writers' Guild and the Problem Solving Society. Please check our Web
sites for more detailed information. We hope to see you soon.
Police Services
Steve Huntsberry, Director
SEM 2150, (360) 867·6140
www.evergreen.edu/policeservices
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 communitybased, service-oriented law enforcement. Officers also assist students with everyday needs by providing escorts, transportation,
personal property identification and bicycle registration, vehicle jump-starts and help with lockouts.
Information on campus safety and security, including statistics on campus crime for the past three years, is available from the Vice
President for Student Affairs or www.evergreen.edulstudentaffairs/safety.htm.
Recreation and Athletics
Dave Weber, Director
CRC 210, (360) 867·6770
www.evergreen.edu/athletics
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 of leisure 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 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. Visit our Web site to see the list of student organizations and other
opportunities to get involved.
Student and Academic Support Services
Phyllis Lane, Dean
LIB 1414, (360) 867·6034
www.evergreen.edu/studentservices
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 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
www.evergreen.edu/studentaffairs
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.

FACILITIES
and Campus Regulations
Because Evergreen is a state institution, we must meet state and county responsibilities.

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Alcoholic Beverages

Firearms

Smoking

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 21 years of age
or older. For students choosing to live in a
substance-free environment, Housing provides
alcohol- and drug-free residences.

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.

No smoking is allowed inside main campus buildings or near building entrances.

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 Scheduling, (360) 867-6314.
Allocations
of space are made first for
Evergreen's regular instructional and research
programs, next for major all-college events,
then for events related to special interests of
groups of students, faculty or staff, and then for
alumni-sponsored events. Last priority goes to
events sponsored by individuals and organizations
outside the college.

Pets

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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.

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Members ofthe campus community are expected
to respect smoking restrictions and accept shared
responsibility for enforcement.

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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.

All private and student vendors must schedule
tables in the College Activites Building through
the Student Activities Office. Student vendors pay
a fee of $5 for used goods only. All other student
vendors, alumni and nonprofits pay $30. Corporations pay $50. Non-student vendors are limited
to one table per day and three days per quarter.
Vendorspace in other buildings or outdoors may
be scheduled with Conference Services. Similar
fees apply.

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EVERGREEN'S
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Social Contract

When you make the decision to come to Evergreen, you are also making the decision
to become closely associated with its values. A central focus of those values is
freedom-freedom
to explore ideas and to discuss those ideas in both speech and
print; freedom from reprisal for voicing concerns and beliefs, no matter how unpopular.
It's this freedom that is so necessary in a vibrant, dynamic learning community.
As members of the Evergreen community, we acknowledge our mutual responsibility
for maintaining
conditions
under which learning can flourish-conditions
characterized by openness, honesty, civility and fairness. These conditions carry
with them certain rights and responsibilities that apply to us both as groups and
as individuals. Our rights-and
our responsibilities-are
expressed in Evergreen's
Social Contract, adocument 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.

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.
The Student Conduct Code is available at www,evergreen,edulpolicies/governance.htrn,
More information
is available from the campus grievance office at x5052,
The policy on sexual harassment is available from the Equal Opportunity Office, LIB 3103, or at
www.evergreen.edu/policies/g-sexhar.htm,

EVERGREEN'S
Social Contract

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.
SOCIETYAND 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.
Allmembers 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.l00;
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.
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).

(cont.)
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.
POLITICALACTIVITIES:
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 ofthe larger society, in political affairs,
in any way that they may elect within the provision
of the general law.

DIVERSITY

and Community

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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.
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.
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.

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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 worldviews, 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 ways-there is a wide variety of
student organizations working on issues of justice and cultural expression and a diverse
faculty and staff. Primary texts and guest lectures by scholars and activists from different ethnic and cultural communities are employed, and field trips and community projects
are designed to engage students and faculty in dialogue with diverse segments of our
communities. Internships with social change organizations, 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.

TUITION
and Fees
Residency Status
forTuition and Fees
To be considered a resident for tuition and fee
purposes, a nonresident must first establish a
domicile in the state of Washington in compliance with state laws. You must also establish
your intention to remain in Washington for
purposes other than education. Once established,
the domicile must exist for one year prior to
the first day of the quarter you plan to enroll as
a resident student.
If you are a dependent student (claimed by
a parent for tax purposes), you are eligible for
residency only if one or both of your parents or
your legal guardian has had a domicile in this
state for at least one year prior to the first day of
the quarter.

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.

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.

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.

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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 2003-04 nine-month academic year.

Tuition and Fees

Resident

Non-resident

$3,441

$12,264

Books and supplies

780

780

Housing and meals

5,610

5,610

Personal needs

2,000

2,000

Transportation

1,188

1,617

$13,019

$22,271

Total

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 assessing the charge.
11

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. Visit www.evergreen.edultuition
or call Student Accounts to verify tuition rates at (360) 867-6447.

Enrollment status

Quarter credit hours

Washington resident tuition*

Nonresident tuition*

Full-time undergraduate

10-18

$1,147 per quarter

Part-time undergraduate

19

$1,245

$4,088 per quarter
$4,468

20

$1,343

$4,848

9 or fewer

$114.70 per credit;

$408.80 per credit;

2 credits minimum

2 credits minimum

$1 ,840 per quarter

$5,609 per quarter

$184 per credit;

$560.90 per credit;

2 credits minimum

2 credits minimum

Full-time graduate

16MIT;

Part-time graduate

9 or fewer

10-12 MPA and MES

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
Mandatory health fee (quarterly)

$38

Mandatory bus pass (quarterly)

$1 per credit up to $12

WashPIRG (quarterly, waivable)

$6

Housing/administrative fee
Rental contract

$45

Unit lease

$75

Transcript, per copy

$10

ID card replacement

$5

With meal plan

$25

Returned check

$15

Application fee (nonrefundable)

$36

Undergraduate admission deposit (nonrefundable)

$50

Graduate admission deposit (nonrefundable)

$100

Reinstatement/late-registration

$50

fee

Graduation fee

$25

Specialized facility use fee (varies)

$5-$150

Parking

Automobiles

Motorcycles

Daily

$1.25

$1.25

Quarterly

$32

$16

Academic year

$90

$45

Full year

$96

$48

These fees are current at time of publication, Please check to verify amounts or additional fees.

REGIST

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and Academic Regulations

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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.

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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 Office of Registration and Records.

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Changes in enrollment or credits must be done in the Office of Registration and Records
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 usually follow the
registration period for continuing students, are announced in publications distributed
on and off campus.

Address Changes

Leave of Absence

Credit Limit

It is important to maintain a current addresseven one of short duration-on
file with the Office of Registration and Records. (See also Billing and Payment Procedures, page 11.) You can
update your address on the Evergreen Gateway.

If you have been regularly admitted and
completed at least one quarter, you are eligible
for a leave of absence of no more than one year.
If you are not enrolled in a program or contract
by the enrollment deadline, you are considered
to be on leave (for up to one year).

Students may register for a maximum of 20
credits during any given quarter, and a minimum
of two. A full-time load is considered to be 12 to
16 credits, although well-prepared students may
register for up to 20 credits. Registering for more
than 16 credits must be completed by the Friday
of the first week ofthe quarter. Additional tuition
charges may apply.

ToDrop or Change a Program
If you want to change your program or courses,
you should complete your change of registration
bythe lOth day of the quarter. During or after the
second week of the quarter, you must petition to
changea program or course (as opposed to changingyour credits or dropping).
Changes in your registration, including reducing
creditsor dropping a program, must be completed
by the 30th calendar day of the quarter. It is
essential to complete any changes as soon as
possible. (See Refunds! Appeals, page 11.)
Withdrawal
You may withdraw any time up to the 30th
calendarday of the quarter, but you must inform
the Office of Registration and Records. (See the
tuitionand fee refund schedule, page 11.)

Veteran Students
The Evergreen State College's programs of study
are approved by the Washington State Higher
Education Coordinating Board's State Approving
Agency (HECB/SAA) for enrollment of persons
eligible to receive educational benefits under Title
38 and Title 10 USC.

Academic programs, independent study contracts
and internships 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.

Academic Credit

Registration is prioritized by the number of
credits earned, giving seniors first choice, and
is organized as follows:

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.

Freshmen:

0-44 credits

Sophomores:

45-89 credits

Juniors:

90-134 credits

Seniors:

135 or more credits
13

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Record Keeping

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Transcripts

iii

Transcripts 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 selfevaluations.

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If you decide to write a summative self-evaluation
at graduation time, this will also be included. (See
Expectations of an Evergreen Graduate, page 3.)
Credit and evaluations are reported only at the
end of a program or contract, unless you go on a
leave of absence, withdraw or change programs.
When you receive a copy of an evaluation from
the Office of Registration and Records, and 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.
Your self-evaluation cannot be removed or revised
once it has been received in the Office of
Registration and Records. Pay close attention to
spelling, typographical errors, appearance and
content before you turn it in.
When a transcript is requested in writing,
the entire body of information
is mailed.
Graduate students who 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 our
Web site under Registration and Records.
Evergreen
reserves the right to withhold
transcripts from students who are in debt to
the institution.
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 FERPA
authorizes 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 Office of Registration and
Records in person or by telephone if you want
your records kept confidential. These records
include your name, address, telephone number
and student status.

Dismissal and Readmission

Questions
concerning
your rights under
FERPA should be directed to the Office of
Registration and Records.

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.
l. 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
credits 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 threefourths of the credit for which he or she is
registered in two successive quarters.
2. Required leave of absence. A student who has
received an academic warning, and while in
warning status received either an incomplete or
less than three-fourths of the credit for which she
or he is registered, wi II be required to take a
leave of absence, normally for one full year.
A waiver of required leave can be granted only
by the academic dean responsible for academic
standing upon the student's presentation of
evidence of extenuating circumstances. A student
returning from required leave will re-enter on
academic warning and be expected to make
satisfactory progress toward a bachelor's degree.
Failure to earn at least three-fourths credit at
the first evaluation period will result in dismissal
from Evergreen.

ENROLLMENT

STATUS

A student who is dismissed from the college for
academic reasons will not be allowed to register
for any academic program or course at the college
during any subsequent quarter. A student who has
been so dismissed may only be 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 previously prevented the student
from making satisfactory academic progress at
Evergreen have changed.

Graduation Requirements
The minimum requirement for the Bachelor of
Arts or the Bachelor of Science is 180 credits.
If you transfer credit from another college, you
must earn at least 45 of your last 90 credits while
enrolled at Evergreen to be eligible for an
Evergreen degree. Credits for Prior Learning from
Experience documents 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 credits as an enrolled
Evergreen student.
The Bachelor of Science degree requirement also
includes 72 credits in mathematics,
natural
science or computer science, of which 48 credits
must be in advanced subjects.
Concurrent awards of Bachelor of Arts and
Bachelor of Science degrees require at least 225
credits, 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.

For more information about
academic regulations, call

(360) 867-6180.

Full time

Part time

Undergraduate students

12-20 credits

II credits or fewer

Graduate students

10-12 credits

9 credits or fewer

PLANNING
and Curricular Options

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Selecting Your Program of Study
At Evergreen, you have the
your education. This can be
available to help you, whether
or selecting a program for a
the following ways:

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privilege and responsibility of planning
challenging, but there are many services
you are creating a four-year academic plan
single quarter. Evergreen supports you in

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Faculty Support
You will discuss your academic plans in an annual
reflection with your faculty, usually at your
evaluation conference at the end of the program.
At the quarterly Academic Fair, you can talk to
the faculty directly about the content, style and
requirements of the program you are considering.
Ask them anything. If one program is not right
for you, they may suggest an alternative. Fair
dates are included in the Registration calendar
on the Gateway page of the Web.

The Advising Offices
Academic Advising, First Peoples' Advising,
KEY Student Services and Access Services are
all available to assist in academic planning. Go
to the Web for a full explanation of what these
offices offer under "Student Support Services."

Publications
Thiscatalog contains the full-time curriculum for
2003-04, planned during the spring of 2002.
Updates and changes are published on the Web
Gatewaypage under "Academic Advising." Our
part-time offerings are published in the Evening
and Weekend Studies Class Listing and the
Slimmer Times. These publications
are all
accessible through links on the Gateway page.

SPECIAL FEATURES OF
THE CURRICULUM
Along with the full-time interdisciplinary
programs listed here, Evergreen also offers other
ways to earn your degree:

Evening and Weekend Studies
The Evening and Weekend Studies area offers a
variety of two- to 12-credit courses and programs
with a single or multi-disciplinary
focus.
Offerings are found in the quarterly class listings
or at www.evergreen.edu/ews. Courses available
during summer sessions are listed in the Summer
Times or at www.evergreen.edulsummer.
For more information about Evening and Weekend Studies, contact the outreach coordinator at
(360) 867-6164 or ews@evergreen.edu.

Individual Learning Contracts
and Internships
Typically reserved for junior- and seniorlevel students, these are student-generated
projects where the student works with a faculty
sponsor to complete advanced academic
work. An internship, which is a way to gain
specialized
knowledge
and real-world
experiences, requires a field supervisor as well.
Assistance with both types of study, and more
information,
is available from Academic
Advising, www.evergreen.edu/advising
under
"Individual Study"

Prior Learning from Experience
Evergreen recognizes that adult students returning
to college have acquired knowledge from their
life and work experiences. If students want to
document this knowledge and receive academic
credit, Prior Learning from Experience (PLE)
provides an appropriate pathway.
For more information, call (360) 867-6164, or
visit www.evergreen.edu/priorleaming,

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Study Abroad
At Evergreen, international studies may include
study abroad in a full-time academic program,
consortium program, individual contract or
internship. Advanced-level students who choose
to study abroad through individual contracts or
internships should have previous experience in
both the method of study and the subject matter
to be studied. Students must negotiate agreements
with an appropriate faculty or staff sponsor.

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For more information, contact the International
Programs and Services coordinator
in the
Academic
Advising
office
or visit
www.evergreen.edu/advising
under "Study
Abroad."

Programs in the 2003-04
curriculum with a strong
international focus include:
Art in the Americas:
Indigenous Identity, Mestizaje
and Cultural Hybridity

page 38

Engaging Cuba:
Uncommon Approaches
the Common Good

page 79

to

Ireland: Study Abroad

page 45

Islands

page 40

Individual and Society:
Studies of American and Japanese
Society and Literature

page 45

Paris, Dakar, Fort de France:
Voices of Revolution
and Tradition

page 41

(Re )Interpreting Liberation:
Latin America and the
Middle East

page 42

Rainforest Research

page 53

Study Abroad: Chile

page 36

Tropical Rainforests

page 52

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Graduate Study at Evergreen
Currently, Evergreen offers the following graduate programs:

Master of Environmental
Studies (MES)

Master of Public
Administration (MPA)

John Perkins, Director
The Graduate Program in Environmental Studies
(MES Program)
prepares
students
for
employment in the public and private sectors or
continuing graduate study in related fields.

Laurance Geri, Coordinator
The Graduate Program in Public Administration
(MPA Program) prepares students intending to
pursue a public sector career as well as those
already working for government or organizations
involved in public issues.

For complete information
on admissions
requirements and procedures, please consult the
current Master of Environmental Studies catalog
or visit www.evergreen.edulmes.

For complete information
on admissions
requirements and procedures, please consult the
current Master of Public Administration catalog
or visit www.evergreen.edulmpa .

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Master inTeaching (MIT)
Scott Coleman, Director
The Master in Teaching Program at Evergreen
is a professional teacher preparation program
leading to the MIT degree and Residency
Teacher Certification in Washington state.
For complete information on endorsements,
admissions requirements and procedures, please
consult the current Master in Teaching catalog
or visit www.evergreen.edulmit.

Catalogs are available from the Graduate
Studies Office, Lab I 3019, or the
Admissions Office.

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Public Service at Evergreen
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.
www.evergreen.edu/ecei
The Evergreen
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 center-sponsored
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 the Evening and
Weekend Studies program.
www.evergreen.edu/laborcenter

16

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 NEDAP is to promote education,
cultural preservation and economic development
for Native American artists residing in the
Northwest. The Center is housed in the "House
of Welcome" Longhouse, designed to incorporate
the Northwest indigenous nations' philosophy of
hospitality. It provides classroom space as well
as a place for cultural ceremonies, conferences,
performances, art exhibits and community events.
www.evergreen.edu/longhouse

The Washington
Center for Improving
the Quality of Undergraduate
Education
was established in 1985 and includes 52
participating institutions-all
of the state's
public four-year institutions and community
colleges, 10 independent colleges and one tribal
college. The Washington Center helps highereducation 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.

The Northwest
Indian Applied Research
Institute
was established in 1999 by The
Evergreen State College following authorization
from the state Legislature and in response to the
interest of tribal communities. The Institute
sponsors and 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
encouraged to submit research proposals and to
assist in 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.
www.evergreen.edu/nwindian

The Washington State Institute for Public
Policy, established in 1983, conducts research
on public policy topics at the request of the
Washington State Legislature.

www.evergreen.edu/washcenter

MATCHING
Evergreen's Programs to Your Field of Interest

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If you are accustomed to thinking about your future studies in terms of majors, rather than the Planning
Units used at Evergreen, this guide can help you match your educational interests with our offerings.
Another option is to use "Pick Your Program" from the home page, www.evergreen.edu.

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ACTING
Performing the 20th and 21 st Centuries:
Acting and Directing from Realism to
Post Modernism
AESTHETICS
Bookworks
Foundations of Visual Art
Issues in Contemporary Art
Music Composition for the 21 st Century
Paris, Dakar, Fort de France:
Voices of Revolution and Tradition
AFRICAN AMERICAN STUDIES
Dance, Creativity and Culture
The Folk: Power of an Image
"Inherently Unequal"
AGRICULTURE
Ecological Agriculture: Fitting into Place
The Practice of Sustainable Agriculture
AMERICAN STUDIES
The Folk: Power of an Image
Four Philosophers
Looking Backward:
America in the 20th Century
Steinbeck's Americans
ANATOMY
Transcendent Practices
ANIMATION
Mediaworks
ANTHROPOLOGY
Dance, Creativity and Culture
Documenting the Northwest
History and Contemporary Life
Masculinity and Femininity in Global Perspective:
Sex Is Fun, but Gender Is a Drag
Nature, Nurture or Nonsense?
Social and Economic Policies:
Bridges to Improving Global and Human Welfare
ARCHITECTURE
Ecological Design
ART
Art in the Americas: Indigenous Identity,
Mestizaje and Cultural Hybridity
Bookworks
Christian Roots: Medieval and Renaissance
Art and Science
Feminine and Masculine: Representation of
Gender in Art, Film and Literature
Foundations of Visual Art
Issues in Contemporary Art
Labyrinths
Light
Study Abroad: Chile
Transcendent Practices
Working Small

ART HISTORY
Art in the Americas: Indigenous Identity,
Mestizaje and Cultural Hybridity
Bookworks
Christian Roots: Medieval and Renaissance
Art and Science
Foundations of Visual Art
Issues in Contemporary Art
Labyrinths
Light
Paris, Dakar, Fort de France:Voices of
Revolution and Tradition
Perception
Performing the 20th and 21 st Centuries:
Acting and Directing from Realism to
Post Modernism
The Social Change of Music
Working Small
ART/MEDIA THEORY
Islands
Issues in Contemporary Art
Mediaworks
Student Originated Studies: Media
ASIAN STUDIES
Dance, Creativity and Culture
Multicultural Counseling: A New Way
to Integrate and Innovate Psychological
Theory and Practice
Sources of Japanese Animation:
Its Heroes and Villains
ASTRONOMY
Astronomy and Cosmologies
Astronomy and Energy: Cosmic Models
The Physicist's World
Sailpower: Economic, Historical,
Scientific and Cultural Principles
Undergraduate Research in Scientific Inquiry
Working the Waters: The Pacific Northwest
Maritime Industries
BIOCHEMISTRY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
BIOLOGY
The Fungal Kingdom: Lichens and
Mushrooms, Nature's Recyclers
Health and Human Development
Introduction to Natural Science
It's Time for Science
Light
Molecule to Organism
Perception
Undergraduate Research in Scientific Inquiry
Vertebrate Evolution and the Nature
of Scientific Controversy

BOTANY
Advanced Research in Environmental Studies
Christian Roots: Medieval and Renaissance
Art and Science
Symbiosis
Up Close
BUSINESSAND LABOR RELATIONS
Baseball: More Than a Game
A Few Good Managers Wanted
CALCULUS
Mathematical Systems
Modeling Motion
CELL BIOLOGY
Molecule to Organism
CHEMICAL INSTRUMENTATION
Atoms, Molecules and Research
Exploring Biogeochemistry
Undergraduate Research in Scientific Inquiry
CHEMISTRY
Atoms, Molecules and Research
Introduction to Natural Science
It's Time for Science
Light
Transforming the Globe
Undergraduate Research in Scientific lnqulry
COGNITIVE SCIENCES
Perception
Science of Mind
COMMUNICATION
A Few Good Managers Wanted
Media Rhetoric
Multicultural Counseling: A New Way
to Integrate and Innovate Psychological
Theory and Practice
Student Originated Studies: Media
COMMUNITY STUDIES
Documenting the Northwest: History and
Contemporary Life
Ecological Agriculture: Fitting into Place
Ecological Design
A Few Good Managers Wanted
Leadership for Urban Sustainability
Sovereignty: Reclaiming Voice and Authority
Tribal: Reservation·Based/Community.Determined
COMPARATIVE RELIGION
Dance, Creativity and Culture
(Re)lnterpreting Liberation: Latin America
and the Middle East
COMPUTER MODELING
Modeling Motion
COMPUTER SCIENCE
Data to Information
Student Originated Software
Undergraduate Research in Scientific Inquiry

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CONSERVATION BIOLOGY
Protected Areas
CONSTITUTIONAL LAW
Dissent, Injustice and the Making of America
"Inherently Unequal"
CONTEMPORARY CRAFT
Working Small
COUNSELING
Turning Eastward:
Explorations in EastlWest Psychology
CREATIVE WRITING
Transcendent Practices
CRITICAL REASONING
A Few Good Managers Wanted
Looking Backward:
America in the 20th Century
The Physicist's World
Steinbeck's Americans
Temperate Rainforests:
The Forests and the Sea
CULTURAL STUDIES
Art in the Americas: Indigenous Identity,
Mestlzaje and Cultural Hybridity
Baseball: More Than a Game
Dance, Creativity and Culture
Dissent, Injustice and the Making of America
Growing Up Global
Individual and Society: Studies of American
and Japanese Society and Literature
"Inherently Unequal"
Ireland: Living between Worlds
Ireland: Study Abroad
Islands
Masculinity and Femininity in Global Perspective:
Sex Is Fun, but Gender Is a Drag
Multicultural Counseling: A NewWay
to Integrate and Innovate Psychological
Theory and Practice
Nature, Nurture or Nonsense?
Politics and Ideologies from the Americas
Sources of Japanese Animation:
Its Heroes andVillains
Transcendent Practices
Tribal: Reservation-Based/Community-Determined
Turning Eastward:
Explorations in EastlWest Psychology
DANCE
Dance, Creativity and Culture
Foundations of Performing Arts
DESIGN
Bookworks
Student Originated Software
DIGITAL IMAGING
Islands
Mediaworks
Student Originated Studies: Media
DIGITAL VIDEO
Mediaworks
DIRECTING
Performing the 20th and 21st Centuries:
Acting and Directing from Realism
to Post Modernism
DRAWING
Foundations of Visual Art
Issues in Contemporary Art
Stone
ECOLOGY
Advanced Research in Environmental Studies
Ecological Agriculture: Fitting into Place
Environment and Urban Life
Exploring Biogeochemistry

Fishes, Frogs and Forests
The Fungal Kingdom: Lichens and Mushrooms
Nature's Recyclers
'
Introduction to Environmental Studies
Rainforest Research
Temperate Rainforests:The Forests and the Sea
Tropical Rainforests
ECONOMICS
A Few Good Managers Wanted
Fishes, Frogs and Forests
Looking Backward:
America in the 20th Century
Philosophy, Society and Globalization:
How We Got Where We Are
Political Economy and Social Movements
Sailpower: Economic, Historical, Scientific
and Cultural Principles
Social and Economic Policies: Bridges to
Improving Global and Human Welfare
EDUCATION
Bilingual Education and Teaching
Cultures of Human Rights
Education: Independent Studies
Education: Philosophy and Politics
Meanings of Multicultural History
Study Abroad: Chile
Tribal: Reservation-Based/Community-Determined
Undergraduate Research in Scientific Inquiry
ENTOMOLOGY
Advanced Research in Environmental Studies
ENVIRONMENTAL HISTORY
Advanced Research in Environmental Studies
ENVIRONMENTAL POLICY
Protected Areas
ENVIRONMENTAL SCIENCE
Advanced Research in Environmental Studies
Ecological Design
Hydrology
Transforming the Globe
ENVIRONMENTAL STUDIES
Advanced Research in Environmental Studies
Environment and Urban Life
The Fungal Kingdom: Lichens and Mushrooms,
Nature's Recyclers
Hydrology
Introduction to Environmental Studies
Introduction to Natural Science
Leadership for Urban Sustainability
The Practice of Sustainable Agriculture
Protected Areas
Undergraduate Research in Scientific Inquiry
ETHICS
A Few Good Managers Wanted
The Good Life in the Good Society:
Modern Social and Political Philosophy
from Machiavelli to Marx
It's Time for Science
Non-Violent Resistance
ETHNIC STUDIES
Advanced Research in Environmental Studies
Student Originated Studies:
Consciousness Studies
ETHNOBOTANY
Up Close
EVOLUTION
Advanced Research in Environmental Studies
Fishes, Frogs and Forests
Invertebrate Zoology and Evolution
Nature, Nurture or Nonsense?
Rainforest Research

Symbiosis
Tropical Rainforests
Vertebrate Evolution and the Nature
of Scientific Controversy
FAMILY STUDIES
Nature, Nurture or Nonsense?
FILM
Baseball: More Than a Game
Feminine and Masculine: Representation of Gender
in Art, Film and Literature
Islands
Mediaworks
Politics, Power and Media
Queer Looks, Queer Books
Sources of Japanese Animation:
Its Heroes and Villains
Student Originated Studies: Media
The Ties That Bind
FINANCE
A Few Good Managers Wanted
FOLKLORE
The Folk: Power of an Image
Study Abroad: Chile
GENDER STUDIES
Dance, Creativity and Culture
Feminine and Masculine: Representation of Gender
in Art, Film and Literature
Masculinity and Femininity in Global Perspective:
Sex Is Fun, but Gender Is a Drag
Multicultural Counseling: A New Way
to Integrate and Innovate Psychological
Theory and Practice
Nature, Nurture or Nonsense?
Queer Looks, Queer Books
(Re)lnterpreting Liberation: Latin America
and the Middle East
GENETICS
Molecule to Organism
Undergraduate Research in Scientific Inquiry
GEOCHEMISTRY
Exploring Biogeochemistry
GEOGRAPHIC INFORMATION SYSTEMS
Hydrology
GEOGRAPHY
Stone
GEOHYDROLOGY
Hydrology
GEOLOGY
Hydrology
Introduction to Environmental Studies
It's Time for Science
Stone
GEOMORPHOLOGY
Hydrology
Introduction to Environmental Studies
Stone
HEALTH
Health and Human Development
Introduction to Natural Science
Nature, Nurture or Nonsense?
Undergraduate Research in Scientific Inquiry
HISTORY
Astronomy and Cosmologies
Baseball: More Than a Game
Christian Roots: Medieval and Renaissance
Art and Science
Dance, Creativity and Culture
Documenting the Northwest
History and Contemporary Life
Growing Up Global
Ireland: Living between Worlds

Ireland: Study Abroad
Looking Backward:
America in the 20th Century
Meanings of Multicultural History
Non-Violent Resistance
Paris, Dakar, Fort de France: Voices of
Revolution and Tradition
Sailpower: Economic, Historical, Scientific
and Cultural Principles
Philosophy, Society and Globalization:
How We Got Where We Are
Political Economy and Social Movements
The Ties That Bind
HISTORY OF CONSCIOUSNESS
Student Originated Studies:
Consciousness Studies
HISTORY OF SCIENCE
Up Close
HORTICULTURE
The Practice of Sustainable Agriculture
HUMAN DEVELOPMENT
Health and Human Development
Nature, Nurture or Nonsense?
HUMAN AND SOCIAL SERVICES
Cultures of Human Rights
A Few Good Managers Wanted
Queer Looks, Queer Books
Tribal: Reservation-Based/Community-Determined
ILLUSTRATING
Up Close
INDIGENOUS PEOPLES STUDIES
Art in the Americas: Indigenous Identity,
Mestizaje and Cultural Hybridity
Sovereignty: Reclaiming Voice and Authority
INTERNATIONAL STUDIES
Dance, Creativity and Culture
EngagingCuba: Uncommon Approaches
to the Common Good
A Few Good Managers Wanted
Ireland:Study Abroad
Philosophy,Society and Globalization:
How We Got Where We Are
Socialand Economic Policies: Bridges to
Improving Global and Human Welfare
StudyAbroad: Chile
JAPANESESTUDIES
Sources of JapaneseAnimation:
Its Heroes and Villains
JOURNALISM
Baseball:More Than a Game
LAND-USE PLANNING
Environment and Urban Life
Protected Areas
LANGUAGE STUDIES
BilingualEducation and Teaching
Ireland:Livingbetween Worlds
Ireland:Study Abroad
Paris,Dakar, Fort de France:
Voices of Revolution and Tradition
LATINAMERICAN STUDIES
Art in the Americas: Indigenous Identity,
Mestizaje and Cultural Hybridity
EngagingCuba: Uncommon Approaches
to the Common Good
Politicsand Ideologies from the Americas
(Re)lnterpreting Liberation:
LatinAmerica and the Middle East
TropicalRainforests
LAWAND GOVERNMENT POLICY
Cultures of Human Rights
Dissent, Injustice and the Making of America

"Inherently Unequal"
Tribal: Reservation-Based/Community-Determined
LEADERSHIP STUDIES
Exploring Biogeochemistry
A Few Good Managers Wanted
Leadership for Urban Sustainability
Sailpower: Economic, Historical, Scientific
and Cultural Principles
Working the Waters: The Pacific
Northwest Maritime Industries
LINGUISTICS
Bilingual Education and Teaching
Paris, Dakar, Fort de France:
Voices of Revolution and Tradition
LITERATURE
Baseball: More Than a Game
Cultures of Human Rights
Dance, Creativity and Culture
Documenting the Northwest:
History and Contemporary Life
Feminine and Masculine: Representation of
Gender in Art, Film and Literature
Four Philosophers
Individual and Society: Studies of American
and Japanese Society and Literature
Islands
Labyrinths
Looking Backward:
America in the 20th Century
Paris, Dakar, Fort de France:
Voices of Revolution and Tradition
Perception
Performing the 20th and 21 st Centuries:
Acting and Directing from Realism
to Post Modernism
Queer Looks, Queer Books
(Re)lnterpreting Liberation:
Latin America and the Middle East
Steinbeck's Americans
Working the Waters: The Pacific
Northwest Maritime Industries
MANAGEMENT
A Few Good Managers Wanted
MARINE BIOLOGY
Invertebrate Zoology and Evolution
MARINE SCIENCE
Advanced Research in Environmental Studies
Temperate Rainforests: The Forests and the Sea
MARITIME STUDIES
Sailpower: Economic, Historical,
Scientific and Cultural Principles
Working the Waters: The Pacific
Northwest Maritime Industries
MASS COMMUNICATIONS
Media Rhetoric
MATHEMATICS
Algebra to Algorithms:An Introduction to
Mathematics for Science and Computing
Data to Information
Mathematical Systems
Modeling Motion
The Physicist's World
Transforming the Globe
MEDIA
Islands
Media Rhetoric
Mediaworks
Politics and Ideologies from the Americas
Politics, Power and Media
Student Originated Studies: Media

MEDIA THEORY
Media Rhetoric
MICROBIOLOGY
Molecule to Organism
Symbiosis
Undergraduate Research in Scientific Inquiry
MIDDLE EAST STUDIES
(Re)lnterpreting Liberation:
Latin America and the Middle East
MOLECULAR BIOLOGY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
MULTICULTURALISM
Engaging Cuba: Uncommon Approaches
to the Common Good
Health and Human Development
Meanings of Multicultural History
Multicultural Counseling: A New Way
to Integrate and Innovate
Psychological Theory and Practice
Nature, Nurture or Nonsense?
MUSIC
The Folk: Power of an Image
Foundations of Performing Arts
Ireland: Living between Worlds
Ireland: Study Abroad
Music Composition for the 21 st Century
The Social Change of Music
MYCOLOGY
The Fungal Kingdom:
Lichens and Mushrooms, Nature's Recyclers
Symbiosis
MYTHOLOGY
Labyrinths
Light
NATIVE AMERICAN STUDIES
Sovereignty: ReciaimingVoice and Authority
Student Originated Studies:
Consciousness Studies
Tribal: Reservation-Based/Community-Determined
NATURAL HISTORY
The Fungal Kingdom:
Lichens and Mushrooms, Nature's Recyclers
NATURAL RESOURCE MANAGEMENT
Introduction to Environmental Studies
Protected Areas
Tribal: Reservation-Based/Community-Determined
NATURAL SCIENCE
Introduction to Natural Science
Up Close
NEUROBIOLOGY
Science of Mind
ORGANIC CHEMISTRY
Molecule to Organism
PAINTING
Issues in Contemporary Art
PERFORMANCE
Dance, Creativity and Culture
Performing the 20th and 21 st Centuries:
Acting and Directing from Realism
to Post Modernism
The Social Change of Music
PERFORMING ARTS
The Ties That Bind
PERSUASION AND PROPAGANDA
Media Rhetoric
PHILOSOPHY
Cultures of Human Rights
Education: Independent Studies
Education: Philosophy and Politics
Four Philosophers
19

The Good Life in the Good Society:
Modern Social and Political Philosophy
from Machiavelli to Marx
Philosophy, Society and Globalization:
How We Got Where We Are
The Physicist's World
Queer Looks, Queer Books
PHILOSOPHY OF MIND
Science of Mind
PHILOSOPHY OF SCIENCE
Astronomy and Cosmologies
Astronomy and Energy: Cosmic Models
Introduction to Natural Science
Mathematical Systems
The Physicist's World
Undergraduate Research in Scientific Inquiry
PHOTOGRAPHY
Foundations of Visual Art
PHYSICAL SCIENCE
Astronomy and Cosmologies
PHYSICS
Astronomy and Energy: Cosmic Models
Introduction to Natural Science
It's Time for Science
Light
Mathematical Systems
Modeling Motion
The Physicist's World
Sailpower: Economic, Historical,
Scientific and Cultural Principles
Transforming the Globe
PHYSIOLOGY
Health and Human Development
Light
Nature, Nurture or Nonsense?
Symbiosis
Vertebrate Evolution and the Nature of
Scientific Controversy
POLITICAL ECONOMY
Ecological Agriculture: Fitting into Place
Engaging Cuba: Uncommon Approaches
to the Common Good
Looking Backward: America in the 20th Century
Nature, Nurture or Nonsense?
Philosophy, Society and Globalization:
How We Got Where We Are
Political Economy and Social Movements
Politics, Power and Media
Social and Economic Policies: Bridges to
Improving Global and Human Welfare
POLITICAL PHILOSOPHY
The Good Life in the Good Society:
Modern Social and Political Philosophy
from Machiavelli to Marx
Philosophy, Society and Globalization:
How We Got Where We Are
Non-Violent Resistance
POLITICAL THEORY
A Few Good Managers Wanted
The Good Life in the Good Society:
Modern Social and Political Philosophy
from Machiavelli to Marx
Nature, Nurture or Nonsense?
Philosophy, Society and Globalization:
How We Got Where We Are
POLITICS
Cultures of Human Rights
Education: Independent Studies
Education: Philosophy and Politics
PSYCHOLOGY
Health and Human Development

Multicultural Counseling: A New Way
to Integrate and Innovate
Psychological Theory and Practice
Nature, Nurture or Nonsense?
Science of Mind
Student Originated Studies:
Consciousness Studies
The Ties That Bind
PUBLIC POLICY
Dissent, Injustice and the Making of America
Environment and Urban Life
A Few Good Managers Wanted
Fishes, Frogs and Forests
"Inherently Unequal"
Leadership for Urban Sustainability
Social and Economic Policies: Bridges to
Improving Global and Human Welfare
RELIGION
Ireland: Living between Worlds
RELIGIOUS AND SPIRITUAL STUDIES
Student Originated Studies:
Consciousness Studies
Turning Eastward: Explorations
in EastlWest Psychology
RESEARCH METHODS
Advanced Research in Environmental Studies
Atoms, Molecules and Research
A Few Good Managers Wanted
Multicultural Counseling: A New Way
to Integrate and Innovate
Psychological Theory and Practice
Rainforest Research
Science of Mind
Symbiosis
Temperate Rainforests:
The Forests and the Sea
SCIENTIFIC INQUIRY
Atoms, Molecules and Research
It's Time for Science
SCULPTURE
Issues in Contemporary Art
Stone
Transcendent Practices
Working Small
SOCIAL AND CULTURAL HISTORY
Baseball: More Than a Game
Dance, Creativity and Culture
Dissent, Injustice and the Making of America
The Folk: Power of an Image
The Good Life in the Good Society:
Modern Social and Political Philosophy
from Machiavelli to Marx
"Inherently Unequal"
Looking Backward: America in the 20th Century
Meanings of Multicultural History
Paris, Dakar, Fort de France:
Voices of Revolution and Tradition
Politics and Ideologies from the Americas
Politics, Power and Media
Sovereignty: Reclaiming Voice and Authority
Study Abroad: Chile
SOCIAL HISTORY OF ART
The Social Change of Music
SOCIAL PSYCHOLOGY
Nature, Nurture or Nonsense?
Turning Eastward: Explorations in
EastlWest Psychology
SOCIOLOGY
Documenting the Northwest:
History and Contemporary Life
Education: Independent Studies

Education: Philosophy and Politics
Growing Up Global
Individual and Society: Studies of American
and Japanese Society and Literature
Looking Backward:
America in the 20th Century
Masculinity and Femininity in Global Perspective:
Sex Is Fun, but Gender Is a Drag
Philosophy, Society and Globalization:
How We Got Where We Are
Political Economy and Social Movements
Politics and Ideologies from the Americas
Social and Economic Policies: Bridges to
Improving Global and Human Welfare
SOFTWARE ENGINEERING
Student Originated Software
STATISTICS
Looking Backward:
America in the 20th Century
Rainforest Research
Science of Mind
Social and Economic Policies: Bridges to
Improving Global and Human Welfare
Tropical Rainforests
TAXONOMY
Advanced Research in Environmental Studies
TECHNICAL WRITING
Atoms, Molecules and Research
A Few Good Managers Wanted
Introduction to Natural Science
Student Originated Software
Undergraduate Research in Scientific Inquiry
TECHNOLOGY AND SOCIETY
Data to Information
THEATER
Dance, Creativity and Culture
Foundations of Performing Arts
Performing the 20th and 21st Centuries:
Acting and Directing from Realism
to Post Modernism
TRANSPERSONAL PSYCHOLOGY
Student Originated Studies:
Consciousness Studies
TRIBAL GOVERNMENT
Tribal: Reservation-Based/Community-Determined
URBAN STUDIES
Leadership for Urban Sustainability
VIDEO
Politics and Ideologies from the Americas
Student Originated Studies: Media
WOMEN'S STUDIES
Queer Looks, Queer Books
WRITING (See programsfor first-yearstudents.)
Baseball: More Than a Game
Dance, Creativity and Culture
Documenting the Northwest:
History and Contemporary Life
Growing Up Global
Islands
Nature, Nurture or Nonsense?
The Social Change of Music
Steinbeck's Americans
The Ties That Bind
ZOOLOGY
Advanced Research in Environmental Studies
Invertebrate Zoology and Evolution
Symbiosis
Vertebrate Evolution and the
Nature of Scientific Controversy

CONDENSED 2003-04
Curriculum

I~I

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These pages feature the titles of programs planned during the spring of 2002 for the 2003-04 academic year.
Evergreen's programs are organized within Planning Units, groups off acuity with similar interests. Each planning
unit offers all-level programs, intermediate programs with a prerequisite of one year of college, and advanced
programs geared toward junior- and senior-level students. You may decide to work for a number of quarters
within one planning unit, or you may move from area to area to broaden your education. Either choice may be
appropriate, depending on your academic goals. Some programs will be in more than one planning unit.

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SPECIAL FEATURES OFTHE CURRICULUM

I

PAGE

Evening and Weekend Studies

15

Individual Study

15

KEY:

Su-summer

Z

CULTURE,TEXT

16

Intermediate

PROGRAMS FOR FIRST-YEAR STUDENTS

25

Z

37

AND LANGUAGE

0

Cultures of Human Rights
Dance, Creativity and Culture

U

44
39

F

W

Fishes, Frogs and Forests

27

F

W

Four Philosophers

40

F

W

The Folk: Power of an Image

27

F

W

Individual and Society: Studies of American and

45

It's Time for Science

28

F

Labyrinths

28

F

F

W

Light

33

Nature, Nurture or Nonsense?

29

Perception

29

Core

Japanese Society and Literature
Ireland: Living between Worlds

40
45

W

S

Ireland: Study Abroad

F

W

S

Islands

40

F

W

F

W

Paris, Dakar, Fort de France:Voices of Revolution and Tradition

41

F

W

(Re)lnterpreting

Sailpower: Economic, Historical, Scientific and Cultural Principles

30

F

W

The Social Change of Music

31

F

W

S

The Ties That Bind

32

F

W

S

Liberation: Latin America and the Middle East

Sources of Japanese Animation: Its Heroes and Villains

42

F

W

43

F

W

38

F

W

Advanced
Art in the Americas: Indigenous Identity, Mestizaje

AII·Level
Algebra to Algorithms:An Introduction to Mathematics

and Cultural Hybridity

33

S

Bilingual Education and Teaching

38

F

W

Baseball: More Than a Game

33

S

Media Rhetoric

41

F

W

Bookworks

34

S

Queer Looks, Queer Books

42

F

W

Christian Roots: Medieval and Renaissance Art and Science

26

for Science and Computing

Documenting the Northwest

History and Contemporary

Life

F

W

F

W

34

Ecological Design

26

Education: Independent Studies

32

Education: Philosophy and Politics

26

F

27

F

Feminine and Masculine: Representation

of Gender in Art,

All· Level (provides opportunities
S

Baseball: More Than a Game
Documenting the Northwest: History and Contemporary

W

Zoology and Evolution

34
28

F

Masculinity and Femininity in Global Perspective: Sex Is Fun,

29

F

W

45
44

Education: Philosophy and Politics

39
of Gender in Art,

W

39

F

W

F

W

S

Looking Backward: America in the 20th Century

41

S

Meanings of Multicultural History

46

but Gender Is a Drag
Meanings of Multicultural History

35

S

The Physicist's World

42

F

W

Sovereignty: Reclaiming Voice and Authority

43

F

W

Steinbeck's Americans

46
F

W

F

W

The Physicist's World

30

F

W

Transcendent

Politics and Ideologies from the Americas

30

F

W

ENVIRONMENTAL

Sovereignty: ReciaimingVoice and Authority

31

F

W

Steinbeck's Americans

35

Stone

35

Study Abroad: Chile

36

Practices

32

Up Close
Working the Waters: The Pacific Northwest

44
Life

Education: Independent Studies

Feminine and Masculine: Representation

W

and advanced-level work)

Film and Literature

Looking Backward: America in the 20th Century

Transcendent

for intermediate·

S

Film and Literature
Invertebrate

Q
W
V)

quarter

Q

15

to Study Abroad

S·spring quarter

W

Public Service Centers

International Studies and Opportunities

W·winter quarter

F·fall quarter

36
Maritime Industries

36

F

W

S

Practices

43
STUDIES

47

Intermediate

S

Ecological Agriculture: Fitting Into Place

49

S

Exploring Biogeochemistry

51

S

Introduction to Environmental Studies

50

S

Transforming the Globe

51

S
S

W
F

W

F

W

Advanced
Advanced Research in Environmental Studies

48

-L
21

n
0
Z

C
m

Z

(I)

m
C

n

Environment and Urban Life

49

The Fungal Kingdom: Lichens and Mushrooms,

50

Hydrology

52

The Practice of Sustainable Agriculture

53

Protected Areas

53

Rainforest Research

53

Symbiosis

51

Temperate Rainforests:The
Tropical Rainforests

52

n

Vertebrate Evolution and the Nature of Scientific Controversy

54

C
rC

Forests and the Sea

All-Level (provides opportunities

Su

W
W

and advanced-level work)

Christian Roots: Medieval and Renaissance Art and Science

48

W

Ecological Design

49

W

N

Invertebrate Zoology and Evolution

<:>

Stone

W

cb
A

Up Close
EXPRESSIVE

ARTS

W

67

W

S

Molecule to Organism

67

W

S

Student Originated Software

68

W

S

Undergraduate

69

W

S

Research in Scientific Inquiry
for intermediate-

S

and advanced-level work)

Algebra to Algorithms:An Introduction to Mathematics

71

Ecological Design

66

W

The Physicist's World

68

W

SOCIETY, POLITICS,

BEHAVIOR AND CHANGE

72

Intermediate
Dance, Creativity and Culture

73

W

52

Dissent, Injustice and the Making of America

73

W

54

Engaging Cuba: Uncommon Approaches to the Common Good

79

54

Health and Human Development

74

55

Individual and Society: Studies of American and

80

Intermediate

W

Japanese Society and Literature

Dance, Creativity and Culture

57

W

"Inherendy Unequal"

81

Foundations of Performing Arts

58

W

Non-Violent Resistance

75

W

Foundations of Visual Art

58

W

Political Economy and Social Movements

76

W

Ireland: Living between Worlds

58

W

Science of Mind

77

W

Ireland: Study Abroad

62

Student Originated Studies: Consciousness Studies

78

W

Islands

59

W

Turning Eastward: Explorations in EastlWest Psychology

78

W

62

W

A Few Good Managers Wanted

73

W

56

W

The Good Life in the Good Society: Modern Social and

80

Mediaworks

59

W

Growing Up Global

74

W

Music Composition for the 21 st Century

60

W

Multicultural Counseling: A New Way to Integrate and Innovate

75

W

60

W

76

W

Politics, Power and Media

60

W

Student Originated Studies: Media

61

W

Politics, Power and Media

77

W

Working Small

61

W

Social and Economic Policies: Bridges to Improving

79

W

Issues in Contemporary

Art

Advanced
Art in the Americas: Indigenous Identity, Mestizaje
and Cultural Hybridity

and Directing

from Realism to Post Modernism

All-Level (provides opportunities

Advanced

Political Philosophy from Machiavelli to Marx

Performing the 20th and 21 st Centuries:Acting

Psychological Theory and Practice
Philosophy, Society and Globalization:

for intermediate-

and advanced-level work)

HowWe Got Where We Are

Global Human Welfare

Bookworks

62

Christian Roots: Medieval and Renaissance Art and Science

56

W

Looking Backward: America in the 20th Century

74

Ecological Design

57

W

Masculinity and Femininity in Global Perspective:

75

57

W

Feminine and Masculine: Representation

of Gender in Art,

All-Level (provides opportunities

Film and Literature
Stone

63

Transcendent Practices

61

SCIENTIFIC

64

INQUIRY

W

Intermediate
Astronomy and Cosmologies

22

65

Mathematical Systems

for Science and Computing

50

for intermediate-

Atoms, Molecules and Research

All-Level (provides opportunities

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Advanced

Nature's Recyclers

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W

65

W

Data to Information

65

W

Ecological Agriculture: Fitting Into Place

66

W

Health and Human Development

66

W

Introduction to Natural Science

67

W

W

Sex Is Fun, but Gender Is a Drag
81

Politics and Ideologies from the Americas

77

W

Sovereignty: Reclaiming Voice and Authority

78

W

Study Abroad: Chile

81

NATIVE AMERICAN

Astronomy and Energy: Cosmic Models

and advanced-level work)

Meanings of Multicultural History

Working the Waters:The
71

for intermediate-

Pacific Northwest Maritime Industries
AND WORLD

INDIGENOUS

82

PEOPLES

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STUDIES

Advanced
Art in the Americas: Indigenous Identity, Mestizaje

84

W

85

W

and Cultural Hybridity
Tribal: Reservation-Based/Community-Determined
All-Level (provides opportunities

for intermediate-

and advanced-level work)

Modeling Motion

70

W

Sovereignty: ReciaimingVoice and Authority

84

Science of Mind

68

W

TACOMA

PROGRAM

86

Transforming the Globe

69

Leadership for Urban Sustainability

87

S
S

W

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HOWTO

Read a Program Description

Because Evergreen's curriculum is so distinct, the college describes its
academic offerings in unusual detail. Below is a sample of a typical
program description. The annotations will help you interpret all the
information packed into the listings that follow.

Politics, Power and Media
FACULTY
Lists members of the faculty team scheduled
to teach the program. See faculty bios
page 88.
ENROLLMENT
Describes the number of students who may
enroll. Core programs typically allow 23
students per faculty; all-level programs
typically allow 24; inte~ediate and
advanced programs typically allow 25.

L

I

PROGRAM DESCRIPTION ----This condensed description explains
the theme or question at the heart of
the program and how participants will
approach it. The content of each
description varies, but you will
usually find examples of books to
be read, activities planned and the
disciplines and modes of study that
participants will use. For more information, make an appointment with a
faculty member, ask for a copy of the
syllabus, stop by the program's table at
the Academic Fair or talk to an advisor
at Academic Advising.

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 course. Part-time options may
require permission of faculty.

PREREQUISITES
Lists con~itions you must me:t to ?e eligible
to take this program. These might include
studies you should already have completed,
the academic standing expected of you or
both: This portion might state ot~er entry
requirements, ~uch as faculty review of
student portfolio.

L

(360) 867·6613.

TRAVELCOMPONENT--------~
Indicates whether program participants will
take significant field trips or study abroad.

S

Fall and Winter quarters
Faculty: Larry Mosqueda, Laurie Meeker
Enrollment: 40
Prerequisites: Junior or senior standing,
transfer students welcome. One quarter
of a full-time media program or political
economy program or equivalent.
Faculty Signature:Yes.Application forms will
be available April 11,2003, from Academic
Advising.Applications received by May 7, 2003,
will be given priority. Additional applications
will be accepted through a rolling admissions
process until the program is full.For appllcation information, contact Larry Mosqueda
at (360) 867·6513, or Laurie Meeker at

FACULTYSIGNATURE
Indicates whether you must obtain a
signature code from a faculty member
before registering. It may also specify
how and when to obtain a signature code.

Special Expenses: $1 00-$500 over both ~
quarters for media production costs.
SPECIAL EXPENSES
Internship Possibilities: No
Indicates expenses you should anticipate
Travel Component: None
beyond books and normal supplies.
Politics is the study of who gets what, when
INTERNSHIP POSSIBILITIES
and how. The media, both print and visual,
States whether an intemship possibility
have a profound impact on the construction,
is an optional or required component
presentation, creation and invention of political
of the program.
reality. The relationship between the powerful
and relatively powerless is a constant political
battle. The modem media is much more than a
neutral camera eye or an unbiased description
of events; it is a field of contention for various
political actors. This program will explore the
relationships between political events and the
media as a tool for both documentation and
social change.
CREDIT AWARDED IN ..•
While the mainstream media reflects the
At the end of each program, faculty
interests of the dominant ideology, indepenwill register the credits you eam as
dent documentary filmmakers have long
"credit equivalencies" that correspond
been ...
to traditional disciplines and subjects.
... Our objective is to provide a forum for
This section explains the kind of credit
interdisciplinary collaboration involving
equivalencies you can expect if you
research, writing and media production.
successfully complete the program. An
Students will develop collaborative project
asterisk [*] indicates upper-division
proposals for documentary films and videos
science credit. Equivalencies help
that will be produced during winter quarter.
potential employers and graduate
Credit will be awarded in political economy,
schools understand what subject areas
political philosophy,cultural studies,
you have studied. All undergraduate
documentary film history, film criticism,
programs lead to a bachelor's degree
film theory and film/video production.
in liberal arts and sciences.
Total: 16 credits each quarter.
Program is preparatory for careers and ~
future studies in political economy, media
L- PROGRAM IS PREPARATORY...
and communications.
Indicates how this program might
be particularly useful in preparing
for future studies or careers.

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

en

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 and issue as a whole, rather than a collection of unrelated fragments. For example,
you could be exposed to the connection of artistic expression to social conditions, 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.
All-level programs enroll a mix of freshmen, sophomores, juniors and seniors, with a typical
mix of 25 percent first-year students. As in 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. 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 oflearning. 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.

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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: 135 or more credits

This catalog is updated regularly;for the
most current information please visit
www.evergreen.edu/cataloglupdates.

25

Christian Roots: Medieval and
Renaissance Art and Science
Fall and Winter quarters
Faculty: Lisa Sweet, Frederica Bowcutt
Enrollment: 48
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses:Approximately
$300 for art
supplies and $150 for field trips.
Internship Possibilities: No
The influence of Christianity on medieval and
renaissance art and science will be our focus.
Students will explore European culture from
1100 to 1750. We will examine trends that
emerged in religion, medicine, botany and
visual art. Our study begins with the precipitating factors that led to the Middle Ages. We will
learn about the work of Greek botanists, such
as Dioscorides, and explore the impact they had
on the medieval study of plants. We will also
study early Christian iconography.
In winter, we will study the emerging
Humanism, its attendant scientific revolution,
and the market economy that accompanied the
Renaissance. Medieval botany was a branch of
medicine, heavily shaped by Christian values
and beliefs. Exploration and colonization of the
"New World" resulted in increased knowledge
of plant diversity. This inspired different
approaches to naming and classification. New
technology allowed for the study of anatomy
and physiology. During the Renaissance period,
botany emerged as a distinct discipline, as did
the idea of scientists engaged in a moral project
to better the material life of people.
Christian values also determined the look
and function of art. The medieval church
developed a code of representation for
Christian images; it also was the primary patron
of artists until the High Renaissance. During
the Renaissance, the Humanist obsession with
science seeped into the arts. Science influenced
the visual arts in the form of portrayal of
human anatomy; studies of nature through
illustration; and the development of optics and
perspective. The roles of artists changed from
that of artisans to intellectuals. Students will
explore medieval and renaissance artistic work
firsthand by creating relief prints in fall; in
winter, students will incorporate relief prints
into handmade manuscripts utilizing basic
calligraphy and bookbinding.
Throughout the program, we will learn about
individual scientists and artists who shaped the
Middle Ages and Renaissance.
Credit awarded in printmaking, bookmaking,
art appreciation, history of science, European
ethnobotany, European history and introductory expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, healing arts, ethnobotany and
history of science.
This program is also listed under Environmental Studies and Expressive Arts.

Ecological Design
Fall, Winter and Spring quarters
Faculty: Rob Knapp,TBA
Enrollment: 48
Prerequisites: Students must be ready for
intense effort and be willing to tackle openended problems, respond with insight to realworld needs and obstacles and produce
carefully finished work. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: One overnight, in-state field
trip per quarter, $25-$40, payable during the
first week of each quarter.
Internship Possibilities:Yes, spring quarter,
with faculty approval.
How can human settlement coexist with the rest
of Earth's web oflife? This year, two separate
but linked programs, Ecological Design and
Ecological Agriculture, will investigate which
patterns of building and food supply can be
ethical, beautiful and sustainable indefinitelyand how we Americans can move toward those
ways oflife. The two programs will share
several major components each quarter:
a seminar on present dangers and future
possibilities; a series of shared background
lectures on energy flows, biodiversity, soil
science and nutrient cycles; and weekly
community work, leading toward community
design and organizing projects in the spring.
In addition to the activities shared with
Ecological Agriculture, students in this
program will also concentrate on the built
environment and on the process of design.
Design is the finding of physical answersbuildings, roads, settlements-to
basic human
questions, such as shelter and work. The core
activity will be a yearlong studio on gathering
relevant information, inventing and evaluating
physical forms, and presenting the results
clearly and persuasively. Techniques will
include architectural drawing, interviewing, site
study, calculating environmental flows and
model making. A supporting lecture series will
discuss environmental science and "green"
technologies, including landscape ecology,
renewable energy and alternative building
materials. There may be some opportunities for
hands-on building, but the program will
emphasize careful analysis and design, not
actual construction.
Credit awarded in environmental design,
natural science (lower division, except for
unusual individual projects arranged with
faculty), visual art, community studies and
expository writing.

Education: Philosophy
and Politics
Fall quarter
Faculty: William Arney
Enrollment: 24
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program introduces students to critical
issues in the philosophy and politics of
education. Texts may include Plato's Meno,
Rousseau's Emile, Illich's Deschooling
Society, Erikson's Childhood and Society,
Ashton Warner's Teacher, hooks' Teaching
to Transgress, Greene's The Dialectic of
Freedom, Kozol's Death at an Early Age,
and Freire's Pedagogy of Freedom: Ethics,
Democracy, and Civic Courage. By the end
of the program students should have answers
to two questions: What is an educated person?
What part does school play in education?
Credit awarded in education, sociology,
philosophy and politics.
Total: 16 credits.
Program is preparatory for careers and future
studies in education and child development.
This program is also listed under Culture,
Text and Language.

Total: 16 credits each quarter.
A similar program is expected to be offered in
2005-06.
Program is preparatory for careers and future
studies in environmental studies, visual arts,
environmental design and community studies.
This program is also listed under Environmental Studies; Expressive Arts; and Scientific
Inquiry.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Feminine and Masculine:
Representation of Gender in
Art, Film and Literature
Fall and Winter quarters
Faculty: Lucia Harrison, Harumi Moruzzi
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $125 for art supplies,
museum and/or theater tickets.
Internship Possibilities: No
In recent years, we have witnessed a proliferation of controversies surrounding gender issues.
The goal of our study is not a justification of
any particular gender-based stance, but rather
to create the ground for a peaceful and
productive coexistence of the sexes. As
Nietzsche says, concepts are merely human
creations for the "purpose of designation and
communication." Humans are apt to create new
concepts when old concepts cease to work. The
time has come for us to create new concepts of
the feminine and masculine.
This program includes theoretical and
expressive components. Students will learn
critical methods to analyze visual art, film and
literature. We will use these skills to examine
concepts of the feminine and masculine in
different cultural traditions throughout human
history. Students will gain beginning skills in
life drawing and the artist book form of
expression. Students will create artwork that
expresses their own concepts of gender.
Credit awarded in art history, art appreciation, cultural studies, gender studies,
literature, film, criticism,life drawing, artist
books and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, cultural studies, film studies,
literature, gender studies and psychology.
This program is also listed under Culture,Text
and Language and Expressive Arts.

Fishes, Frogs and Forests

The Folk: Power of an Image

Fall and Winter quarters
Faculty: Bill Bruner,Amy Cook,
Heather Heying
Enrollment: 69
Prerequisites: None. This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Some of society's most vexing problems
involve conflicts between human activities and
the health of natural ecosystems. For example,
should fishing be allowed to increase, risking
the collapse of marine ecosystems? Is it fair to
forest workers if society limits timber
production to protect wildlife? Does the decline
in frog populations mean that we should curtail
use of pesticides that are important to food
production?
This program will examine how society
makes these important decisions. Our focus
will be on public policy and how political
processes might weigh biological and human
impacts in the crafting of legislation.
We will introduce the basic concepts of
population and community ecology, evolutionary biology and microeconomics to gain an
understanding of interactions between human
society and natural ecosystems. In winter, we
will focus on how information from the
biological and social sciences is used in making
important public policy decisions.
The faculty will develop examples from their
fields of interest-fish,
frogs and forests-in
presenting theory and practice in ecology and
economics. Students will engage in research to
deepen their understanding of these and related
topics.
The program will stress skill development in
writing, reading, seminar and group work.
Credit awarded in population and community
ecology, microeconomics, environmental and
natural resource economics, introduction to
public policy, public policy and the environment, expository writing and evolutionary
biology.

Fall and Winter quarters
Faculty: Michael Pfeifer, Patricia Krafcik,
Babacar M'Baye
Enrollment: 69
Prerequisites: None.This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: $25 for art supplies each
quarter.
Internship Possibilities: No
Throughout the 19th and 20th centuries,
numerous writers, artists, composers and
government regimes drew on the image and
culture of the common folk to represent the
"soul" of the nation, to express the national
creative genius, to encourage patriotism, to
expose social wrongs, to preserve and hand
down wisdom and to celebrate the national
spirit. How was folk material appropriated to
accomplish these goals? What is the tension
between the reality of folk life-including
periods of serfdom, slavery and colonial
subjugation-and
the transformation of this
reality into formal art, music, literature and
government propaganda? Do such transformations accurately convey the experience of the
folk and folk culture or do they manipulate and
distort that experience? Our interdisciplinary
and cross-cultural exploration of these
questions will take us to Russia, the United
States and West Africa as we read social history
and literature, listen to music and examine
Russian, American, African American and West
African art and folklore, seeking the roots of
the folk image and the source of its power.
Credit awarded in social history, cultural
history, music history, folklore and folk art,
and Iiterature:American, African American,
African and Russian.

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Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the social sciences, world literature
and culture, history, music, folklore and art.

Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in ecology, environmental studies,
fisheries science, conservation biology,
economics, public service, politics, law and
evolutionary biology.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

27

It'sTime for Science

Labyrinths

Fall quarter
Faculty: Dharshi Bopegedera,Janet Ott
Enrollment: 46
Prerequisites: None. This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: Approximately $50
for science tools for students' personal use.
Internship Possibilities: No
This program is designed to engage students in
exploring several interesting topics in science.
Using hands-on labs and workshops we will
explore topics in chemistry, biology, geology
and physics. We will engage in discussions
about why science is important, when it goes
too far and what makes a good scientist. We
especially want to invite those students who
have avoided science to come and explore
science with us.
Credit awarded in introductory science,
science laboratory, ethics and values in the
sciences.

Fall quarter
Faculty: Susan Aurand, Joe Feddersen
Enrollment: 46
Prerequisites: None.This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: $150-$200 for art supplies.
Internship Possibilities: No
The symbol of the labyrinth is a universal form,
dating to Neolithic times, and has been a
persistent image in myth, literature and art
throughout history. The labyrinth can be
understood as many things: life's path into the
center of being and outward again; the spiritual
journey through confusion to understanding;
the search for a hidden treasure at the center of
a difficult situation; the twisting narrative
structure of a novel; or the complex layering of
form and idea in a visual image.
We will study this potent symbol in literature
and art history, and through our own work in
image making and writing. Students will have
the opportunity to develop skills in drawing,
printmaking, writing and critical reading. Our
weekly work will include lectures, seminars
and studio workshops. Students in this program
might want to consider enrolling in the
program, Light, for winter and spring quarters.
Credit awarded in art history, studio art,
literature and writing.

Total: 16 credits.
Program is preparatory for careers and future
studies in the sciences.

Total: 16 credits.
Program is preparatory for careers and future
studies in literature, humanities, mythology,
art and art history.

Looking Backward:
America in the 20th Century
Fall,Winter and Spring quarters
Faculty: David Hitchens,Jerry Lassen
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 40 percent first-year students.
Faculty Signature: No
Special Expense: No
Internship Possibility: No
The United States began the 20th century as a
second-rate military and naval power, and a
debtor nation. The nation ended the century as
the last superpower with an economy that
sparked responses across the globe. In between,
we sent men to the moon and began to explore
our place in space. Many observers have
characterized the 20th century as "America's
Century" because, in addition to developing
into the mightiest military machine on the face
of the earth, the United States also spawned the
central phenomenon of "the mass." Mass
culture, mass media, mass action, massive
destruction, massive fortunes-all
are
significant elements oflife in the United States,
especially after the national participation in
World War I.
Looking Backward will be a retrospective,
close study of the origins, development,
expansion and elaboration of "the mass"
phenomena and will place those aspects of
national life against our heritage to determine if
the growth of the nation in the last century was
a new thing or the logical continuation of longstanding, familiar impulses and forces in
American life. While exploring these issues, we
will use history, economics, sociology,
literature, popular culture and the tools of
statistics to help us understand the nation and
its place in the century. At the same time,
students will be challenged to understand their
place in the scope of national affairs; read
closely; write effectively; and develop
appropriate research projects to refine their
skills and contribute to the collective enrichment of the program. There will be programwide public symposia at the end of fall and
winter quarters, and a presentation of creative
projects to wrap up the spring quarter.
Credit awarded in U.S. political and economic
history, U.S. social and intellectual history,
American economics and global connections,
and American literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and social science
areas of inquiry,law,iournalism, history,
economics, sociology, literature, popular
culture, cultural anthropology and teaching.
This program is also listed under Culture, Text
and Language 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.

Masculinity and Femininity in
Global Perspective: Sex Is Fun,
but Gender Is a Drag
Fall quarter
Faculty:Toska Olson
Enrollment: 24
Prerequisites: None, transfer students are
welcome. This all-level program accepts
up to 25 percent first-year students.
Faculty Signature: No
Special Expenses:Approximately
$75
for program retreat.
Internship Possibilities: Yes, with faculty
approval.
This program is a cross-cultural exploration of
gender, masculinity and femininity. We will
examine questions such as: How do expectations of masculine and feminine behavior
manifest themselves worldwide in social
institutions such as work, families and schools?
How do social theorists explain the current
state of gender stratification? How does gender
intersect with issues ofrace, ethnicity, sexual
orientation and social class identity?
Students will begin by examining how to
conduct cross-cultural archival research on
gender. In addition, we will consider issues
related to ethnocentrism in cross-cultural and
historical research. Then, we will study crosscultural variation in women's and men's
experiences and opportunities within several
different social institutions. Lectures and
seminar readings will provide students with a
common set of knowledge about gendered
experiences in the United States. Peer research
presentations will provide students with
information about gender in other cultures.
This program involves extensive studentinitiated research, and puts a heavy emphasis
on public speaking and advanced group work.
Seniors will be encouraged to produce a
research paper that represents a culmination of
their college writing and thinking abilities.
Credit awarded in areas such as sociology,
cultural studies, anthropology, public speaking
and library research.
Total: 12 or 16 credits.
Program is preparatory for careers and future
studies in the humanities and social sciences.

Nature, Nurture or Nonsense?

Perception

Fall, Winter and Spring quarters
Faculty: Stuart Matz, Stephanie Kozick,
Steven Niva
Enrollment: 69
Prerequisites: None.This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
What is our natural human state? What factors
drive our behavior? What guides our social
interactions? Is the human condition determined by our genes or shaped by our
environment? Or, have we been deceived by
this nature/nurture debate? In this program,
we will examine several controversial issues
that have been shaped by this debate such as:
How is our gender and sexual orientation
determined? What determines a child's
personality? Do poverty and class difference
reflect a natural order?
In the course of addressing these issues,
we will study great thinkers (and some not so
great) who have contributed to these discussions. Our inquiry together will examine how
the nature/nurture dichotomy has served as a
foundation for discussions in human biology,
psychology, family studies, human development, anthropology, sociology and political
science. We will be engaged in critical thinking,
reading and writing, visual and movement
representation of work, and analytical
reasoning through problem-based learning.
Humor will be used to both defuse tension and
inflame our discussions. As with all authentic
inquiry, our work together might move in
unexpected ways and new topics for investigation will emerge. We will integrate emerging
topics as they transpire.
Credit awarded in biology, human development, quantitative reasoning, political science,
psychology and writing.

Fall and Winter quarters
Faculty: Nancy Murray, Thad Curtz, Charles
Pailthorp
Enrollment: 69
Prerequisites: None.This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: Approximately $50 for
a program retreat and possible additional
money for art supplies.
Internship Possibilities: No
Although in some sense we and the animals
that we share the planet with all live in the
same world, we don't experience it in the same
way. Even different people can register the
same place quite differently. Yet we think that
we do hear and see and taste the same things,
and that works of art can communicate how
some one else experienced the world long ago
or far away from us.
We'll explore the biology and psychology
of human and animal perception through
experiential exercises, observation and some
drawing, as well as regular labs, lectures and
readings. We'll study and talk about how the
arts structure or transform our ordinary
perceptions (especially vision and hearing).
Our readings will explore the range and
variation of sensory experience and how artists
use it through literature such as To the
Lighthouse or Perfume or Basho' s haiku;
studies of cultural, historical and individual
variation in perception such as A Natural
History ofthe Senses or The Man Who Mistook
His Wife for a Hat, and some readings on the
philosophy of mind and recent attempts to build
autonomous robots. We'll also analyze relevant
films such as Blue or City ofLost Children
each week.
Credit awarded in biology, literature, art
history, cognitive psychology, expository
writing and quantitative reasoning.

Total: 16 credits each quarter.

Total: 16 credits each quarter.

Program is preparatory for careers and future
studies in education, health sciences, human
services, political theory, psychology, public
policy, psychology and social services.

Program is preparatory for careers and future
studies in biology or environmental studies,
literature or other humanities, psychology,
anthropology and work with visual images.

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This program is also listed under Society,
Politics, Behavior and Change.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

29

The Physicist's World
Fall and Winter quarters
Faculty:Tom Grissom
Enrollment: 24
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The 20th century has brought about a
revolution in our understanding of the physical
universe. We have been forced to revise the way
we think about even such basic concepts as
space and time and causality, and about the
properties of matter. An important part of this
revolution has been the surprising discovery
of fundamental ways in which our knowledge
of the material world is ultimately limited.
These limitations are not the result of
surmountable shortcomings in human understanding but are more deeply rooted in
the nature of the universe itself.
In this program, we will examine the mental
world created by the physicist to make sense
out of our experience of the material world
around us, and to try and understand the nature
of physical reality. We will ask and explore
answers to the twin questions of epistemology:
What can we know? and, How can we know it?
starting with the Presocratic philosophers and
continuing through each of the major developments of 20th-century physics, including the
theories of relativity, quantum theory, deterministic chaos and modem cosmology. We will
examine the nature and the origins of the limits
that each imposes on our ultimate knowledge
of the world.
No mathematical prerequisites are assumed.
Mathematical thinking will be developed
within the context of the other ideas as needed
for our purposes. The only prerequisites are
curiosity about the natural world and a willingness to read, think and write about challenging
texts and ideas. We will read primary texts,
such as works by the Presocratics, Plato,
Lucretius, Galileo, Newton and Einstein,
as well as selected contemporary writings
on physics.
Credit awarded in philosophy of science,
history of science, introduction to physical
science, introduction to mathematics and
quantitative reasoning, and expository
writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in both the humanities and
the sciences.
This program is also listed under Culture,
Text and Language and Scientific Inquiry.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Politics and Ideologies
from the Americas

Sailpower: Economic, Historical,
Scientific and Cultural Principles

Fall and Winter quarters
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No.
Internship Possibilities: No
Rich and industrialized nations from the
North assert that capitalism brought progress
and welfare to many nations. People from
Africa, Asia, Latin America and the Caribbean
argue that capitalism was based on primitive
accumulation rooted in the primitive violence,
pillage and genocide of the inhabitants of the
Third World. Accordingly, they claim that rich
nations exist today because their ancestors
plundered other nations for centuries. Europe,
and then the United States, created and
imposed structures and laws that allowed
them to decide the destiny of Africa, Asia,
Latin America and the Caribbean.
This program will study the processes of
underdevelopment in the Americas from preColumbian times until today from a multidisciplinary approach. These processes, which
characterize the region today, will be historically analyzed and evaluated in light of the
formation and expansion of the capitalist
system in Europe first and the United States
later. We will use Latin American approaches
and interpretations as opposed to Eurocentric
studies and models from Europe and the
United States.
This program will also include a component
that applies social research methods to study
the subjects described above. Working in small
groups, students will develop independent
projects. During winter, the program will offer
interested students a chance to prepare for
spring quarter travel to Chile. Participation in
research projects and production of several
short documentaries about relevant topics
studied in this program will be the focus of
Study Abroad: Chile, a separate program.
Credit awarded in social sciences,
communications, Latin American studies,
political economy, art, television production
and writing.

Fall and Winter quarters
Faculty: Cynthia Kennedy, Dean Olson,
E.J.Zita
Enrollment: 46
Prerequisites: High school algebra and
trigonometry proficiency assumed, willingness
to learn more mathematics. This is a Core
program designed for first-year students.
Faculty Signature: No
Special Expenses: Up to $250 for boating
and field trips.
Internship Possibilities: No
How have people navigated waters of the
Pacific Northwest, and how have their travels
affected people and knowledge? This twoquarter program combines the practical skill of
operating sailing vessels with an intensive, textbased study of economics, history, navigation,
physics and astronomy, literature and cultural
studies of sailing and other boat travel. We will
use navigation as our theme to study the
economics and histories of indigenous cultures,
and of maritime literature. The evolution of
navigation will focus our study of science,
social structure and the political economics of
exploration and trade. We will sail the waters of
Puget Sound while studying Pacific Northwest
history and reading maritime literature about
the age of sail.
Students will develop piloting and sailing
skills in the classroom and in local waters.
They will learn to understand the dedication
and teamwork needed to mount a successful
sailing voyage. As class time on the boats will
be severely limited, students will crew on local
boats on weekends, outside of class.
This program will be intellectually as well
as physically challenging. Students who join
the program must commit to spending long
hours on the boats, often in inclement weather
and uncomfortable conditions, as well as
keeping up with a challenging load of collegelevel reading, writing, math-based homework
and other academic assignments. Thorough
reading, thoughtful discussion, effective writing
and responsible teamwork will be emphasized.
Students completing Sailpower are
encouraged to take the spring quarter program
Working the Waters: The Pacific Northwest
Maritime Industries.
Credit awarded in economics,literature,
leadership, sociology, history, science,
mathematics, maritime studies and
nautical sciences.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in social science, media,
social research, cultural studies and
television production.
This program is also listed under Society,
Politics, Behavior and Change.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in management, economics,
history, science,literature, maritime studies
and trade.

The Social Change of Music
Fall,Winter and Spring quarters
Faculty:Arun Chandra and resident
guest artists
Enrollment: 30
Prerequisites: None.This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses: Approximately $100
each quarter for performance expenses
and museum tickets.
Internship Possibilities: No
Acting in the public interest, Plato banished all
artists from his imagined perfect state. Why
was he so afraid of the arts? Why would Plato
propose banishing art from a perfect society?
Why do we today drown in art? Is music
harmless to society, and therefore allowed and
encouraged? Is it ignored while being
encouraged? ("It keeps the kids happy and out
of our hair!") Does music serve to suppress the
aspirations of its audience while appearing to
fulfill them? Does anyone hear music any
longer, or do they only hear and speak about
what they already know?
Pablo Picasso once said, "I don't care who
I'm influenced by, as long as it's not me."
Why would Picasso not want to be influenced
by himself? How does that stand in comparison
to "rugged individuals" who shy away from the
possibility of being influenced by anyone?
This is a yearlong program where we will
explore the relationship(s) among art, artists
and their audiences, focusing particularly on
the art of music. We will welcome resident
guest artists throughout the year. In fall, "The
Prince Myshkins," Rick Burkhardt and Andy
Griesivich, a duo who compose both political
satires and avant-guarde works for instrumental
ensembles. In winter, Susan Parenti, a
composer of music compositions and theater
plays; Ann Warde, who has worked at
composing across traditions by combining
computers with gamelan music; and Ben
Boretz, a composer of music and texts, who
started "Music Program Zero" at Bard College.
In spring, Gerhard Staebler, an internationallyknown composer who has written compositions
such as To the Garbagemen of San Francisco
and has organized the Active Music Festival
(for music that is socially active) in Germany,
will be our final guest artist.
We will look at poetry by Audre Lorde,
Forugh Farrokhzad, Roque Dalton and Sonia
Sanchez; the plays of Bernard Shaw, Dario Fo
and Bertolt Brecht; the music of Luigi Nono;
the paintings of Ben Shan and Diego Rivieralots of music, writing and visual artwork.
We will take trips to Seattle to see live performances of experimental music, opera and
theater and to museums.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Works of art will be read, viewed and
listened to with an eye and an ear alert to
noticing the address made by the artists to their
society: What does a work of art call upon its
audience to do? Is a work indifferent to its
public once the price of a ticket has been paid?
In addition to reading, viewing and listening to
older creations, students will be encouraged to
create and perform their own works.
Credit awarded in social history of art, music
composition, theories of art and performance
and contemporary art and performance.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts and humanities.

Sovereignty: Reclaiming Voice
and Authority
Fall,Winter and Spring quarters
Faculty: Kristina Ackley, Zahid Shariff, TBA
Enrollment: 72
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses:Approximately
$75 for
field trips.
Internship Possibilities: Spring quarter with
faculty approval.
What voice does the Other have in a society
that is dominated by a discourse of conquest?
What does it mean to assert sovereignty,
jurisdiction or autonomy in a global society?
Maori scholar Linda Tuhiwai Smith asserts
that "our communities, cultures, languages
and social practices-all
may be spaces of
marginalization, but they have also become
spaces of resistance and hope." This program
is particularly concerned with identifying and
contextualizing these "spaces of resistance
and hope"-contesting
the American discourse,
of conquest.
The concept of sovereignty must be placed
within a local, historical, cultural and global
context. This program provides a foundation
for articulating and contesting the modes of
colonialism that went into the extension of
European domination in what eventually
emerged as the United States and the Southern
Hemisphere (most of which consists of the
"Third World," but also includes Australia and
New Zealand). Through theoretical readings
and discussion, we will move from nationbuilding in America to Native forms of
nationalism. Students will challenge postcolonial theory that merely deconstructs
and move to a consideration of decolonizing
practices. We will also consider how the voices
of the subaltern are being heard in legal case
studies, literature and grassroots community
movements.
Students will have opportunities to pursue
significant research projects. For students
registering for 16 credits, the faculty envision
an opportunity for students to engage in topics
relevant to faculty backgrounds in Native
American studies, critical theory and the
social sciences.
Credit awarded in contemporary Native
American studies, American history, political
theory, politics of globalization, federal Indian
law and policy, theory and methodology in
the social sciences.

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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
indigenous communities.
This program is also listed under Culture,
Text and Language; Society, Politics, Behavior
and Change; and Native American and World
Indigenous Peoples Studies.

31

The Ties That Bind

Transcendent Practices

Fall,Winter and Spring quarters
Faculty: George Freeman,Jr.,Anne Fischel,
Ariel Goldberger
Enrollment: 69
Prerequisites: None. This is a Core program
designed for first-year students.
Faculty Signature: No
Special Expenses:Art materials (depends
on individual work in puppetry or video),
and theater tickets up to $50 per quarter.
Internship Possibilities: Spring quarter, by
permission of the faculty; community
service projects required.

Fall, Winter and Spring quarters
Faculty: Sarah Williams, Robert Leverich, TBA
Enrollment: 64
Prerequisites: None. This all-level program
accepts up to 28 percent first-year students.
Faculty Signature: No
Special Expenses: Approximately $250
for studio supplies.
Internship Possibilities: Yes
Many of us remember transcendent moments
in our lives, when we lost our sense of time and
felt creatively connected with our environment,
our bodies or our actions. This feeling has
many names: in the zone, the sweet spot,
creative flow, a peak experience, even
enlightenment or samadhi. How do we
characterize and value these experiences?
How do we find them? Like good fortune,
transcendent moments favor the prepared.
The preparation is often a practice or craft,
an individual way of being in the world that
involves intentional commitment to some
activity and a regular physical and mental
recentering on it.
This program will actively involve you in
three creative studio practices that can prepare
or open one to transcendent experiences
through moving, making and writing. We will
explore classical yoga (the eight limbs), shape
materials into sculpture and experiment with
ecstatic poetry. We will consider how the body's
anatomy and rhythms inform these practices,
comparing Western and non-Western
perspectives. Activities may also include
lectures, readings, seminars, field trips, student
synthesis groups, presentations and portfolios.
Through program work and reflection, each of
us will seek to define and integrate her or his
own transcendent practice.
Credit awarded in sculpture, poetry, cultural
studies, feminist theory and somatic studies.

If[ am not for myself, then who will be for me?
If! am only for myself, then what am I?
Andifnotnow, when?
-Rabbi

Hillel

We exist in a web ofrelationships: with
families, friends, communities, the natural
environment and others, named and unnamed.
There are no simple ways of saying who we are,
and what our identity represents, to ourselves,
or others. What, then, are the sometimes
contradictory narratives of family and
community that shape us? What informs our
sense of self and other, of choice, obligation,
responsibility or freedom? How do we engage
in relations of affiliation and obligation and
how do these shape our personal, social and
moral development?

To articulate the past historically is not
to recognize it "the way it really was"
... It means to catch hold of a memory as
it flashes up at the moment of danger.
-Walter

Benjamin

We are shaped by our relationship to history,
sometimes to multiple histories, and complex
social discourses. What are the consequences
for personal and social identity when history is
"forgotten" or suppressed? We intend to engage
in questions of personal, family and community
history through film, experimental and puppet
theater, and psychological development. We
will study the art of filmmaking, narrative,
experimental and puppet theater, and psychological theories of community and self. We
will work with writing, quantitative reasoning
and other essential explorations in education.
A spring quarter community service project
is required.
Credit awarded in psychology, writing,
history, performing arts, film theory and
video production.

OFFERINGS BEGINNING
WINTER QUARTER
Education: Independent Studies
Winter quarter
Faculty: William Arney
Enrollment: 24
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No. Students are
encouraged to contact the faculty early in
the formulation of their inquiries and projects,
e-mail arney@evergreen.edu.
Special Expenses: No
Internship Possibilities: Yes, with faculty
approval.
Students pursuing independent studies of
and/or internships in education, or related
fields, are invited to join this program.
Program meetings will consist of seminars
around a few common texts and collaborative
discussion and critique of the students' work.
Groups of students undertaking common
projects are welcome.
Credit awarded in education, sociology,
philosophy and politics.
Total: 16 credits.
Program is preparatory for careers and
future studies in education.
This program is also listed under Culture,
Text and Language.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the visual arts, creative
writing, cultural studies and somatic studies.
This program is also listed under Culture,
Text and Language and Expressive Arts.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in performing arts, film,
psychology, community development and
community service.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edulcataloglupdates.

32

Light
Winter and Spring quarters
Faculty: Dharshi Bopegedera, Susan Aurand,
Janet Ott
Enrollment: 69
Prerequisites: High school algebra proficiency
assumed. This is a Core program designed for
first.year students.
Faculty Signature: No
Special Expenses:$150-$200
for art supplies
and lab safety equipment (lab coat, goggles
and gloves).
Internship Possibilities: No

This program is a two-quarter interdisciplinary
study of light, We will explore light in art,
art history, science and mythology. All students
will work in the art studio and study how artists
have thought about and expressed light in their
work. They will also explore the interaction of
light with matter in the classroom as well as
in the laboratory, and explore the physiology
of light in the human body. This integrated
program is designed for students who are
willing to explore both art and science.
Our weekly schedule will include studio
and science labs, specific skill workshops,
lectures and seminars.
During winter, we will focus on skill
building in art and lab science and on library
research methods. During spring, each student
will have the opportunity to design an
interdisciplinary individual or group project
exploring a topic related to the theme of light.
Credit awarded in introductory science
with laboratory, studio art and art history.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in science, art, art history
and the humanities.

Baseball:More Than a Game
OFFERINGS BEGINNING
SPRING QUARTER
Algebra to Algorithms:
An Introduction to Mathematics
for Science and Computing
Spring quarter
Faculty:TBA
Enrollment: 24
Prerequisites: High school algebra proficiency
assumed. This all-level program accepts up to
50 percent first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No

Western science relies on mathematics as a
powerful language for expressing the character
of the observed world. Mathematical models
allow predictions (more or less) of complex
natural systems, and modern computing has
magnified the power of those models and
helped shape new models that increasingly
influence 21st-century decisions. Computer
science relies on mathematics for its culture
and language of problem solving, and also
enables the construction of mathematical
models. In fact, computer science is the
constructive branch of mathematics.
This program will explore connections
among mathematics, computer science and the
natural sciences, and will develop mathematical
abstractions and the skills needed to express,
analyze and solve problems arising in the
sciences, particularly in computer science.
The program is intended for students who
want to gain a fundamental understanding of
mathematics and computing before leaving
college or pursuing further work in the
sciences. The emphasis will be on fluency in
mathematical thinking and expression, along
with reflections on mathematics and society.
Topics will include concepts of algebra,
functions, algorithms, programming and,
depending on interest, calculus, logic or
geometry; all with relevant historical and
philosophical readings.

Spring quarter
Faculty: Oscar Soule
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $25-$35 in ticket costs
for event fees.
Internship Possibilities: No

This program will explore the impact of the
game of baseball on society and culture in the
United States and on the imagination through
literature, film and art. It also will view the
increasing global impact of baseball, especially
in Latin America and Japan, as well as the everincreasing ethic diversity of baseball within the
major leagues. We will observe how baseball
has served an important national role as a force
of tradition and an agent for change. Regarded
as the national pastime, it has gradually
included the participation of blacks and
women. In order to understand the full impact
of baseball on society, and as inspiration for
fans, writers and artists, students will observe
the game itself in addition to examining its
history. Workshops will focus on writing,
mathematics and art. This program is designed
primarily to appeal to students who are
interested in viewing baseball as a multicultural
game, which has an impact and appeal far
beyond the playing field.

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Credit awarded in social and cultural history,
business and labor relations, art and media
studies, sport and society, and writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in history, cultural studies,
business, economics, literature, media studies
and journalism.
This program is also listed under Culture,
Text and Language.

Credit awarded in algebra,geometry,
mathematical modeling, programming,
and history and philosophy of mathematics.
Total: 16 credits.
Program is preparatory for careers and
future studies in the sciences or mathematics.
This program is also listed under Scientific
Inquiry.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

33

Bookworks
Spring quarter
Faculty: Lisa Sweet
Enrollment: 20
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses:Approximately
$250
for texts and bookmaking materials.
Internship Possibilities: No
Two- and three-dimensional art are perhaps
nowhere more integrated than in the art of the
book; but more than integrating design, books
are also vessels for our history, our values and
our vision. Books represent the meeting of text,
image and time in a form unique in its intimacy
and power to reach the viewer/reader personally. In this program, students will explore the
world of book arts through the creation of
handmade books. We'll explore a variety of
formats from the traditional hard-bound codex
to alternative book forms, including the
invention of original forms. Students will
examine the context in which the creation and
use of books emerged from ancient and
medieval cultures, as well as the emergence of
book arts in the 20th century. Students will gain
basic traditional letterpress technique as part of
the program. Bookmaking is a particularly
wonderful way to enter the world of visual arts
for those with little or no background in art. For
those with art experience-and
printmaking
experience in particular-this
exploration
encourages the integration of images and text
in a unique and personal way.
Credit awarded in 2-D and 3-D design, graphic
design, letterpress, bookmaking and 20thcentury art appreciation.
Total: 16 credits.
Program is preparatory for careers and
future studies in book arts, studio artist
and graphic design.
This program is also listed under
Expressive Arts.

Documenting the Northwest: "
History and Contemporary Life.

Invertebrate Zoology
and Evolution

Spring quarter
Faculty: Michael Pfeifer, Sam Schrager'
Enrollment: 48
.
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.' .
Faculty Signature: No
.
Special Expenses: No
Internship Possibilities: No
To understand the present in a place, one needs
to learn about its past. The reverse is true, too:
the significance of past events keeps unfolding
as time passes. This program will look at both
the historical legacy and current character of
life in this region. It is designed for students
who seek an integrated knowledge of Pacific
Northwest history, cultures and communities,
and who want to develop their abilities to
document and interpret lived experience.
We will read and discuss some of the best
works of social history, ethnography and fiction
that have been written about life in Washington
state, Oregon and Idaho, focusing especially
on matters of class, ethnicity, race, gender,
sexuality, religion and the environment. Each
student will also undertake an original research
project: either a historical study based on
primary documents synthesized with secondary
sources, or an ethnographic field study of a
group or an institution, involving participantobservation and interviewing. Oral history and
museum projects will be welcome. Faculty will
offer strong guidance on the ethnographer's
and historian's crafts.
This program is for students ready for
intensive inquiry, including seniors writing
theses.
Credit awarded in history, anthropology,
sociology and literature.

Spring quarter
Faculty: Erik V.Thuesen
Enrollment: 24
Prerequisites: College-level general biology
with lab. This all-level program accepts up to
25 percent first-year students.
Faculty Signature: No
Special Expenses:Approximately
$125
for overnight field trip; approximately $350
for textbooks, dissection tools and possible
film/developing expenses for microscopy
research project.
Internship Possibilities: No
This program will examine the invertebrate
phyla with particular regard to functional
morphology, phylogeny and ecology. The
evolution of invertebrates will be an underlying
theme throughout the quarter, and students will'
study the science of evolution through seminar
readings and oral presentations. The proximity
of Evergreen's campus to various marine, freshwater and terrestrial habitats provides excellent
opportunities to study many diverse groups of
local organisms, and emphasis will be placed
on learning the regional invertebrate fauna.
Fundamental laboratory and field techniques in
zoology will be learned, and students will be
required to complete a research project using
the available microscopy facilities (light and
scanning electron microscope). A commitment
to work long hours both in the field and the lab
is expected.
Credit awarded in invertebrate zoology,
invertebrate zoology laboratory, evolution
and microscopy. Upper-division credit will
be awarded for upper-division work.

Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities and social sciences,
education, journalism and media, community
development, law and environmental studies.
This program is also listed under Culture,
Text and Language.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Total: 16 credits.
Program is preparatory for careers and
future studies in zoology and marine biology.
This program is also listed under Environmental Studies.

Meanings of
Multicultural History
Spring quarter
Faculty: Michael Vavrus, Grace Chang
Enrollment: 48
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses:Approximately
$10
for museum admission fee.
Internship Possibilities: No
This program is designed to investigate
histories that are often hidden or suppressed
in U.S. texts and curricula. Our investigation
will uncover multicultural and immigration
histories, and multicultural perspectives and
accounts largely missing in the public
schooling process.
While "multiculturalism" is often framed
in contexts ignoring the historical exercise of
power, our studies will focus on the histories
of institutionalized oppression and resistance
movements. Our examination will look at
challenges within social movements as well,
such as alliance-building or conflicts across
lines of race, class, gender, sexuality and
physical ability. We will explore the varied
uses and applications of the terms "multiculturalism" and "multicultural education."
We understand schools do not exist in a
social vacuum, but as institutions influenced
significantly by dominant political and social
forces. We recognize that, in the face of this
domination, schools have the power to be
agents of social change by offering
multicultural trans formative opportunities.
Each student will complete a project to
revise and transform a standardized way of
transmitting an aspect of history or another
discipline in the K-12 public school curriculum. The project will require extensive
research to critique and develop contemporary
representations of U.S. histories in school
curricula.
Credit awarded in U.S. history, social
movement history and multicultural
education.
Total: 16 credits.
Program is preparatory for careers and
future studies in the social sciences,
history and education.

Steinbeck's Americans

Stone

Spring quarter
Faculty: Tom Grissom
Enrollment:14.
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
John Steinbeck created a uniquely American
literature in his depiction of individuals caught
up in and struggling with the conflicting
tensions and situations that characterize
American society. His strong social consciousness and voice in novels, short stories and
nonfiction writings were specifically cited
in awarding him the Nobel Prize for literature
in 1962.
In this program we will examine major
works of fiction and nonfiction by this
important writer, such as Cannery Row,
Of Mice and Men, To a God Unknown,

Spring quarter
Faculty: Robert Leverich, Martha
Henderson Tubesing
Enrollment: 40
Prerequisites: Two quarters of Core
or equivalent. This all-level program
accepts up to 30 percent first-year students.
Faculty Signature: No
Special Expenses: $150 for art supplies.
Internship Possibilities: No
We have an ageless association with stone.
Stone gives shape and meaning to the
landscapes we inhabit and shapes our
perceptions of time and space. We in turn shape
stone: for shelter, for tools and for expression.
This program is designed to give students a
closer understanding of the physical and
geographical character of stone, its place in
our culture and history, and its potential as a
material for sculptural expression.
Program work will center around the
sculpture studio and the physical geography
lab, with supporting lectures, field trips and
seminars. In the studio, we will draw, work with
stones as found objects and learn basic stonecarving methods. We'll consider alternative
ways for using stone expressively. Physical
geography labs and lectures will give an
introduction to the classification, physical and
chemical character, morphology, location and
use of stone types in the landscape. Cultural
geography lectures and workshops will address
the ways in which we shape stone to symbolize
ourselves, and in turn how we read those
symbols. We will reflect on this interactive
shaping of stones and people through readings,
seminars, work discussions and writing.
Credit awarded in sculpture, drawing,
physical geography and cultural geography.

The Pearl, The Red Pony, In Dubious Battle,
Grapes of Wrath, East of Eden, Sweet Thursday,
The Wayward Bus, The Winter of Our
Discontent, The Long VaIJeyand Travels with
Charley. In addition, we will read literary
criticisms and commentary of Steinbeck's work
and a biography of the life and times of the
writer. Students will write responses each week
to the readings and will produce a longer
expository paper on some chosen aspect of
Steinbeck's writing. In our work we will pay
attention to the structure and aesthetic qualities
of the writings and to their meaning and
relevance, responding always to the question:
What is the writer doing, and how does he do
it? We will read and discuss with the aim of
understanding and assessing Steinbeck's
contribution to and place in American
literature. Classes will be seminars and
recitations in which students will be responsible
for presenting their own writing and work.
Credit awarded in topics in 20th-century
American literature, contemporary intellectual history, research and expository writing.

Total: 16 credits.
Program is preparatory for careers and future
studies in art, science and the humanities.
This program is also listed under Environmental Studies and Expressive Arts.

Total: 16 credits.
Program is preparatory for careers and future
studies in literature and the humanities.
This program is also listed under Culture,
Text and Language.

This program is also listed under Culture,
Text and Language 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.

35

Study Abroad: Chile

Up Close

Spring quarter
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: Yes. Students must have
background knowledge of Latin American
studies. Faculty will set up interviews:
contact Jorge at (360) 867·6740 or
gilbertj@evergreen.edu.
Students must
apply before February 2, 2004. Decisions
will be made by February 16, 2004.
Special Expenses: Approximately $2,850
for travel expenses.
Internship Possibilities:Yes, with faculty
approval.
Travel Component: Four to eight weeks
in Chile.
This program will allow students to study,
research and experience firsthand the political,
cultural, artistic, economic, environmental and
agricultural concerns affecting Chile and South
America at the beginning of the 21st century.
It will provide practical opportunities to
evaluate the neo-liberal model being applied
in Chile at the recommendation of the
International Monetary Fund and other
international organizations. Workshops,
conferences and discussions with political
and community leaders and grassroots
organizations will explore the direct impact
this polemic model is having on various social
sectors of the country.
Students will immerse themselves in the
sociopolitical and economic reality of a country
struggling to overcome underdevelopment.
They will be expected to learn about the social,
artistic, folkloric and intellectual life of the
citizens of Chile and the different expressions
they assume according to class structure.
Students will work on a group research
project, which may involve travel to research
sites. Most program activities will be enhanced
by knowledge of Spanish; lectures and
workshops will be in English.
Credit awarded in Latin American studies,
cultural studies, conversational Spanish and
individual study.

Spring quarter
Faculty: Frederica Bowcutt
Enrollment: 24
Prerequisites: Priority will be given to
students enrolled in the Christian Roots
program. Entering students must read the
required James R.Jacob's The Scientific
Revolution, and jardine's Ingenious Pursuits is
highly recommended. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $150 for field trip.
Internship Possibilities: No
In 1665, English experimenter Robert Hooke
published his best-selling coffee-table book
Micrographia. In splendid detail, fleas, oak
bark and other treasures from nature could be
viewed close up. The etchings used to illustrate
the book were drawn from Hooke's microscope.
In this program, we will take Hooke's lead and
explore a world new to us with dissecting,
compound and scanning electron microscopes.
We will meticulously record our findings in our
journals of exploration, illustrating and
analyzing what we see. In our intellectual
journey we will use maps to chart our way both
literally and metaphorically. We will put our
new skills of observation and documentation to
use in research. We will also explore the
antecedents of science. Medieval magic
preceded the scientific revolution and informed
the humanist approach of learning about nature
to manipulate it for the benefit of people.
During the Renaissance, experiments and
demonstrations with microscopes and other
new technology took the form of performances.
Hooke served as official demonstrator for the
Royal Society in London. As a learning
community we will ponder the questions: To
what extent is science a magic show? What
constitutes good magic? What is the nature of
expert observation? How has the early history
of science informed the practice and preception
of science today?
Credit awarded in introductory plant biology,
scientific illustration, history of science,
microscopy and independent research in
botany.

Total: 16 credits.

Total: 16 credits.

Program is preparatory for careers and
future studies in social sciences, international
studies, television production, art, folklore
and education.

Program is preparatory for careers and
future studies in history of science, life
sciences and ethnobotany.

This program is also listed under Society,
Politics, Behavior and Change.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

This program is also listed under
Environmental Studies.

Working the Waters:The Pacific
Northwest Maritime Industries
Spring quarter
Faculty: Cynthia Kennedy, Sarah Pedersen
Enrollment: 48
Prerequisites: College.level academic writing;
preference will be given to students in the
Sail power: Economic, Historical, Scientific
and Cultural Principles program. This all-level
program accepts up to 25 percent first-year
students. No sailing experience required.
Faculty Signature: No
Special Expenses: Approximately $750 for
one- to two-week sailing voyage and field trips.
Internship Possibilities: No
This boat-based program will explore the
economic and social history and current
conditions of the maritime trades and industry
in the Pacific Northwest. Beginning with a
brief introductory history to Puget Sound as an
economic resource, we will then focus on the
contemporary economic and work climate in .
the maritime industries and trades with emphasis
on the Northwest region. We will use economics,
leadership, sociology, race and gender studies,
and literary reading and analysis to gain an
understanding of the nature of to day's maritime
work and economy. An extended sailing
expedition will include visits to a variety of
maritime businesses, tribal communities,
historical locales and ports where economic
development issues are evolving. The expedition
will also focus on the experience of working as
crew, the development of leadership within small
groups and the creation of an intense and
powerful learning community. Students should
expect to read and write extensively throughout
the expeditions as well as at home, and to
engage in extensive work on literary analysis
of maritime classics. Workshops and practical
application will develop students' skills in
mathematics, basic geometry, map reading,
meteorology and astronomy.
Students who are continuing from the
Sailpower program will be expected to
provide peer leadership in seamanship skills.
Credit awarded in economics, literature,
leadership, sociology, science, mathematics,
Pacific Northwest cultural maritime studies
and nautical sciences.
Total: 16 credits.
Program is preparatory for careers and
future studies in economics, management,
science, mathematics, literature, maritime
studies and trade.
This program is also listed under Society,
Politics, Behavior and Change.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

CULTURE,TEXT AND LANGUAGE

AFFILIATED FACULTY:
Nancy Allen
William Ray Arney
Marianne Bailey
Justino Balderrama
Hilary Binda
Thad Curtz
Virginia Darney
Stacey Davis
Susan Fiksdal
Thomas H. Foote
Jose Gomez
Thomas Grissom
Patrick J. Hill
Virginia Hill
David Hitchens
Sara Huntington
Hiro Kawasaki
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
Lance Laird
David Marr
Babacar M'Baye
Charles J. McCann
Harumi Moruzzi
Greg Mullins
AliceA. Nelson
Steven Niva
Charles N. Pailthorp
Michael Pfeifer
Rita Pougiales
Bill Ransom
Evelia Romano
Therese Saliba
Samuel A. Schrager
NancyTaylor
Setsuko Tsutsumi
Sarah Williams

* Indicates

upper-division

credit

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 oftheir 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 studies, Russian language and Eastern Europe and Spanish language
and the Hispanic world (Latin America, Spain, the United States).
Many Culture, Text and Language programs bring together two or more disciplines to examine
critical questions about the human condition, and many also include community-based activities that
put ideas into practice. Thus, students gain an interconnected view of the humanities and interpretive
social sciences. 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."

Art in the Americas:
Indigenous Identity, Mestizaje
and Cultural Hybridity
Fall and Winter quarters
Faculty: Gail Tremblay, Mario Caro
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome. Previous work in
the arts and/or art history, Core program or
English composition.
Faculty Signature: No
Special Expenses:Approximately
$200 for
art materials; $60 for field trip to Neah Bay
during fall quarter; $1 ,800-$2,000 for six-week
field trip to Mexico during winter quarter.
Internship Possibilities: No
Travel Component: Six-week field trip to
Mexico.
This program is designed to allow students to
combine the study of art history and visual
culture with the study oftechniques for the
creation of work in the visual arts. Students
will examine art in the Americas with a focus
on the works of artists in the United States and
Mexico. We will explore the ways art has been
shaped by issues of cultural identity, with
particular attention to the dynamics that exist
between people in indigenous nations and
settler states. We will examine patterns of
cultural interchange. We will also explore the
mixing of cultures that result from immigration
and intercultural encounters, and their effects
on the development of certain American
aesthetics. This exploration will include an
analysis of colonialism and its impact on
cultural production. Students will be expected
to create individual and collaborative works of
art that grow out of personal identity and
theories developed as part of this program.
Students will be required to design
individual multimedia, installation and/or
performance work that examines their location
within their culture. They will also be asked to
work with other students to explore cultural
interchange as part of a collaborative art
project. During winter, students will have the
opportunity to travel for six weeks in Mexico
where they will visit museums, galleries and
architectural sites. They will be able to discuss
the themes of the program with established
Mexican artists and their students in various
universities and art schools. Students will also
have the chance to immerse themselves in
various facets of Mexican culture, including
examining the role played by indigenous
cultures within Mexico.

We recommend that students who have not
previously studied Spanish, take four credits of
Spanish during fall quarter.
Credit awarded in indigenous art history,
Mexican art history, mixed media, installation
and performance art, cultural studies and art
criticism.
Total: 16 credits each quarter.
Program is preparatory for careers. and future
studies in art, art history, cultural studies,
visual culture, art production and art
criticism.
This program is also listed under Expressive
Arts and Native American and World
Indigenous Peoples Studies.

Bilingual Education and Teaching
Fall and Winter quarters
Faculty: Evelia Romano
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome. Previous course
work in linguistics; previous or concurrent
study of a foreign or second language.
Faculty Signature: No
Special Expenses: $120 for overnight field trip
to Eastern Washington.
Internship Possibilities: No
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
understanding the role of education and the
educational system in the integration and
promotion of minority groups.
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; a historical
introduction to bilingual education; and the
politics of bilingualism in the United States. A
weekly workshop will be devoted to the study
of second language teaching, with particular
consideration of different theories and
methodologies. 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. As part of the workshop
activities in the winter, students will have the
opportunity to go into the community
(elementary schools, high schools, etc.) to
acquire practical experience and apply some
of the theories discussed in class.
A four-credit intermediate/advanced Spanish
course will be offered as an optional part of the
program throughout fall and winter.
As a follow-up to this program, during
spring quarter Evelia 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 at elementary
schools, teach ESL and Spanish literacy to
adults or work with the local Hispanic community on issues of education.
Credit awarded in bilingual education theory,
history and policy, linguistics, language
acquisition and sociolinguistics, multicultural
education, ESL and second- or foreignlanguage 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.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Program is preparatory for careers and future
studies in education, linguistics, ESL and
second- or foreign-language teaching.

Dance, Creativity and Culture
Fall,Winter and Spring quarters
Faculty: Ratna Roy, Mukti Khanna
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: $50-$60 each quarter for
performance supplies.
Internship Possibilities: No
This program will examine several world
cultures through literature, dance, psychology
and creativity studies. First, we will concentrate
on the how's and why's ofliterary and dance
criticism, multicultural psychology and
research methodologies. For example, we will
ask: Why are most of the African- and Asianbased dances earth-bound? How is drama!
theater in other cultures different from or
similar to western theater? How is identity
constructed in a multicultural context?
We will then study two cultures in depth.
Students will participate in a two-quarter field
research study to deepen their understanding
of African American and Asian cultures in the
United States. At the same time, students will
be involved in the creative work of dance and
theater, using expressive arts therapies to
understand how experience in the arts can
deepen imagination, insight and understanding.
Students will also write short papers, and an
additional research paper on a culture of their
choice. We will make several field trips for
classes and performances in various dance
genres and to visit art museums.
In spring, we will perform dances from the
various cultures studied. In the fmal weeks, we
will reflect on our learning, using our
understanding of dance and literary criticism,
creativity theory and the psychological
perspectives covered during the year.
Credit awarded in dance, dance criticism,
performance studies, theater, literature,
methods of inquiry, anthropology, political
economy, quantitative skills, eastern
philosophy, multicultural psychology,
developmental psychology, expressive arts
therapies and writing.

Education: Philosophy
and Politics
Fall quarter
Faculty: William Arney
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expen~e~: No
Internship Possibilities: No
This program introduces students to critical
issues in the philosophy and politics of
education. Texts may include Plato's Meno,
Rousseau's Emile, Illich's Deschooling
Society, Erikson's Childhood and Society,
Ashton Warner's Teacher, hooks' Teaching
to Transgress, Greene's The Dialectic of
Freedom, Kozol's Death at an Early Age,
and Freire's Pedagogy of Freedom: Ethics,
Democracy, and Civic Courage. By the end
of the program students should have answers
to two questions: What is an educated person?
What part does school play in education?
Credit awarded in education,sociology,
philosophy and politics.
Total: 16 credits.
Program is preparatory for careers and future
studies in education and child development.
This program is also listed under Hrst-Year
Programs.

Feminine and Masculine:
Representation of Gender in
Art, Film and Literature
Fall and Winter quarters
Faculty: Lucia Harrison, Harumi Moruzzi
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: $125 for art supplies,
museum and/or theater tickets.
Internship Possibilities: No
In recent years, we have witnessed a proliferation of controversies surrounding gender issues.
The goal of our study is not a justification of
any particular gender-based stance, but rather
to create the ground for a peaceful and
productive coexistence of the sexes. As
Nietzsche says, concepts are merely human
creations for the "purpose of designation and
communication." Humans are apt to create new
concepts when old concepts cease to work. The
time has come for us to create new concepts of
the feminine and masculine.
This program includes theoretical and
expressive components. Students will learn
critical methods to analyze visual art, film and
literature. We will use these skills to examine
concepts of the feminine and masculine in
different cultural traditions throughout human
history. Students will gain beginning skills in
life drawing and the artist book form of
expression. Students will create artwork that
expresses their own concepts of gender.
Credit awarded in art history, art appreciation, cultural studies, gender studies,
literature, film, criticism, life drawing, artist
books and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, cultural studies, film studies,
literature, gender studies and psychology.
This program is also listed under First·Year
Programs and Expressive Arts.

Total: 12 or 16 credits fall and winter quarters;
16 credits spring quarter.
Program is preparatory for careers and future
studies in performance studies, English
literature, theater, dance, Asian studies,
African American studies, African studies,
eastern philosophy, cultural anthropology,
multicultural psychology, developmental
psychology and expressive arts therapies.
This program is also listed under Expressive
Arts and Society, Politics, Behavior and
Change.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

* Indicates

upper- division credit

Four Philosophers

Ireland: Living between Worlds

Islands

Fall and Winter quarters
Faculty: David Marr
Enrollment: 25
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No

Fall and Winter quarters
Faculty:Sean Williams, Patrick Hill,
Doranne Crable
Enrollment: 75
Prerequisites: Sophomore standing or above,
transfer students welcome. Prior to enrolling,
we ask only that you carefully read the
syllabus and program covenant, available
from Sean Williams, williams@evergreen.edu,
by May,2003; assess your own capabilities; and
be certain that you see yourself as a good
match for this program.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No

Fall,Winter and Spring quarters
Faculty:Sally Cloninger,Virginia Darney
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome. Students must
have completed at least one quarter of some
interdisciplinary study at Evergreen or
elsewhere.To be approved for the travel
portion of the program, students must
demonstrate ability for independent study
and maturity.
Faculty Signature: No
Special Expenses:Travel and living expenses
for eight weeks during winter and spring
quarters (the amount depends on student's
choice of island).
Internship Possibilities: No
Travel Component: Eight-week independent
travel.

In the beginning, the American philosopher
Ralph Waldo Emerson urged: "Trust thyself:
every heart vibrates to that iron string." Can
we find out what he meant by that? Second,
the German philosopher Friedrich Nietzsche,
Emerson's disciple and with him a co-founder
of modem thought, used up his life investigating what he called the spiritualization of
cruelty-another
name for morals, culture,
civilization. We will use the NietzscheEmerson connection as a hypothesis for
studying modem times. Third, the American
philosopher William James, a soul-nephew of
Emerson, believed that "reality, life, experience, concreteness, immediacy, use what word
you will, exceeds our logic, overflows and
surrounds it." Was he right? Fourth, the
contemporary German philosopher Odo
Marquard bids farewell to matters of principle,
declares that people no longer grow up, and
argues that the best thing for us would be to go
on a meaning diet. Sense or meaning, says this
skeptic, "is always the nonsense one lets go."
Expect to work very hard in Four Philosophers: on these thinkers, on a philosophical
statement of your own, in historical research,
and on modem literary masters such as
Melville, Dickinson, Camus and DeLillo.

Credit awarded in modern philosophy,
modern literature, American and European
history.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in any field requiring
competence in using words.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

This two-quarter program, with a spring quarter
option of travel to Ireland, comprises a study of
Ireland through its history and many modes of
expression: songs, poetry, Irish-Gaelic
language, stories, film, drama, literature. In
focusing on pre-Christian and early Christian
nature-based spirituality and expressive culture
during fall, we will set the stage for understanding Irish reactions to English colonialism, the
Famine and the social upheavals taking place at
the beginning of the 21st century. Our work is
interdisciplinary: you will be welcome in this
program whether your personal passion is
directed toward the peace process in Northern
Ireland, literary giants such as Joyce and Yeats,
theater or traditional music. By examining
Ireland through the lenses of orality and
literacy, philosophies involving cycles and
seasons, language and cultural identity, and
men and women, we will attempt to gain a
holistic picture of the many facets of experience in Ireland.
We expect all students to participate in
performances of play readings, poetic recitation
and song performance in a supportive and safe
environment. We expect you to learn enough
basic Irish-Gaelic to use it as small talk in
seminars and outside class. You should also
expect to develop your skills in research and
critical analysis to explore theoretical issues
verbally and in writing.
During spring, selected students from this
program will have the opportunity to study
traditional language and culture in Ireland at
the Oideas Gael Institute in Gleann Cholm
Cille, Donegal.

Credit awarded in Celtic studies, literature,
traditional expressive arts, cultural studies,
history and Irish-Gaelic language. Students
will be awarded upper-division credit for
upper-division work.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in Celtic studies, European studies,
political economy, cultural studies, literature,
Irish-American studies, ethnomusicology and
the expressive arts.
This program is also listed under
Expressive Arts.

From Manhattan to Madagascar, Santa Cruz to
Sri Lanka, Vashon to Vanua Levu, islands have
long been a source of allegory, myth, fantasy; a
laboratory for artists, ethnographers and
scientists. This yearlong program will
investigate the notion of the island through
collective studies, visits from "island experts,"
individual research and travel.
We will explore the island as "paradise on
earth," the appeal of isolation, and the ways
that islands fire imaginations. We will observe
how islanders see themselves and how others
see them.
Fall and winter, we will explore island
texts-novels,
paintings, Broadway musicals,
scientific theories-films
and music, and hear
lectures on particular islands. We will study
colonialism, development and tourism. We
each will select an island destination, and learn
visual anthropology and basic documentation
skills to aid our study.
Week six of winter quarter each of us will
depart for our selected island-whether
in
southern Puget Sound or the Indian Ocean.
Each member of our learning community will
produce a major document about her or his
experience, to be presented to the entire
program the end of spring quarter.
To be selected to travel, you must demonstrate preparedness for independent study
and have a travel plan for the island you wish
to document. If this island population is nonEnglish speaking, you must have plans for
language study when you enroll in this
program.

Credit awarded in literary analysis, media
analysis, media skills, independent research,
visual anthropology and cultural studies.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in communications, film studies,
cultural studies and literary studies.
This program is also listed under
Expressive Arts.

Looking Backward:America
in the 20th Century
Fall, Winter and Spring quarters
Faculty: David Hitchens,Jerry Lassen
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 Expense: No
Internship Possibility: No
The United States began the 20th century as a
second-rate military and naval power, and a
debtor nation. The nation ended the century as
the last superpower with an economy that
sparked responses across the globe. In between,
we sent men to the moon and began to explore
our place in space. Many observers have
characterized the 20th century as "America's
Century" because, in addition to developing
into the mightiest military machine on the face
of the earth, the United States also spawned the
central phenomenon of "the mass." Mass
culture, mass media, mass action, massive
destruction, massive fortunes-all
are significant elements of life in the United States,
especially after the national participation in
World War I.
Looking Backward will be a retrospective,
close study of the origins, development,
expansion and elaboration of "the mass"
phenomena and will place those aspects of
national life against our heritage to determine if
the growth of the nation in the last century was
a new thing or the logical continuation of longstanding, familiar impulses and forces in
American life. While exploring these issues, we
will use history, economics, sociology,
literature, popular culture and the tools of
statistics to help us understand the nation and
its place in the century. At the same time,
students will be challenged to understand their
place in the scope of national affairs; read
closely; write effectively; and develop
appropriate research projects to refine their
skills and contribute to the collective enrichment of the program. There will be programwide public symposia at the end offall and
winter quarters, and a presentation of creative
projects to wrap up the spring quarter.
Credit awarded in U.S. political and economic
history, U.S. social and intellectual history,
American economics and global connections,
, and American literature.

Media Rhetoric
Fall,Winter and Spring quarters
Faculty:Virginia Hill
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Spring quarter, with
faculty approval.
Media of mass communications are intensely
rhetorical. It's no news that communicators
regularly use them to convey persuasive and
propagandistic content, but media technologies
themselves also can be seen as rhetorical. Both
their structure and the conventions developed
for using them bias the content they carry.
This program will probe both senses of
media rhetoric. It will also provide practical
instruction in the rhetorical uses of media,
giving students an opportunity to design
persuasive media campaigns aimed at
addressing both public and commercial
interests.
In fall, we will focus on media theory and
on public campaigns, followed by study of
marketing, advertising and public relations
in winter. This work will culminate in teamdesigned, professional caliber, multimedia
campaigns. Individual performances will
include a research paper and presentation, and
essay exam. Since the fall and winter quarters
are closely integrated, students are expected to
enroll for both quarters. In spring, students will
also pursue individual academic interests
through independent study or cap their practical
efforts with an internship.
Credit awarded in mass communications
and society, media theory, persuasion and
propaganda, marketing, advertising, public
relations, public speaking and campaign
strategy.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in communications, campaign
management, public relations, advertising
and law.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities and social
science areas of inquiry, law, journalism,
history, economics, sociology, literature,
popular culture, cultural anthropology and
teaching.
This program is also listed under First-Year
Programs and Society, Politics, Behavior and
Change.
This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/cataloglupdates.

Paris, Dakar, Fort de France:
Voices of Revolution
and Tradition
Fall,Winter and Spring quarters
Faculty: Marianne Bailey, Stacey Davis,
Susan Fiksdal
Enrollment: 75
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: Optional spring quarter
travel to France, approximately $4,000.
Internship Possibilities: No
Travel Component: Optional spring quarter
travel to France.
The French-speaking world offers a veritable
crossroads of cultures and its literature, history,
film and visual arts provide the voices our
program will explore. We will trace the history
of aesthetic, social and political developments
in France and the Francophone cultures of
North and West Africa and the Caribbean from
1789 to the present. Our work will center on
three complementary metaphors: (1) the image
of points toumants: moments/places/works
where upheavals-great
or subtle-in worldview occurred; (2) the image of Outsidellnside
or of Chaos/Cosmos and the tenuous but
fruitful and necessary dialogue across this
threshold; and (3) ReasonlUnreason, as defined
by M. Foucault's Madness and Civilization:
A History ofInsanity in the Age of Reason.
Fall quarter, we will study revolution
through the parallel historical examples of the
French and Haitian revolutions and through
literary and artistic figures whose words caused
upheaval in a tradition-bound society including
romantic, symbolist, decadent and naturalist
aesthetics. Winter quarter, we will consider the
Cubist, Dada-Surrealist, Existentialist and
Negritude movements, emphasizing the voices
of writers from Africa and the Caribbean who
use the colonizer's French as a tool of their
liberation. Major concepts will include
religious and cultural syncretism, ritual,
colonialism, language contact and change with
a particular emphasis on the war for liberation
in Algeria.
Intensive French language study from
beginning to advanced levels will be a major
part ofthe program. Spring quarter, we will
travel to France, particularly Rennes, Paris and
Lyon. Students remaining on campus will be
able to continue their French language study for
four credits.
Credit awarded in French language, French
and Francophone literature, history, art
history, sociolinguistics and French and
Francophone film.
Total: 16 credits fall and winter quarters;
4 or 16 credits spring quarter.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and future
studies in the humanities, international affairs,
French and Francophone studies, history,
comparative literature, history and art.

The Physicist's World

Queer Looks, Queer Books

Fall and Winter quarters
Faculty:Tom Grissom
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: No
Internship Possibilities: No
The 20th century has brought about a revolution in our understanding of the physical
universe. We have been forced to revise the
way we think about even such basic concepts
as space and time and causality, and about the
properties of matter. An important part of this
revolution has been the surprising discovery
of fundamental ways in which our knowledge
of the material world is ultimately limited.
These limitations are not the result of surmountable shortcomings in human understanding but are more deeply rooted in the
nature of the universe itself.
In this program, we will examine the mental
world created by the physicist to make sense
out of our experience of the material world
around us, and to try and understand the nature
of physical reality. We will ask and explore
answers to the twin questions of epistemology:
What can we kriow? and, How can we know it?
starting with the Presocratic philosophers and
continuing through each of the major developments of 20th-century physics, including the
theories of relativity, quantum theory, detenninistic chaos and modem cosmology. We will
examine the nature and the origins of the limits
that each imposes on our ultimate knowledge
of the world.
No mathematical prerequisites are assumed.
Mathematical thinking will be developed
within the context ofthe other ideas as needed
for our purposes. The only prerequisites are
curiosity about the natural world and a willingness to read, think and write about challenging
texts and ideas. We will read primary texts,
such as works by the Presocratics, Plato,
Lucretius, Galileo, Newton and Einstein,
as well as selected contemporary writings
on physics.
Credit awarded in philosophy of science,
history of science, introduction to physical
science, introduction to mathematics and
quantitative reasoning, and expository
writing.

Fall and Winter quarters
Faculty: Hilary Binda, Greg Mullins
Enrollment: 50
Prerequisites: Junior or senior standing
transfer students welcome. Previous college.
level study of literature and/or film.
Faculty Signature: No
Special Expenses: $100-$250 for attendance
at the Seattle Lesbian and Gay Film Festival,
October, 2003.
Internship Possibilities: No
Over the past 20 years, queer theory has
transformed academic and activist work on
gender and sexuality. By now we can say that
queer theory has a past-but what is its future?
We will address this question by studying
classic and cutting-edge theory and the
literature and films upon which theorists draw.
Readings in British and American literature
will range from the Renaissance through
ModemismlPostmodemism;
films will include
classic Hollywood and European cinema as
well as independent works. We will focus on
visual and textual representations of identity
and desire, on sexuality and gender, including
transgender personhood, and on additional axes
of difference, including race, nation and class.
This upper-division program does not
assume prior expertise in queer theory, but does
assume background in film and/or literature.
Students should finish the program with a
strong foundation in post-structuralist theory,
particularly as developed through feminist,
queer and psychoanalytic models. In addition,
students should emerge with a strong
understanding of contemporary political
advocacy on behalf of lesbian, gay, bisexual,
trans gender and queer persons, and of the
promise and pitfalls queer theory offers for
political advocacy.
Credit awarded in literature, film studies and
literary theory. Upper-division credit awarded
for upper-division work.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in both the humanities and
the sciences.
This program is also listed under First·Year
Programs and Scientific Inquiry.

Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in literature, film, philosophy, women's
studies, lesbian, gay, bisexual, transgender and
queer (LGBTQ) studies and activism, politics,
education and human and social services.

(Re)lnterpreting Liberation:
Latin America and the
Middle East
Fall,Winter and Spring quarters
Faculty:Therese Saliba, Lance Laird,
Alice Nelson
Enrollment: 75
Prerequisites: Sophomore standing or above, .
transfer students welcome.
Faculty Signature: No
Special Expenses: Approximately $50 each
quarter for field trips; $3,500-$4,000 for
spring travel option.
Internship Possibilities: No
Travel Component: Six weeks in Cairo
and Jerusalem during spring quarter, or
consortium travel programs in Central or
South America.
Shouts of "Liberation!" have echoed through
the streets of Latin America and the Middle
East for centuries. But some groups' notions
ofliberation radically conflict with those of
other groups, creating often violent clashes.
Historical struggles always introduce new
interpretations of the past and new visions
for the future. This program will explore how
various ideas of liberation-sometimes
complementary, sometimes contradictoryhave emerged and changed over time, in
specific local contexts of Latin America and
the Middle East. We will explore how national,
gender, ethnic and cultural identities shape
narratives of "liberation" in dialogue with
discourses of colonialism, religious traditions
and other mythic constructions of the past.
Focusing on religious and literary texts, we
will examine the ways in which authors revisit
their histories of European and U.S. colonialism and imperialism, question the ways stories
have been written, and seek to tell another
story, reinterpreting liberation. We are
considering the following comparative case
studies: the defeat of majority leftist visions
of liberation in Chile and Egypt; theologies of
liberation challenging both state and religious
power (e.g., Brazil, Nicaragua, El Salvador,
Iran and Palestine/Israel); shared ideas and
practices of the Palestinian intifada and the
Zapatista movement in Chiapas, Mexico; the
current "war on terrorism" and the U.S. wars
on Central America in the 1980s; and women's
movements in the two regions.
During the spring, students will travel
abroad to Cairo and Jerusalem, or with one
of the Evergreen consortium programs in
Central or South America. For those not
traveling, the program will terminate at the
end of winter quarter.
Credit awarded in Latin American studies,
Middle East studies, comparative religion,
gender studies and multicultural literature.
Total: 16 credits each quarter or 12 credits
with Arabic or Spanish.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Program is preparatory for careers and future
studies in women's advocacy, international
relations, human rights work, social services,
religious vocation, education and writing.

Sources of Japanese Animation:
Its Heroes and Villains

Sovereignty: Reclaiming
Voice and Authority

Fall and Winter quarters
Faculty: Setsuko Tsutsumi
Enrollment: 25
Prerequisites: Sophomore standing or above;
Core program or equivalent.
Faculty Signature: No
Special Expenses:Approximately
$100 for
field trips to cultural events.
Internship Possibilities: No
Japanese animation has gamered legions
of admirers in recent years. It has attracted
audiences by its cutting-edge technical
innovation as well as by its poetic evocation.
This program will examine the cultural sources
from which Japanese animation derives its
recurring themes and its characteristic features,
such as multidimensional characters, supernatural qualities in the story, and unique
heroism. Special attention will be paid to the
ways in which Japan's enduring cultural values
emerge from beneath Anime's ultra-modern
facade and how Anime reflects Japan's hopes
and fears for the future. Materials will be drawn
from literature, history and films appropriate to
the topics under consideration.
We will begin by examining myths, legends,
religions, aesthetics and standards of morals
and values, which vary from period to period.
We will pay special attention to various heroes
and villains in Japanese history who transformed into colorful characters in the
animation. Next, we will focus on contemporary Japan and its popular culture-music,
fashion, film, television and literature-that
have provided the context and the themes for
many animations. We will see how the
traditions were carried out or changed and
whether Japanese animation still conveys a
strong sense of "Japaneseness" in the rapidly
growing global culture.
Credit awarded in themes and aesthetics
of Japanese animation,Japanese history,
Japanese literature and Japanese popular
culture.

Fall, Winter and Spring quarters
Faculty: Kristina Ackley, Zahid Shariff, TBA
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 $75
for field trips.
Internship Possibilities: Spring quarter
with faculty approval.
What voice does the Other have in a society
that is dominated by a discourse of conquest?
What does it mean to assert sovereignty,
jurisdiction or autonomy in a global society?
Maori scholar Linda Tuhiwai Smith asserts
that "our communities, cultures, languages
and social practices-all
may be spaces of
marginalization, but they have also become
spaces of resistance and hope." This program
is particularly concerned with identifying and
contextualizing these "spaces of resistance
and hope"-contesting
the American discourse
of conquest.
The concept of sovereignty must be placed
within a local, historical, cultural and global
context. This program provides a foundation
for articulating and contesting the modes of
colonialism that went into the extension of
European domination in what eventually
emerged as the United States and the Southern
Hemisphere (most of which consists of the
"Third World," but also includes Australia
and New Zealand). Through theoretical
readings and discussion, we will move from
nation-building in America to Native forms
of nationalism. Students will challenge postcolonial theory that merely deconstructs and
move to a consideration of decolonizing
practices. We will also consider how the
voices of the subaltern are being heard in
legal case studies, literature and grassroots
community movements.
Students will have opportunities to pursue
significant research projects. For students
registering for 16 credits, the faculty envision
an opportunity for students to engage in topics
relevant to faculty backgrounds in Native
American studies, critical theory and the
social sciences.
Credit awarded in contemporary Native
American studies,American history, political
theory, politics of globalization, federal Indian
law and policy, theory and methodology in the
social sciences.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in Japanese studies and
cultural studies.

Transcendent Practices
Fall,Winter and Spring quarters
Faculty: Sarah Williams, Robert Leverich, TBA
Enrollment: 64
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 $250 for
studio supplies.
Internship Possibilities: Yes
Many of us remember transcendent moments
in our lives, when we lost our sense of time and
felt creatively connected with our environment,
our bodies or our actions. This feeling has
many names: in the zone, the sweet spot,
creative flow, a peak experience, even
enlightenment or samadhi. How do we
characterize and value these experiences?
How do we find them? Like good fortune,
transcendent moments favor the prepared.
The preparation is often a practice or craft,
an individual way of being in the world that
involves intentional commitment to some
activity and a regular physical and mental
recentering on it.
This program will actively involve you in
three creative studio practices that can prepare
or open one to transcendent experiences
through moving, making and writing. We will
explore classical yoga (the eight limbs), shape
materials into sculpture and experiment with
ecstatic poetry. We will consider how the body's
anatomy and rhythms inform these practices,
comparing Western and non-Western
perspectives. Activities may also include
lectures, readings, seminars, field trips, student
synthesis groups, presentations and portfolios.
Through program work and reflection, each of
us will seek to define and integrate her or his
own transcendent practice.
Credit awarded in sculpture, poetry, cultural
studies, feminist theory and somatic studies.
Credit awarded in sculpture, poetry, cultural
studies, feminist theory and somatic studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the visual arts, creative writing,
cultural studies and somatic studies.
This program is also listed under First-Year
Programs and Expressive Arts.

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 indigenous
communities.

* Indicates

upper-division credit

This program is also listed under First-Year
Programs; Society, Politics, Behavior and
Change; and Native American and World
Indigenous Peoples Studies.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/cataloglupdates.

OFFERINGS BEGINNING
WINTER QUARTER

OFFERINGS BEGINNING
SPRING QUARTER

Education: Independent Studies

Baseball:More Than a Game

Winter quarter
Faculty: William Arney
Enrollment: 24
Prerequisites: None. This all-level program will
offer appropriate support for sophomores or
above ready to do advanced work.
Faculty Signature: No. Students are
encouraged to contact the faculty early
in the formulation of their inquiries and
projects, e-mail arney@evergreen.edu.
Special Expenses: No
Internship Possibilities:Yes, with faculty
approval.
Students pursuing independent studies of
and/or internships in education, or related
fields, are invited to join this program.
Program meetings will consist of seminars
around a few common texts and collaborative
discussion and critique of the students' work.
Groups of students undertaking common
projects are welcome.
Credit awarded in education, sociology,
philosophy and politics.

Spring quarter
Faculty: Oscar Soule
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: $25-$35 in ticket costs
for event fees.
Internship Possibilities: No
This program will explore the impact of the
game of baseball on society and culture in the
United States and on the imagination through
literature, film and art. It also will view the
increasing global impact of baseball, especially
in Latin America and Japan, as well as the everincreasing ethic diversity of baseball within the
major leagues. We will observe how baseball
has served an important national role as a force
of tradition and an agent for change. Regarded
as the national pastime, it has gradually
included the participation of blacks and
women. In order to understand the full impact
of baseball on society, and as inspiration for
fans, writers and artists, students will observe
the game itself in addition to examining its
history. Workshops will focus on writing,
mathematics and art. This program is designed
primarily to appeal to students who are
interested in viewing baseball as a multicultural
game, which has an impact and appeal far
beyond the playing field.
Credit awarded in social and cultural history,
business and labor relations, art and media
studies, sport and society, and writing.

Total: 16 credits.
Program is preparatory for careers and
future studies in education.
This program is also listed under First·
Year Programs.

Total: 16 credits.
Program is preparatory for careers and
future studies in history, cultural studies,
business, economics, literature, media
studies and journalism.

Cultures of Human Rights
Spring quarter
Faculty: Greg Mullins, TBA
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome. College· level
expository writing proficiency.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
In the post-Cold War era, the discourse of
human rights has risen to prominence in social
justice movements and debates over foreign
policy and globalization. At the same time,
many questions about the meaning and practice
of human rights remain unresolved. Who
defines human rights and who claims them?
Are human rights universal or do they reflect
Western cultural norms? What is the relation
of "human" and "humanitarian" to "the
humanities" we study as part of a liberal arts
education? How can literature, film, philosophy
and history help us understand humanity and
human rights?
This program aims to provide students with
a broad working knowledge of the theory and
practice of human rights. We will explore
theory and practice by studying novels, films
and historical and philosophical texts. The
program will push us to think more deeply
about how different people's experiences have
been translated into human rights narratives
and how such narratives shape struggles to end
oppressive power relations. Case studies will be
drawn from the United States, Africa and Latin
America. Among our concerns will be immigration rights, sexual rights, women's rights and
labor rights.
Credit awarded in literature, international
politics and political theory.
Total: 16 credits.
Program is preparatory for careers and
future studies in literature, politics, philosophy,
education, law, human rights work and human
and social services.

This program is also listed under First·
Year Programs.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

* Indicates

upper-division credit

Documenting the Northwest:
History and Contemporary Life
Spring quarter
Faculty: Michael Pfeifer, Sam Schrager
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
To understand the present in a place, one needs
to learn about its past. The reverse is true, too:
the significance of past events keeps unfolding
as time passes. This program will look at both
the historical legacy and current character of
life in this region. It is designed for students
who seek an integrated knowledge of Pacific
Northwest history, cultures and communities,
and who want to develop their abilities to
document and interpret lived experience.
We will read and discuss some of the best
works of social history, ethnography and fiction
that have been written about life in Washington
state, Oregon and Idaho, focusing especially on
matters of class, ethnicity, race, gender,
sexuality, religion and the environment. Each
student will also undertake an original research
project: either a historical study based on
primary documents synthesized with secondary
sources, or an ethnographic field study of a
group or an institution, involving participantobservation and interviewing. Oral history and
museum projects will be welcome. Faculty will
offer strong guidance on the ethnographer's and
historian's crafts.
This program is for students ready for
intensive inquiry, including seniors writing
theses.
Credit awarded in history,anthropology,
sociology and literature.
Total: 16 credits.
Program is preparatory for careers and
future studies in the humanities and social
sciences, education, journalism and media,
community development, law and environmental studies.
This program is also listed under FirstYear Programs.

Individual and Society:

Ireland: Study Abroad

Studies of American and
Japanese Society and Literature

Spring quarter
Faculty: Sean Williams, Doranne Crable
Enrollment: 30
Prerequisites: Sophomore standing or
above; two successful quarters in the Ireland:
Living between Worlds program. Participation
will be determined by the student's record of
work in the Ireland program, and students
must read the two required texts,
Occasions of Faith:An Anthropology of Irish
Catholics, Lawrence J.Taylor and Father
McDyer of Glencolumbkille:An Autobiography,
Father James McDyer.
Faculty Signature: Yes. Students must submit
a preparatory essay based on two books
about Gleann Cholm Chille. Students will be
notified of acceptance in class by the end of
January, 2004.
Special Expenses:Airfare, room, board,
instructional fees in Ireland, approximately
$3,000; and a non-refundable deposit of
$1,000 by February 4, 2004.
Internship Possibilities: No
Travel Component: Five to six weeks of study
in Ireland at the Oideas Gael Institute in
Gleann Cholm Cille, Donegal.
This program is intended only for selected
participants from the Ireland program, who
will study traditional language and culture in
Ireland at the Oideas Gael Institute in Gleann
Cholm Cille, Donegal.
We will begin our studies in Ireland with
a week of focused study in Irish-Gaelic
language, song, poetry and dance. For several
more weeks we will study language and aspects
of traditional culture, including the options of
archaeology, tapestry weaving, singing, dancing
and playing music. Students will also have the
opportunity to work closely with local poets,
artists and musicians, and to witness first-hand
the dramatic impact of the European Union on
traditional culture. Field trips may include
visits to Northern Ireland, the Burren
traditional law conference in County Clare,
Dublin, the Strokestown Famine Museum
and selected locations in County Donegal.
The faculty expect dedicated participation
in all activities, appropriate behavior for smalltown Ireland, cooperation with hosts and host
families, and strict adherence to the travel dates
and essay deadlines. Students who do not
follow these guidelines will be sent home at
their own expense. All students must return
to Evergreen by the end ofthe ninth week
of spring quarter. A major summative and
reflective essay will be due by the end of
the program.
Credit awarded in Celtic studies, European
studies, cultural studies, fieldwork, history
and Irish-Gaelic language.

Spring quarter
Faculty: William Arney, Harumi Moruzzi
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The 18th-century Danish philosopher
Seren Kierkegaard chose "That Individual"
as his epitaph. He was proclaiming himself
an individual, the only concrete mode of
existence. But Kierkegaard was keenly aware
of the consequence of such a declaration:
an unidentifiable feeling of dread and anxiety
derived from being the sole responsible agent
for who he was.
In America, the concept of the individual
as an autonomous, free agent seems to have
been accepted without much anguish. From
the self-acquisitiveness ofBenjamin Franklin's
Poor Richard to Thoreau's rugged self-reliance
to the Great Gatsby's misguided self-creation
to the sociological critiques of conformist
tendencies (e.g., Whyte's The Organization
Man or Riesman's Lonely Crowd), individualism has seemed an unquestioned value.
Japan appears to emphasize the opposite
human values: the importance of group
cohesion and harmony. Indeed, Japanese often
seem to consider themselves the embodiment
of concepts such as nationality, gender or
family rather than individuals.
The realities of these two countries, of
course, are not as simple as these stereotypical
representations suggest. Nevertheless, this
comparative frame presents a context in which
we can explore the concepts of "individual,"
"community," "society" and the dynamic
relationships among them. We will study
American and Japanese society, literature
and popular media to examine these ideas.
Credit awarded in sociology, contemporary
Japanese culture,Japanese literature,
American literature and cultural studies.
Total: 16 credits.
Program is preparatory for careers and
future studies in sociology, cultural studies,
literature and international relations.
This program is also listed under Society,
Politics, Behavior and Change.

Total: 16 credits.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Program is preparatory for careers and future
studies in Celtic studies, European studies,
political economy, expressive arts and cultural
studies.
This program is also listed under
Expressive Arts.

Meanings of
Multicultural History

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Spring quarter
Faculty: Michael Vavrus, Grace Chang
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: Approximately $10 for
museum admission fee.
Internship Possibilities: No
This program is designed to investigate
histories that are often hidden or suppressed
in U.S. texts and curricula. Our investigation
will uncover multicultural and immigration
histories, and multicultural perspectives and
accounts largely missing in the public
schooling process.
While "multiculturalism" is often framed
in contexts ignoring the historical exercise of
power, our studies will focus on the histories
of institutionalized oppression and resistance
movements. Our examination will look at
challenges within social movements as well
such as alliance-building or conflicts across'
lines of race, class, gender, sexuality and
physical ability. We will explore the varied uses
and applications of the terms "multiculturalism" and "multicultural education."
We understand schools do not exist in a
social vacuum, but as institutions influenced
significantly by dominant political and social
forces. We recognize that, in the face of this
domination, schools have the power to be
agents of social change by offering
multicultural transformative opportunities.
Each student will complete a project to
revise and transform a standardized way
of transmitting an aspect of history or
another discipline in the K-12 public school
curriculum. The project will require extensive
research to critique and develop contemporary
representations of U.S. histories in school
curricula.
Credit awarded in U.S. history, social
movement history and multicultural
education.
Total: 16 credits.
Program is preparatory for careers and
future studies in the social sciences, history
and education.
This program is also listed under FirstYear Programs 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.

Steinbeck's Americans
Spring quarter
Faculty:Tom Grissom
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: No
Internship Possibilities: No
John Steinbeck created a uniquely American
literature in his depiction of individuals caught
up in and struggling with the conflicting
tensions and situations that characterize
American society. His strong social consciousness and voice in novels, short stories and
nonfiction writings were specifically cited
in awarding him the Nobel Prize for literature
in 1962.
In this program we will examine major
works of fiction and nonfiction by this
important writer, such as Cannery Row,
Of Mice and Men, To a God Unknown,

The Pearl, The Red Pony, In Dubious Battle,
Grapes of Wrath, East of Eden, Sweet Thursday,
The Wayward Bus, The Winter of Our
Discontent, The Long Valley and Travels with
Charley. In addition, we will read literary
criticisms and commentary of Steinbeck's work
and a biography of the life and times of the
writer. Students will write responses each week
to the readings and will produce a longer
expository paper on some chosen aspect of
Steinbeck's writing. In our work we will pay
attention to the structure and aesthetic qualities
of the writings and to their meaning and
relevance, responding always to the question:
What is the writer doing, and how does he do
it? We will read and discuss with the aim of
understanding and assessing Steinbeck's
contribution to and place in American
literature. Classes will be seminars and
recitations in which students will be responsible
for presenting their own writing and work.
Credit awarded in topics in 20th-century
American literature, contemporary intellectual history, research and expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in literature and the humanities.
This program is also listed under FirstYear Programs.

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
Heather Heying
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 Przybylowicz
Liza Rognas
Martha Rosemeyer
Matthew E. Smith
Oscar H. Soule
Ken Tabbutt
ErikV.Thuesen
Ted Whitesell
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.
.
Human Communities and the Environment addresses environmental policy, ethics and human
relations with, and ways ofthinking about, the natural world. It includes community studies, political
economy, geography, environmental economics, environmental health, history and planning.
Natural
scientific
ecology,
of issues

History focuses on observation, identification and interpretation of flora and fauna using
field methods as a primary approach to learning how the natural world works. It includes
ornithology, mammalogy, herpetology, entomology, botany and mycology, with exploration
in biodiversity.

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 fieldwork. They include chemistry, biology, geology, hydrology, oceanography,
climatology, physiological ecology, evolutionary biology, forest ecology, biogeochemistry and
marine biology.
Each of these thematic areas will always be offered for students who wish to focus on a particular
theme, although there will also be significant overlap. 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.
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 recommended. Some graduate programs also require physics. These subjects may also be prerequisites to
some of the upper-division environmental studies programs. Students should also consider gaining
research experience by participating in Advanced Research in Environmental Studies; this can serve
as a capstone to their academic work in this planning unit.
To help you pick your programs, the descriptions on the following pages list the significant
content and credits in each of the three thematic areas. Additionally, all Environmental Studies
faculty can advise you on your choice of program. 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.
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. 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 also offered every year, although the program
titles change. Each year one or more one-time programs are offered, so it is important to get help in
selecting the optimum sequence of offerings that meets your needs.

* Indicates

upper-division credit

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Advanced Research in
Environmental Studies
Fall,Winter and Spring quarters
Faculty: Frederica Bowcutt, Gerardo Chin-Leo,
Martha Henderson Tubesing, Heather Heying,
John T. Longino, Nalini Nadkarni, Lin Nelson,
ErikV.Thuesen
Enrollment: 25
Prerequisites: Junior or senior standing.
Negotiated individually with faculty sponsor.
Faculty Signature:Yes. Graduate students
must also get signature of MES director.
Special Expenses:There may be transportation costs involved in fieldwork.
Internship Possibilities: No
Rigorous quantitative and qualitative research
is an important component of academic
learning in Environmental Studies. Research
design, data acquisition and interpretation,
written and oral communication, collaboration
and critical thinking skills will be developed in
this program. These research skills are of
particular importance for those students
interested in pursuing a graduate degree and
can provide important experience for graduates
in the job market. Several faculty in the
Environmental Studies planning unit are
currently engaged in research projects and are
seeking advanced students to participate in
these investigations. The research, conducted by
the student, would generally last multiple
quarters and function as a capstone of their
academic work at Evergreen. Students can take
advantage of this program to write a senior
thesis.
Frederica Bowcutt studies floristic diversity
on public lands. Her publications include flora
for three California state parks. Students who
have taken course work in introductory botany
and plant systematics are invited to inquire
about botanical survey work on public lands.
Students will be required to collect hundreds of
voucher specimens, verify identifications at a
suitable herbarium and write a flora of the land
surveyed.
Gerardo Chin-Leo studies marine
phytoplankton and bacteria. His research
interests include understanding the factors that
control seasonal changes in the biomass and
species composition ofPuget Sound phytoplankton. In addition, he is investigating the
role of marine bacteria in the geochemistry of
estuaries and hypoxic fjords.
Martha Henderson Tubesing studies the
ways in which humans transform Earth's
surfaces. She is particularly interested in
cultural and social ideas that become evident in
landscapes. Students interested in cultural
landscapes, ethnic studies, environmental
history, land-use patterns and urban agriculture
are encouraged to develop projects. Qualitative
research methodologies will be taught.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Heather Heying studies the evolution,
ecology and behavior of amphibians and
reptiles. Students with a strong interest in
fieldwork and a background in relevant
biological theory will have the opportunity to
combine the theoretical with the empirical,
while gaining experience in hypothesis
generation, experimental design, field methods
and data interpretation.
John T. Longino studies insect taxonomy
and ecology, with specific research focus on
ants. His research program is a combination of
fieldwork in Costa Rica and collections-based
research at the Evergreen campus. Students
may become involved in local or neotropical
fauna studies, with field- and/or collectionsbased activities.
Nalini Nadkarni is a forest ecologist who
studies the ecological interactions of canopydwelling plants and animals in tropical and
temperate rainforests. She is the president of
the International Canopy Network headquartered at Evergreen. She welcomes students who
want experience in nonprofit organizations to
work with her on communication of scientific
information about forest canopies to other
researchers, educators and conservationists.
She is also interested in communicating her
work to non-scientists, and working with artists
on collaborative ways of understanding trees
and forests.
Lin Nelson is a social scientist who has
worked with national and regional organizations doing research and advocacy on the
linkages among environment, health and
community. Students who would like to assist
in developing case studies of environmental
health in Northwest communities (with a focus
on environmental justice and environmentlabor connections) can contact her. A related
area, for students with sufficient preparation,
is the examination of Washington state's plan
to phase out selected persistent, bioaccumulative toxics.
Erik V. Thuesen conducts research on
the ecological physiology of marine animals.
He and his students are currently investigating
the physiological, behavioral and biochemical
adaptations of gelatinous zooplankton to
estuarine hypoxia. Students working in his lab
typically have backgrounds in different aspects
of marine science, ecology, physiology and
biochemistry.
Credit awarded in areas of student work.
Total: 4 to 16 credits each quarter. Students
will negotiate credit with faculty sponsor.
A similar program is expected to be offered
in 2004-05.
Program is preparatory for careers and future
studies in botany, ecology, entomology,
environmental studies, marine science,
zoology and taxonomy.

Christian Roots: Medieval and
Renaissance Art and Science
Fall and Winter quarters
Faculty: Lisa Sweet, Frederica Bowcutt
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: Approximately $300 for
art supplies and $1 SO for field trips.
Internship Possibilities: No
The influence of Christianity on medieval and
renaissance art and science will be our focus.
Students will explore European culture from
1100 to 1750. We will examine trends that
emerged in religion, medicine, botany and
visual art. Our study begins with the precipitating factors that led to the Middle Ages. We will
learn about the work of Greek botanists, such
as Dioscorides, and explore the impact they had
on the medieval study of plants. We will also
study early Christian iconography.
In winter, we will study the emerging
Humanism, its attendant scientific revolution,
and the market economy that accompanied the
Renaissance. Medieval botany was a branch of
medicine, heavily shaped by Christian values
and beliefs. Exploration and colonization of the
"New World" resulted in increased knowledge
of plant diversity. This inspired different
approaches to naming and classification. New
technology allowed for the study of anatomy
and physiology. During the Renaissance period,
botany emerged as a distinct discipline, as did
the idea of scientists engaged in a moral project
to better the material life of people.
Christian values also determined the look
and function of art. The medieval church developed a code of representation for Christian
images; it also was the primary patron of
artists until the High Renaissance. During the
Renaissance, the Humanist obsession with
science seeped into the arts. Science influenced
the visual arts in the form of portrayal of
human anatomy; studies of nature through
illustration; and the development of optics and
perspective. The roles of artists changed from
that of artisans to intellectuals. Students will
explore medieval and renaissance artistic work
firsthand by creating relief prints in fall; in
winter, students will incorporate relief prints
into handmade manuscripts utilizing basic calligraphy and bookbinding.
Throughout the program, We will learn about
individual scientists and artists who shaped the
Middle Ages and Renaissance.
Credit awarded in printmaking, bookmaking,
art appreciation, history of science, European
ethnobotany, European history and introductory expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, healing arts, ethnobotany and
history of science.

* Indicates

upper-division

credit

This program is also listed under First-Year
Programs and Expressive Arts.

Ecological Agriculture:
Fitting Into Place
Fall,Winter and Spring quarters
Faculty: Martha Rosemeyer, Liza Rognas,
Martha Henderson Tubesing
Enrollment: 50
Prerequisites: Sophomore standing, transfer
students welcome. General chemistry or
biology; socio-economics or political economy;
willingness to work hard and carefully.
Faculty Signature: No
Special Expenses: Approximately $150
for field trips.
Internship Possibilities: Yes, with faculty
approval.
How can human settlement coexist with the rest
of Earth 's web oflife? This year, two separate
but linked programs, Ecological Design and
Ecological Agriculture, will investigate which
patterns of building and food supply can be
ethical, beautiful and sustainable indefinitelyand how we Americans can move toward those
ways of life. The two programs will share
several major components each quarter: a
seminar on present dangers and future
possibilities; a series of shared background
lectures on energy flows, biodiversity, soil
science and nutrient cycles; and weekly
community work, leading toward community
design and organizing projects in the spring.
A substantial library research paper in winter,
informed by community experience in fall,
will provide planning and an intellectual base
for the community project in the spring.
The Ecological Agriculture program will
concentrate on substantive topics in the natural
and social sciences, such as ecology, history
and. political economy. Lectures, in addition to
those held jointly with Ecological Design, will
focus on landscape ecology, integrated pest and
disease management, agricultural biodiversity,
livestock and soil science, as well as agricultural history, socioeconomic and gender aspects
of agriculture, the Pacific Northwest regional
food system and the community foodshed.
We will examine the relationship between food
production and American iconography ofland
and landscape. Workshops will aid students in
developing quantitative reasoning skills. Labs
will be an introduction to energy flow, nutrient
cycling and soil science.

Credit awarded in agroecology, community
studies, agricultural history, the future of
agriculture, agricultural geography, introductory soil science, quantitative skills, expository
writing and library research. Uppe",division
credit awarded for upper-divislon work, and
an additional assignment per quarter.
Total: 16 credits each quarter.
A similar program is expected to be offered
in 2006-07.
Program is preparatory for careers and
future studies in agriculture, non profits
and community services.
This program is also listed under
Scientific Inquiry.

Ecological Design

Environment and Urban Life

Fall,Winter and Spring quarters
Faculty: Rob Knapp,TBA
Enrollment: 48
Prerequisites: Students must be ready for
intense effort and be willing to tackle openended problems, respond with insight to realworld needs and obstacles and preduee
carefully finished work.This all-level program
will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: One overnight, in-state field
trip per quarter, $25-$40, payable during the
first week of each quarter.
Internship Possibilities: Yes, spring quarter,
with faculty approval.

Fall and Winter quarters
Faculty: Carolyn Dobbs, Matt Smith,

How can human settlement coexist with the
rest of Earth's web oflife? This year, two
separate but linked programs, Ecological
Design and Ecological Agriculture, will
investigate which patterns of building and food
supply can be ethical, beautiful and sustainable
indefinitely-and
how we Americans can move
toward those ~ays oflife. The two programs
will share several major components each
quarter: a seminar on present dangers and
future possibilities; a series of shared
background lectures on energy flows,
biodiversity, soil science and nutrient cycles;
and weekly community work, leading toward
community design and organizing projects
in the spring.
In addition to the activities shared with
Ecological Agriculture, students in this
program will also concentrate on the built
environment and on the process of design.
Design is the finding of physical answersbuildings, roads, settlements-to
basic human
questions, such as shelter and work. The core
activity will be a yearlong studio on gathering
relevant information, inventing and evaluating
physical forms, and presenting the results
clearly and persuasively. Techniques will
include architectural drawing, interviewing,
site study, calculating environmental flows
and model making. A supporting lecture series
will discuss environmental science and "green"
technologies, including landscape ecology,
renewable energy and alternative building
materials. There may be some opportunities
for hands-on building, but the program will
emphasize careful analysis and design, not
actual construction.

Credit awarded in environmental design,
natural science (lower division, except for
unusual individual projects arranged with
faculty), visual art, community studies and
expository writing.
Total: 16 credits each quarter.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and future
studies in environmental studies, visual arts,
environmental design and community studies.
This program is also listed under First-Year
Programs; Expressive Arts; and Scientific
Inquiry.

Oscar Soule

Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome.
Faculty Signature: No
Special Expenses:Approximately $1 00
for field trip, payable by October 3, 2003.
Internship Possibilities: No
This program is designed to offer advanced
course work in the areas of land-use planning,
urban, ecology and environmental thought that
will prepare students for careers or further
academic study in environmental studies.
The program will focus on three questions:
How does the experience of urban life shape
our understanding of nature and expectations
of the natural world? How can growth of urban
settings be regulated to minimize negative
effects on the natural environment and
maximize our ability to sustain the natural
environment in the face of urban development?
and, How does the presence of an urban
environment transform nature and provide
new ecological opportunities? The program
will include a community service component
each quarter in which students will volunteer
in one of several environmental projects in
the local community.

Credit awarded in land-use planning*, urban
ecology*, urban history*, environmental
values and theory* and public policy*.
Total: 16 credits.
Program is preparatory for careers and
future studies in land-use planning,
ecology, environmental policy, politics
and administration.

. Students who register for a program or
course but do not attend the first class
meeting may be dropped.

The Fungal Kingdom:
Lichens and Mushrooms,
Nature's Recyclers
Fall quarter
Faculty: Paul Przybylowicz, Michael Beug
Enrollment: 40
Prerequisites: Junior or senior standing,
transfer students welcornej.one year of
general biology and one quarter of ecology
or natural history. This program begins on
September 18, 2003, prior to the beginning
of the quarter.
Faculty Signature: No
Special Expenses: FouII-day field trip to
northern Idaho, $50 due September 24, 2003j
foull-day field trip to the southern Oregon
coast, $75 due October 24, 2003.
Internship Possibilities: No
Many people study plants and are familiar
with their ecology and role in the energy cycle,
but few people study lichens, mushrooms and
the fungal kingdom. In this program we will
ask the following questions: What are these
organisms? How do they get their energy?
What roles do they play in the ecosystem?
Students will gain proficiency in and/or
knowledge of mushroom and lichen taxonomy,
ecology and biology, as well as be engaged in
technical writing, library research, critical
thinking and developing their oral presentation
skills. There will be an emphasis on work in the
laboratory learning to classify lichens and
mushrooms using chemical and microscopic
techniques. Students will work with a wide
variety of taxonomic keys to accurately identify
mushrooms and lichens. In addition to lecture
and laboratory activities, there will be
numerous field trips and a student research
project.
The program will begin early with our
first class meeting on Thursday, September
18,2003. Field trips will sometimes be over
weekends so that we can participate in regional
mushroom forays.
Credit awarded in the biology and ecology of
lichens and mushrooms. Uppell-division credit
will be awarded for upper-division work.

Introduction to
Environmental Studies

Temperate Rainforests:
The Forests and the Sea

Fall and Winter quarters
Faculty: Paul Butler,TBA
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Environmental studies include many disciplines, with a primary focus on the relationship
between human cultures and their physical and
biological environment. This year, the faculty
have decided to take a global perspective,
looking at the distribution of vegetation,
landforms, weather and climate, and natural
resources and natural hazards, with respect
to human settlement patterns. We will also
consider how the Pacific Northwest compares
to the world picture.
This program will serve as a foundation for
more advanced work in environmental studies.
As such, emphasis will be given to developing
a sound understanding of methods and concepts
needed at the advanced level. A combination
oflectures, seminars, labs, field projects and
library research will be used each quarter to
further those aims. Students will have the
opportunity to work both independently and
in small groups. Particular emphasis will be
placed on a quantitative understanding of the
material, and to that end, students will be
introduced to both descriptive and inferential
statistics.
Credit awarded in earth science, ecology,
natural resource management and
quantitative reasoning.

Fall quarter
Faculty: Nalini Nadkarni, ErikV.Thuesen
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome. One year of
college biology with lab and one quarter
of college chemistry with lab.
Faculty Signature: No
Special Expenses: $120 for field trips.
Internship Possibilities: No
Temperate rainforests are a poorly understood
and highly valued ecosystem in the Pacific
Northwest and other parts of the world. They
support a complex and interconnected web of
life that encompasses a tremendous diversity .
of biota and interactions, both terrestrial and
aquatic. We will focus on the interconnections
between the forest ecosystem and the marine .,
coastal environment. Unifying topics will
include maritime climate effects on forest
nutrient cycling; organismal connections
(e.g., salmon, marbled murrelets); mutualistic
relationships and the functional roles of
detritus. Our focus will be on the ecology of
rainforests of the Olympic Peninsula, but we
will also consider their counterparts in other
parts of the world.
Weekly seminars will be focused on reading
and understanding articles from the scientific
literature. Students will first undertake
organized group projects in ecology and natural
history, and then develop an independent study
project that will require the development of
research and quantitative skills. The program
will go on an extended field trip to the
.
Peninsula to study natural history and field
ecological aspects oftemperate rainforests and
their associated marine coastal environments.
Credit awarded in forest ecology, marine
science and field research.

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 ecology, earth science,
natural resource management and
environmental studies.

Total: 16 credits.
Temperate Rainforests is expected to be
offered in 2005-06.
Program is preparatory for careers and future
studies in forest ecology, marine science and
scientific research.

Total: 16 credits.
Program is preparatory for careers and future
studies in ecology, biology, natural history and
environmental studies.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Transforming the Globe
Fall quarter
Faculty: Sharon Anthony, David McAvity
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome. High school
algebra proficiency assumed.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The globe has been transformed by the
organisms that have inhabited it since the first
bacteria started polluting the atmosphere with
oxygen over two billion years ago. Certainly
the impact of humankind on the Earth is
considerable: global warming, ozone depletion,
photochemical smog, acid rain and the build up
of radioactive waste, are just a few examples.
The extent of the danger these changes present,
and whether it is in our power to reverse them,
remain difficult and open questions that cannot
be answered without an understanding of the
science behind them. The intention of this
program is to provide students with a foundation in chemistry, physics and mathematics
using the science of global change as a
motivating and integrating theme.
Students will be introduced to topics in
chemistry and physics primarily through
discovery-oriented small-group activities.
Mathematical methods and experimental skills
essential for scientific inquiry will also be
developed in lectures and labs. We will engage
in weekly discussions to explore the interconnections between science and policy in the
context of human-originated transformations
of the globe.
This program is for fall quarter only.
Programs in winter that build on the scientific
concepts from this program are Modeling
Motion and Exploring Biogeochemistry.
Credit awarded in general chemistry,
college physics and precalculus.
Total: 16 credits.
Program is preparatory for careers and
future studies in physics, chemistry,
environmental science and public policy.
This program is also listed under
Scientific Inquiry.

OFFERINGS BEGINNING
WINTER QUARTER
Exploring Biogeochemistry
Winter and Spring quarters
Faculty: Paul Przybylowicz, Sharon Anthony
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome; college-level
general chemistry.
Faculty Signature: No
Special Expenses: $460 for Wilderness First
Responder course and overnight field trips.
Internship Possibilities: No
This upper-division program will focus on
developing a thorough understanding of
biogeochemistry-the
chemistry of the surface
of the Earth. Students interested in careers in
environmental studies-both
in policy and in
science-will
find that a solid grasp of
biogeochemistry (BGC) will enhance and
deepen their ability to analyze and interpret
environmental issues.
During winter, we will develop a solid
foundation by working through Biogeochemistry: An Analysis ofG/obal Change by William
Schlesinger and learning the chemical
techniques for the analysis of environmental
samples.
In spring, we will learn outdoor leadership
skills-wilderness
medicine, winter travel and
camping-and
then use these skills to explore
the biogeochemistry of surrounding volcanoes.
Students will be expected to develop an
experiential education curriculum to teach the
principles ofBGC in an outdoor, wilderness
setting. Students will have opportunities for
further growth in written and oral communication, critical reasoning, library research,
problem-solving, applied mathematics and
environmental chemistry. Due to its rigorous
nature, students should plan on devoting a
minimum of 50 hours per week to this program.
Credit awarded in biogeochemistry, outdoor
leadership, environmental chemistry, ecology
and environmental education. Uppe r- division
science credit will be awarded for uppe rdivision science work.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in environmental science and
policy, experiential environmental education
and outdoor leadership.

* Indicates

upper-division credit

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Symbiosis
Winter quarter
Faculty: ErikV.Thuesen
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome. A minimum
of one year of college-level chemistry with
lab and advanced course work in either
botany, microbiology, mycology or zoology
is required; one quarter of organic chemistry
recommended.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Symbiosis can be defined as "the living
together of differently named organisms."
This program will examine the biology of
symbiotic associations through lectures,
readings, laboratory, fieldwork and seminar
topics taken from the primary literature.
Although particular attention will be paid to
mutualistic symbioses, parasitic associations
will also be covered. The defining aspects of
plant-animal, animal-animal, bacteria-plant,
bacteria-animal, protozoa-animal
and fungiplant symbioses will be examined at the
organismal, physiological, cellular, biochemical, molecular and ecological levels.
Characteristics that define the integration
between the host and symbiont of specific
associations
will be investigated through fieldwork and
in the laboratory. Students will keep a lab
notebook and undertake a small research
project that culminates in a poster with a
short oral presentation.
Credit awarded in symbiosis*, symbiosis
seminar*, parasitology*, ecological
physiology*, symbiosis laboratory*
and research*.
Total: 16 credits.
Program is preparatory for careers and
future studies in zoology, marine biology,
parasitology, botany, forest ecology,
microbiology, ecological agriculture
and mycology.

j

-~~

Tropical Rainforests
Winter quarter
Faculty: John T. Longino, TBA
Enrollment: 24
Prerequisites: Junior or senior standing,
transfer students welcome; Introduction
to Environmental Studies or one year of
college-level science; Spanish is highly
recommended.
Faculty Signature: Yes. Students must submit
an application by November 14,2003. The
application will contain: (I) an essay addressing fulfillment of the prerequisites, interest
in the program and background knowledge in
organismal biology; (2) a copy of an evaluation
from a previous science program; and (3) the
name and telephone number of a previous
instructor. Assessment will be based on
writing skills and background knowledge
in organismal biology. Transfer students can
arrange telephone interviews. by calling
John Longino at (360) 867-6511. Students
will be informed of their acceptance by
November 28,2003.
Special Expenses: Airfare to Costa Rica
(often about $700), a student fee of about
$1,1 00 that covers all in-country expenses
(room, board, transportation, access fees
and logistical support).
Internship Possibilities: No
Travel Component:Three-week
field trip
to Costa Rica.
The tropics are the cradle of the world's
biodiversity. This program will focus on
Costa Rica, emphasizing biological richness,
field ecology, statistical analysis of field data,
conservation biology and Latin American
culture. It is a successor to Temperate
Rainforests, although Temperate Rainforests is
not a prerequisite. The first seven weeks of the
program will be held on the Evergreen campus,
followed by a three-week field trip to Costa
Rica. The on-campus portion of the program
will include lectures, labs and instruction in
introductory conversational Spanish. The field
trip will introduce students to different habitats
and field sites, and will require rigorous hiking
and backpacking in remote locations.
Credit awarded in tropical biology* and
Latin American studies.
Total: 16 credits.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and
future studies in environmental studies,
ecology, conservation biology, evolutionary
biology and Latin American studies.

OFFERINGS BEGINNING
SPRING QUARTER
Hydrology
Spring quarter
Faculty: Paul Butler, Ken Tabbutt
Enrollment: 25 undergraduate students;
18 graduate students.
Prerequisites: Junior, senior or graduate
standing, transfer students welcome.
Good mathematical skills through
precalculus recommended.
Faculty Signature: No
Special Expenses: Optional Grand Canyon
dory field trip, approximately $1,800.
Internship Possibilities: No
Travel Component: Optional 16-day
dory trip in Grand Canyon National Park.
Water plays a critical role in the physical,
chemical and biological processes of ecosystems. It is a dominant factor in landscape
development and is a valuable resource, even
in the water-rich Pacific Northwest. This
program will focus on the groundwater and
surface water components of the hydrologic
cycle. Students will learn quantitative methods
of assessing the distribution and movement of
water in these environments and have the
opportunity to use Geographic Information
Systems (GIS) to display and assess spatial
data. Local field trips will provide an
opportunity for students to observe
hydrologic systems.
Graduate students will have the opportunity
to study surface water and/or groundwater
hydrology. Each of these options will be
offered as a separate four-credit course.
Undergraduate students will be required to
enroll in both of these courses and the GIS
component. In addition, undergraduate students
will have the option of taking four credits of
~esearch or to participate in a 16-day dory trip
III Grand Canyon National Park with a focus
on fluvial processes in an arid environment.
Space on this trip will be limited, so interested
students should contact Paul Butler by the end
of the first week of winter quarter.
Credit awarded in groundwater hydrology*,
surface-water hydrology*, applications of
Geographic Information Systems to
hydrology* and research topics in hydrology*.

Invertebrate Zoology
and Evolution
Spring quarter
Faculty: ErikV.Thuesen
Enrollment: 24
Prerequisites: College-level general biology
with lab.This all-level program will offer
appropriate support for sophomores or
above ready to do advanced work.
Faculty Signature: No
Special Expenses:Approximately
$125 for
overnight field trip; approximately $350 for
textbooks, dissection tools and possible
film/developing expenses for microscopy
research project.
Internship Possibilities: No
This program will examine the invertebrate
phyla with particular regard to functional
morphology, phylogeny and ecology. The
evolution of invertebrates will be an underlying
theme throughout the quarter, and students will
study the science of evolution through seminar
readings and oral presentations. The proximity
of Evergreen's campus to various marine,
fresh-water and terrestrial habitats provides
excellent opportunities to study many diverse
groups of local organisms, and emphasis will
be placed on learning the regional invertebrate
fauna. Fundamental laboratory and field
techniques in zoology will be learned, and
students will be required to complete a
research project using the available microscopy
facilities (light and scanning electron
microscope). A commitment to work long
hours both in the field and the lab is expected.
Credit awarded in invertebrate zoology,
invertebrate zoology laboratory, evolution
and microscopy. Upper-division credit
will be awarded for upper-division work.
Total: 16 credits.
Program is preparatory for careers and
future studies in zoology and marine biology.
This program is also listed under
First-Year Programs.

Total: 12 or 16 credits for undergraduates;
4 or 8 credits for graduate students.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and
future studies in hydrology,geology,
environmental science, natural resource
management and land-use planning.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

The Practice of
Sustainable Agriculture
Spring, Summer and Fall quarters
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, writing skills and background
in environmental studies. Transfer students
must include a description of college courses
taken, related work experience and letters of
recommendation.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.
For spring quarter, applications received by
March 3, 2004, will be given priority.
Special Expenses: Field trips, approximately
$60-$80.
Internship Possibilities: No
This program will provide students with direct
experience in the practices of sustainable
agriculture. There will be weekly lectures,
occasional field trips and an emphasis on
practical skill development in intensive food
production at the Organic Farm. Students can
expect instruction in soils, plant propagation,
greenhouse management, composting, green
manures, the use of animal manures, equipment
operation, small farm economics, pest control,
livestock management, weed control strategies,
irrigation system design and management,
basic horticulture, machinery maintenance,
vegetable and small fruit culture, marketing
and orchard systems.
Because spring and summer studies provide
the foundation for fall quarter, no new students
will be admitted in fall, 2004.

Protected Areas

Rainforest Research

Spring quarter
Faculty: Carolyn Dobbs,TBA
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome. At least two
quarters in an intermediate- or advancedlevel program in environmental studies.
Faculty Signature: No
Special Expenses: Approximately $50
for possible overnight field trip.
Internship Possibilities: No

Spring quarter
Faculty:JohnT.Longino
Enrollment: 24
Prerequisites:Junior or senior standing,
transfer students welcemeiTernperate
or Tropical Rainforests or equivalent.
Faculty Signature: Yes. Students must submit
an application by November 14,2003.
The application will contain: (I) an essay
addressing fulfillment of the prerequisites,
interest in the program, and background
knowledge in organismal biology; (2) a copy
of an evaluation from a previous science
program; and (3) the name and telephone
number of a previous instructor. Assessment
will be based on writing skills and background
knowledge in organismal biology.Transfer
students can arrange telephone interviews
by calling John Longino at (360) 867-6511.
Students will be informed of their acceptance
by November 28,2003.
Special Expenses: Students should be
prepared to finance their own travel, daily
living expenses and project needs. Most
students will already be in Costa Rica from
the Tropical Rainforests program. Ten days
of joint meetings at a biological research
station will be required, at a cost of about
$31 per day.
Internship Possibilities: No
Travel Component: Fieldwork in Costa Rica.

This program will study domestic and
international protected areas with an emphasis
on national parks. The focus of the class will be
to develop a supported answer for the question
of whether these areas are in fact protected. For
whom? By whom? For what purposes? In what
ways? For how long? In the face of what threats
and opportunities? The program will explore
the histories of protected areas and issues of
indigenous rights, use patterns within national
parks and other protected areas, biodiversity
and conservation, governance systems,
transnational boundary issues and the role of
domestic and international environmental
organizations.

Credit awarded in environmental studies*,
protected areas*, biodiversity* and
conservation* .
Total: 16 credits.
Program is preparatory for careers and
future studies in environmental studies.

Credit awarded in horticulture, soils,
greenhouse management and agroecology.
Total: 8 credits spring and fall quarters;
12 or 16 credits summer quarter.
A similar program is expected to be offered
in 2004-05.
Program is preparatory for careers and
future studies in agriculture, horticulture
and outdoor education.

This program is a logical successor to the
Temperate Rainforests and Tropical Rainforests
programs. Each student will carry out an
independent scientific research project in
tropical rainforest biology. Proposals for
projects will have been developed during the
earlier Tropical Rainforests program, or
through direct consultation with the faculty.
Projects will involve extensive fieldwork, and
may be located in a variety of possible sites in
Costa Rica. Students will gather and analyze
their own data, write a technical research report
and present their results in a symposium at the
end of the quarter. Students will have weekly
consultations with faculty via e-rnail, and will
meet with faculty twice during the quarter at
the La Selva Biological Station, once early in
the quarter for project development, and at the
end of the quarter for final report writing and
the symposium. Examples of previous studies
include insect attraction to bioluminescent
fungi, foraging behavior of nectar-feeding bats,
and effect of canopy position on epiphyte
drying rates.

Credit awarded in tropical field biology*.
Total: 16 credits.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and
future studies in environmental studies,
ecology and conservation biology.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.

* Indicates upper-division credit

Stone

Up Close

Spring quarter
Faculty: Robert Leverich, Martha Henderson
Tubesing
Enrollment: 40
Prerequisites:Two quarters of Core or
equivalent. 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 supplies.
Internship Possibilities: No
We have an ageless association with stone.
Stone gives shape and meaning to the
landscapes we inhabit and shapes our
perceptions of time and space. We in turn shape
stone: for shelter, for tools and for expression.
This program is designed to give students a
closer understanding of the physical and
geographical character of stone, its place in
our culture and history, and its potential as a
material for sculptural expression.
Program work will center around the
sculpture studio and the physical geography
lab, with supporting lectures, field trips and
seminars. In the studio, we will draw, work
with stones as found objects and learn basic
stone-carving methods. We'll consider
alternative ways for using stone expressively.
Physical geography labs and lectures will give
an introduction to the classification, physical
and chemical character, morphology, location
and use of stone types in the landscape.
Cultural geography lectures and workshops will
address the ways in which we shape stone to
.syrnbolize ourselves, and in turn how we read
those symbols, We will reflect on this
interactive shaping of stones and people
through readings, seminars, work discussions
and writing.
Credit awarded in sculpture, drawing,
physical geography and cultural geography.

Spring quarter
Faculty: Frederica Bowcutt
Enrollment: 24
Prerequisites: Priority will be given to
students enrolled in the Christian Roots
program. Entering students must read the
required James R.Jacob's The Scientific
Revolution, and Jardine's Ingenious Pursuits is
highly recommended. This all- level program
will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: $150 for field trip.
Internship Possibilities: No
In 1665, English experimenter Robert Hooke
published his best-selling coffee-table book
Micrographia. In splendid detail, fleas, oak
bark and other treasures from nature could be
viewed close up, The etchings used to illustrate
the book were drawn from Hooke's microscope,
In this program, we will take Hooke's lead and
explore a world new to us with dissecting,
compound and scanning electron microscopes.
We will meticulously record our findings in
our journals of exploration, illustrating and
analyzing what we see. In our intellectual
journey we will use maps to chart our way
both literally and metaphorically. We will put
our new skills of observation and documentation to use in research. We will also explore
the antecedents of science. Medieval magic
preceded the scientific revolution and informed
the humanist approach of learning about nature
to manipulate it for the benefit of people.
During the Renaissance, experiments and
demonstrations with microscopes and other
new technology took the form of performances,
Hooke served as official demonstrator for
the Royal Society in London. As a learning
community we will ponder the questions:
To what extent is science a magic show?
What constitutes good magic? What is the
nature of expert observation? How has the
early history of science informed the practice
and preception of science today?
Credit awarded in introductory plant biology,
scientific illustration, history of science,
microscopy and independent research in
botany.

Total: 16 credits.
Program is preparatory for careers and future
studies in art, science and the humanities.
This program is also listed under First·Year
Programs and Expressive Arts.

Total: 16 credits.
Program is preparatory for careers and future
studies in history of science, life sciences and
ethnobotany.
This program is also listed under First· Year
Programs.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/cataloglupdates.

Vertebrate Evolution and the
Nature of Scientific Controversy
Spring quarter
Faculty: Amy Cook
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome. Background
in biology is strongly recommended.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The evolutionary history of vertebrates has
included some rather dramatic transitions such
as the evolution of flight in birds, the evolution
of land vertebrates and the return of some
vertebrates, whales and dolphins, to the ocean.
Because we cannot directly observe any of
these events, evolutionary biologists are
dependent on fossil evidence and the study of
extant vertebrates to try to piece together how'
these transitions occurred, The incomplete
nature of the evidence has led to varying
degrees of disagreement among evolutionary
biologists. In examining these controversies
and the scientists who are involved in them,
we will gain a better understanding of how
science works,
This program will look at vertebrate
biology, evolution and the controversies that
have surfaced in evolutionary biology over
questions such as how flight evolved in birds
and whether dinosaurs were warm-blooded,
Topics will include vertebrate functional
morphology, physiology, taxonomy, natural
selection and macroevolution, In seminar,
we will focus on several questions in
vertebrate evolutionary biology to explore
how controversy arises in the scientific
community. Students will undertake a library
research project on some aspect of vertebrate
evolutionary biology not covered in seminar.
Credit awarded in vertebrate physiology*,
vertebrate morphology* and evolutionary
biology*.
Total: 16 credits.
Program is preparatory for careers and
future studies in vertebrate biology including
ichthyology, herpetology, ornithology and
mammalogy, veterinary medicine, the
history of science, evolutionary biology
and paleontology.

EXPRESSIVE ARTS

AFFILIATED FACULTY:
Susan Aurand - Visual Art
Andrew Buchman - Music
Mario Caro - Art History
Arun Chandra - Music
Caryn Cline - Film/Media Studies
Sally Cloninger - FilmNideo
Doranne Crable - Performance Studies,
. Literature
Joe Feddersen - Visual Art
Anne Fischel- FilmNideo
Ariel Goldberger - Scenic Design
Walter Eugene Grodzik - Theater
Bob Haft - Visual Art, Photography
Lucia Harrison - Visual Art
Ruth Hayes - Animation
Meg Hunt - Dance
Rose Jang - Theater
Robert Leverich - Visual Art/Architecture
Ju.Pong Lin - FilmNideo
Jean Mandeberg - Visual Art/Sculpture
Laurie Meeker - FilmNideo
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
Gail Tremblay - Fiber Art, Creative Writing
Sean Williams - Ethnomusicology

In the Expressive Arts area, students gain skills and experience in the arts with a special focus on
connecting theory and practice. Students often work collaboratively and in more than one art form
simultaneously, exploring cross-disciplinary approaches to a theme. Program themes are drawn from
the scholarly and creative work ofthe faculty, keeping the curriculum vital and relevant. Most programs
take a hands-on approach, offering students ample opportunities for skill development, but a themebased curriculum cannot provide sequential skill training in every art form. The area offers yearly work
in the performing arts (theater, music and dance), media arts, visual arts and creative writing. In all
these contexts, the faculty strive to support a strong multicultural perspective. Moreover, we see creative work as a central element in a broad, liberal arts education. Thus, we encourage our students to
seek academic experiences outside the arts as well, often requiring academic work outside the area for
admission to some arts programs. And students in the arts are advised to periodically study other disciplines or to select cross-divisional programs offering the arts, such as science/arts or literature/arts.
Programs in the Expressive Arts area include annual entry-level programs in media arts (Mediaworks),
performing arts (Foundations of Performing Arts) and visual arts (Foundations of Visual Arts). These
programs provide an introduction 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 are admitted to entry-level programs in visual arts,
media or theater, or advanced programs in Expressive Arts only when they have completed at least one
year of interdisciplinary work outside the arts. For intermediate and advanced arts students, individual
contracts and senior thesis projects are two options for upper-division work. For both of these, students
must have a minimum of three quarters prior experience in Expressive Arts. Faculty are also available to
support Student-Originated Studies group contracts (SOS) for advanced students. Students may also
enroll in part-time skill-development courses to supplement work in programs. Finally, internship possibilities are available for pre-professional work experience.
Senior Thesis: The senior thesis project in Expressive Arts is a competitive program involving
the production of senior-level work in one or more media. Participating students work with a thesis
committee of faculty or staff. Each spring, juniors may submit proposals for projects during the following year. Applications are reviewed by the faculty and successful projects are supported by
a small stipend.
Advanced Work in FilmNideo: Independent contracts are available on a limited basis to juniors or
seniors who are ready for advanced work in film/video production, history and theory. Projects might
involve production of a film, video or mixed-media piece; writing a script or screenplay; or research on
media history or theory. Students 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 and courses equivalent to a concentration. Students must have at least three quarters' prior
experience in 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.
Portfolio for Visual Arts: When entry into a program requires that a student present a portfolio
of visual artworks, the following guidelines may be used: (I) Include at least six examples from a body
of work focused on a particular theme or topic. The work may be in a single medium or in various twoand 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 skills
they have developed. (3) Student should include several examples of written work, such as assigned
papers, creative writing and/or self-evaluations. These materials should be contained in an easily portable portfolio, and arranged coherently either chronologically, by medium or by theme.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Art in the Americas:
Indigenous Identity, Mestizaje
and Cultural Hybridity
Fall and Winter quarters
Faculty: Gail Tremblay, Marlo Caro
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome. Previous work in
the arts andlor art history, Core program or
English composition.
Faculty Signature: No
Special Expenses: Approximately $200 for
art materials; $60 for field trip to Neah Bay
during fallquarter; $1,800-$2,000 for six-week
field trip to Mexico during winter quarter.
Internship Possibilities: No
Travel Component: Six-week field trip to
Mexico.
This program is designed to allow students to
combine the study of art history and visual
culture with the study of techniques for the
creation of work in the visual arts. Students
will examine art in the Americas with a focus
on the works of artists in the United States
and Mexico. We will explore the ways art
has been shaped by issues of cultural identity,
with particular attention to the dynamics that
exist between people in indigenous nations
and settler states. We will examine patterns of
cultural interchange. We will also explore the
mixing of cultures that result from immigration
and intercultural encounters and their effects
on the development of certain American
aesthetics. This exploration will include an
analysis of colonialism and its impact on
cultural production. Students will be expected
to create individual and collaborative works
of art that grow out of personal identity and
theories developed as part of this program.
Students will be required to design
individual multimedia, installation and/or
performance work that examines their location
within their culture. They will also be asked to
work with other students in the class to explore
cultural interchange as part of a collaborative
art project. During winter, students will have
the opportunity to travel for six weeks in
Mexico where they will visit museums,
galleries and architectural sites. They will be
able to discuss the themes of the program with
established Mexican artists and art students
they work with in various universities and art
schools. Students will also have the chance to
immerse themselves in various facets of
Mexican culture, including an examination
ofthe role played by indigenous cultures
within Mexico.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/cataloglupdates.

We recommend that students who have not
previously studied Spanish, take four credits of
Spanish during fall quarter.
Credit awarded in indigenous art history,
Mexican art history, mixed media, installation
and performance art, cultural studies and art
criticism.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies Inart, art history, cultural studies,
visual culture, art production and art
criticism.
This program is also listed under Culture,Text
and Language and Native American and
World Indigenous Peoples Studies.

Christian Roots: Medieval and
Renaissance Art and Science
Fall and Winter quarters
Faculty: Lisa Sweet, Frederica Bowcutt
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:Approximately $300 for
art supplies and $150 for field trips.
Internship Possibilities: No
The influence of Christianity on medieval and
renaissance art and science will be our focus.
Students will explore European culture from
1100 to 1750. We will examine trends that
emerged in religion, medicine, botany and
visual art. Our study begins with the precipitating factors that led to the Middle Ages. We will
learn about the work of Greek botanists, such
as Dioscorides, and explore the impact they had
on the medieval study of plants. We will also
study early Christian iconography.
In winter, we will study the emerging
Humanism, its attendant scientific revolution,
and the market economy that accompanied the
Renaissance. Medieval botany was a branch of
medicine, heavily shaped by Christian values
and beliefs. Exploration and colonization of the
"New World" resulted in increased knowledge
of plant diversity. This inspired different
approaches to naming and classification. New
technology allowed for the study of anatomy
and physiology. During the Renaissance period,
botany emerged as a distinct discipline, as did
the idea of scientists engaged in a moral project
to better the material life of people.
Christian values also determined the look
and function of art. The medieval church
developed a code of representation for
Christian images; it also was the primary patron
of artists until the High Renaissance. During
the Renaissance, the Humanist obsession with
science seeped into the arts. Science influenced
the visual arts in the form of portrayal of
human anatomy; studies of nature through
illustration; and the development of optics
and perspective. The roles of artists changed
from that of artisans to intellectuals. Students
will explore medieval and renaissance artistic
work firsthand by creating relief prints in fall;
in winter, students will incorporate relief prints
into handmade manuscripts utilizing basic
calligraphy and bookbinding.
Throughout the program, we will learn about
individual scientists and artists who shaped the
Middle Ages and Renaissance.
Credit awarded in printmaking, bookmaking,
art appreciation, history of science, European
ethnobotany, European history and introductory expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, healing arts, ethnobotany and
history of science.
This program is also listed under First-Year
Programs and Environmental Studies.

Dance, Creativity and Culture

Ecological Design

Fall,Winter and Spring quarters
Faculty:Ratna Roy, Muktl Khanna
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: $50-$60 each quarter for
performance supplies.
Internship Possibilities: No
Thisprogram will examine several world
cultures through literature, dance, psychology
and creativity studies. First, we will concentrate
onthe how's and why's ofliterary and dance
criticism, multicultural psychology and
research methodologies. For example, we
will ask: Why are most of the African- and
Asian-based dances earth-bound? How is
drama/theater in other cultures different from
or similar to western theater? How is identity
constructed in a multicultural context?
We will then study two cultures in depth.
Students will participate in a two-quarter field
research study to deepen their understanding of
African American and Asian cultures in the
United States. At the same time, students will
be involved in the creative work of dance and
theater, using expressive arts therapies to
understand how experience in the arts can
deepen imagination, insight and understanding.
Students will also write short papers, and an
additional research paper on a culture of their
choice. We will make several field trips for
classes and performances in various dance
genres and to visit art museums.
In spring, we will perform dances from the
various cultures studied. In the final weeks, we
will reflect on our learning, using our
understanding of dance and literary criticism,
creativity theory and the psychological
perspectives covered during the year.
Credit awarded in dance, dance criticism,
performance studies, theater, literature,
methods of inquiry, anthropology, political
economy, quantitative skills, eastern
philosophy, multicultural psychology,
developmental psychology, expressive arts
therapies and writing.
Total: 12 or 16 credits fall and winter quarters;
16 credits spring quarter.
Program is preparatory for careers and
future studies in performance studies, English
literature, theater, dance, Asian studies,
African American studies, African studies,
eastern philosophy, cultural anthropology,
multicultural psychology, developmental
psychology and expressive arts therapies.
This program Is also listed under Culture,
Text and Language and Society, Politics,
Behavior and Change.

Fall,Winter and Spring quarters
Faculty: Rob Knapp,TBA
Enrollment: 48
Prerequisites: Students must be ready for
intense effort and be willing to tackle openended problems, respond with insight to realworld needs and obstacles and produce
carefully finished work.This all-level program
will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: One overnight, in-state field
trip per quarter, $25-$40, payable during the
first week of each quarter.
Internship Possibilities: Yes, spring quarter,
with faculty approval.
How can human settlement coexist with the rest
of Earth's web oflife? This year, two separate
but linked programs, Ecological Design and
Ecological Agriculture, will investigate which
patterns of building and food supply can be
ethical, beautiful and sustainable indefinitelyand how we Americans can move toward
those ways oflife. The two programs will
share several major components each quarter:
a seminar on present dangers and future
possibilities; a series of shared background
lectures on energy flows, biodiversity, soil
science and nutrient cycles; and weekly
community work, leading toward community
design and organizing projects in the spring.
In addition to the activities shared with
Ecological Agriculture, students in this
program will also concentrate on the built
environment and on the process of design.
Design is the finding of physical answersbuildings, roads, settlements-to basic human
questions, such as shelter and work. The core
activity will be a yearlong studio on gathering
relevant information, inventing and evaluating
physical forms, and presenting the results
clearly and persuasively. Techniques will
include architectural drawing, interviewing,
site study, calculating environmental flows
and model making. A supporting lecture series
will discuss environmental science and "green"
technologies, including landscape ecology,
renewable energy and alternative building
materials. There may be some opportunities
for hands-on building, but the program will
emphasize careful analysis and design, not
actual construction.
Credit awarded in environmental design,
natural science (lower division, except for
unusual individual projects arranged with
faculty), visual art, community studies and
expository writing.
Total: 16 credits each quarter.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and future
studies in environmental studies, visual arts,
environmental design and community studies.
This program is also listed under First-Year
Programs; Environmental Studies; and
Scientific Inquiry.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Feminine and Masculine:
Representation of Gender in
Art, Film and Literature
Fall and Winter quarters
Faculty: Lucia Harrison, Harumi Moruzzi
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: $125 for art supplies,
museum and/or theater tickets.
Internship Possibilities: No
In recent years, we have witnessed a proliferation of controversies surrounding gender issues.
The goal of our study is not a justification of
any particular gender-based stance, but rather
to create the ground for a peaceful and
productive coexistence of the sexes. As
Nietzsche says, concepts are merely human
creations for the "purpose of designation and
communication." Humans are apt to create new
concepts when old concepts cease to work. The
time has come for us to create new concepts of
the feminine and masculine.
This program includes theoretical and
expressive components. Students will learn
critical methods to analyze visual art, film and
literature. We will use these skills to examine
concepts of the feminine and masculine in
different cultural traditions throughout human
history. Students will gain beginning skills in
life drawing and the artist book form of
expression. Students will create artwork that
expresses their own concepts of gender.
Credit awarded in art history, art appreciation, cultural studies, gender studies,
literature, film, criticism, life drawing, artist
books and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art, cultural studies, film studies,
literature, gender studies and psychology.
This program is also listed under First-Year
Programs and Culture,Text and Language.

* Indicates

upper-division credit

Foundations of Performing Arts

Foundations of Visual Art

Ireland: Living between Worlds

Fall,Winter and Spring quarters
Faculty: Rose Jang;Andrew Buchman,
Meg Hunt,TBA
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: $30 for performance tic~ets
each quarter.
.
Internship Possibilities: No
This is the study of the basic concepts, skills
and aesthetics of the performing arts in Western
and non-Western cultures. We will study select
forms of music, dance and theater in various
historical contexts in Western tradition,
including contemporary American culture.
By sampling the historical progression of
theater, music and dance in the West, we will
attempt to pose, answer and challenge the
fundamental questions about the definitions
and functions of the performing arts. We will
then broaden our perspectives to non-Western
performing styles and traditions, such as
Chinese theater and Indian dance, to reexamine our established assumptions of the
meanings and parameters of the performing
arts. In this way, we will explore both the
universal and unique characteristics in the
reciprocal interaction between arts and culture
and come to understand performance as both
a mark of human history and a reflection of the
issues and concerns of contemporary society.
Students will study introductory music,
theater and dance, in separate as well as
integrative program activities. Workshops will
emphasize the aesthetic principles and skill
development of each discipline. The readings
and group meetings, including lectures and
seminars, will constantly stress the interdisciplinary, cross-boundary and cross-cultural
nature of the performing arts. Spring quarter
will offer students opportunities to combine
all the learning and training together into group
performance projects for public presentation
at the end of the year.
Credit awarded in history, theory and
performance of theater, music and dance.
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 theater, dance, music,
cultural studies and the humanities.

Fall.Winter and Spring quarters
Faculty:Bob Haft, Paul Sparks,Joe Feddersen,
GailTremblay,Mario Caro
Enrollment: 40
Prerequisites; Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: $250-$300 per quarter for
art supplies.
Internship Possibilities: No
This is a yearlong program offering an
intensive introduction to making two- and
three-dimensional art forms, while studying
art history and aesthetics. Primary program
goals are to develop visual literacy, learn to use
art materials to express one's ideas, and learn
to make a sustained visual investigation
of ideas or topics through work in series.
The program is designed for students who are
passionate about art, willing to take risks; have
the patience to work for extended periods, open
to new ideas, and are willing to share their
work and support others' learning. The program
functions as a community of working artists,
learning together and sharing ideas through
intensive in-studio work, on campus, and art
history study.
In fall and winter, students will build skills
in working both two- and three-dimensionally.
Students will learn drawing and design skills,
beginning black-and-white photography and
basic color theory, and will develop a visual
vocabulary through their own work and by
studying art history.
In spring, students will continue their study
of art history and will work in mixed media,
using fiber, metal and wood. There is also a
possibility of working collaboratively to create
installation pieces.
Credit awarded. in drawing, sculpture, 2-D
and 3·D design, printmaking, photography
and art history.
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 art, education and the humanities.

Fall and Winter quarters
Faculty:Sean Williams, Patrick Hill,
Doranne Crable
Enrollment: 75
Prerequisites: Sophomore standing or above,
transfer students welcome. Prior to enrolling,
we ask only that you carefully read the
syllabus and program covenant, available
from Sean Williams, williams@evergreen.edu,
by May,2003; assess your own capabilities;
and be certain that you see yourself as a
good match for this program.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This two-quarter program, with a springquarter option of travel to Ireland, comprises
a study of Ireland through its history and many
modes of expression: songs, poetry, IrishGaelic language, stories, film, drama, literature.
In focusing on pre-Christian and early Christian
nature-based spirituality and expressive culture
during fall, we will set the stage for understanding Irish reactions to English colonialism, the
Famine and the social upheavals taking place
at the beginning of the 21st century. Our work
is interdisciplinary: you will be welcome in
this program whether your personal passion is
directed toward the peace process in Northern
Ireland, literary giants such as Joyce and Yeats,
theater or traditional music. By examining
Ireland through the lenses of orality and
literacy, philosophies involving cycles and
seasons, language and cultural identity, and
men and women, we will attempt to gain a
holistic picture of the many facets of experience in Ireland.
We expect all students to participate in
performances of play readings, poetic recitation
and song performance in a supportive and safe
environment. We expect you to learn enough
basic Irish-Gaelic to use it as small talk in
seminars and outside class. You should also
expect to develop your skills in research and
critical analysis to explore theoretical issues
verbally and in writing.
During spring, selected students from this
program will have the opportunity to study
traditional language and culture in Ireland
at the Oideas Gael Institute in Gleann Cholrn
Cille, Donegal.
Credit-awarded in Celtic studies, literature,
traditional expressive arts, cultural studies,
history and Irish·Gaelic language. Students
will be awarded upper-division credit for
upper-division work.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in Celtic studies, European
studies, political economy, cultural studies,
literature, Irish·American studies,
ethnomusicology and the expressive arts.
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.

* indicates upper-division credit

Islands

Mediaworks

Fall,Winter and Spring quarters
Faculty: Sally Cloninger, Virginia Darney
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome. Students must
have completed at least one quarter of
some interdisciplinary study at Evergreen
or elsewhere. To be approved for the travel
portion of the program, students must
demonstrate ability for independent study
and maturity.
Faculty Signature: No
Special Expenses:Travel and living expenses
for eight weeks during winter and spring
quarters (the amount depends on student's
choice of island).
Internship Possibilities: No
Travel Component: Eight-week independent
travel.
From Manhattan to Madagascar, Santa Cruz
to Sri Lanka, Vashon to Vanua Levu, islands
have long been a source of allegory, myth,
fantasy; a laboratory for artists, ethnographers
and scientists. This yearlong program will
investigate the notion of the island through
collective studies, visits from "island experts,"
individual research and travel.
We will explore the island as "paradise on
earth," the appeal of isolation, and the ways
that islands fire imaginations. We will observe
how islanders see themselves and how others
see them.
Fall and winter, we will explore island
texts-novels, paintings, Broadway musicals,
scientific theories-films
and music, and hear
lectures on particular islands. We will study
colonialism, development and tourism. We each
will select an island destination, and learn
visual anthropology and basic documentation
skills to aid our study.
Week six of winter quarter each of us will
depart for our selected island-whether
in
southern Puget Sound or the Indian Ocean.
Each member of our learning community will
produce a major document about her or his
experience, to be presented to the entire
program the end of spring quarter.
To be selected to travel, you must demonstrate preparedness for independent study and
have a travel plan for the island you wish to
document. Ifthis island population is nonEnglish speaking, you must have plans for
language study when you enroll in this
program.
Credit awarded in literary analysis, media
analysis, media skills, independent research,
visual anthropology and cultural studies.

Fall, Winter arid Spring quarters
Faculty: Ruth Hayes, TBA
Enrollment: 44
Prerequisites: Junior or senior standing having
completed a Core or coordinated studies
program; transfer students welcome to apply
but are strongly advised to complete at least
one quarter of a coordinated studies program
first. Students must demonstrate college-level
critical reading and writing. College-level work
in visual arts, media, audio and/or performance is encouraged but not required.
Students who cannot commit to taking all
three quarters of the program should not
apply.
Faculty Signature:Yes.An application packet
will be available from the program secretaries
in COM 30 I or Academic Advising by midApril, 2003.Applications received by 5 p.m.,
May 15, 2003, will be given priority. Students
must include copies of faculty and selfevaluations from a previous coordinated
studies program. In lieu of narrative
evaluations, transfer students should submit
a transcript and two letters of recommendation that speak to the quality of their
academic work.
Special Expenses:Approximately
$150-$300
per quarter for animation, film and video
supplies and post-production expenses.
Internship Possibilities: Yes, spring quarter
with faculty approval.
Mediaworks is the entry-level moving image
program. Its specific disciplinary focus changes
from year to year according to the faculty who
teach it, but in general, it is designed to provide
students with some background in media
history and theory as well as basic skills in
media production. It emphasizes linkages
between theory and practice, focuses on the
development of critical perspectives towards
image making and explores the social
implications of media representation.
We will explore works of animation and
live-action, examining mainstream media's
responses to events in the world and how it
imposes form and meaning on them. We will
also view, read and discuss works by artists and
producers who challenge dominant media
forms and images through independent and/or
experimental strategies and techniques, while
paying particular attention to artists who
deliberately mix styles, incorporate diverse
aesthetic impulses in their work, cross
disciplines, critique dominant corporate media,
explore autobiographical themes and attempt to
broaden the language of media in dialog with
their audiences. Students will learn skills in
16mm and digital filmmaking, animation and
audio production through intensive hands-on
workshops and design problems.

Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in communications, film studies,
cultural studies and literary studies.

Students should expect to work individually
and collaboratively throughout fall and winter
as they acquire critical and technical skills,
execute design problems and experiments, and
screen, discuss, write and read about a wide
variety of historical and contemporary works.
Spring quarter, students will research and
develop a proposal for a short media piece (or
an internship if they choose). They will then
work on that project through a collaborative
critique process. Completed works will be
screened publicly at the end of the quarter.
Students must fulfill the requirements of
each quarter in order to continue to the next.
To complete the requirements, students will
need to carefully balance their outside
commitments with the scheduling demands
of this rigorous program.
Credit awarded in animation, film, video, audio
and digital media production; media history,
theory and criticism; and independent film,
video, animation or digital media projects.

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Total: 16 credits each quarter.
A similar program is expected
in 2004-05.

to be offered

Program is preparatory for careers and
future studies in media arts, visual arts
and communications.

This program is also listed under Culture,
Text and Language.
This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalogJupdates.

59

Music Composition for the
21st Century
Fall and Winter quarters
Faculty:Terry Setter
Enrollment: 25
Prerequisites:Junlor or senior standing,
transfer students welcome; 12 credits of
college study in music (composition, theory,
technology or performance).
.
-.
Faculty Signature: No
Special Expenses: $75 for concert tickets,
travel and retreat
Internship Possibilities: No
This is an upper-division program designed to
support the creation of original music
compositions for various instruments and
contexts. It will focus on recent developments
in contemporary "Art Music," such as
minimaism, indeterminacy and l2-tone
techniques. It is not a course in songwriting,
"Electronica,' or Hip-Hop related music.
Students will study classical composition,
musical aesthetics, contemporary music history
and some innovative aspects of music
technology, to gain the broadest possible
perspective on these subjects and the greatest
number of related skills. There will be historic,
aesthetic and practical materials within the
program that will place these compositional
techniques within stylistic and cultural
contexts. Students will compose pieces of
music in response to assignments by the
faculty. These pieces will be presented to the
other members of the program during weekly
"composition forums." Students will also
research related topics and present their
findings orally to the program. A concert of
original pieces will be presented at the end of
winter quarter. Students are also expected to
take a skill-building course such as Music
Theory; Piano; Voice; Music Technology; or
Audio Recording.
If you are interested in developing your
creative voice in music, this is the program
for you.
Credit awarded in music composition, music
history, 20th-century aesthetics, music
notation, orchestration and music theory.
Total: 12 credits each quarter.
Program is preparatory for careers and future
studies in music and the expressive arts.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Performing the 20th and
21st Centuries:Acting and
Directing from Realism to
Post Modernism
Fall,Winter and Spring quarters
Faculty: Walter Eugene Grodzik
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome. One year
of college-level work in theater or the
equivalent.
Faculty Signature:Yes. Students must audition
by preparing a short piece, such as a twominute speech. For information contact
Walter Grodzik,The Evergreen State College,
COM 301,Olympia,WA 98505.
Special Expenses:Approximately $50 for
theater tickets.
Internship Possibilities: No
How has the theory and practice of theater
performance changed in the last century as
a result of the dramatic changes we have
witnessed in society and technology? This
program will examine how the nature and
practice of dramatic performance has transformed, from the realism of the early
20th century to post-modern performance
of today. Students will study cutural history,
theory and criticism, art history, the literature
and history of 20th-century theater, and
acting and directing theories and techniques
from Stanislawsky to Robert Wilson and
Anne Bogart.
Students will direct their own productions
and there will be two faculty-directed productions. The first will focus on realistic theater,
the second on postrnodem performance.
Students interested in this program should
come prepared with a good base of skills in
acting and prior theater experience,
as well as good critical reading and writing
skills. Students will participate in intensive
workshops, weekly seminars and lectures.
Winter and spring quarters will culminate
in performances.
Credit awarded in acting, directing, theater
history, dramatic literature, art history and
cultural theory and criticism.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in theater, performing arts,
humanities and literature.

Politics, Power and Media
Fall and Winter quarters
Faculty: Larry Mosqueda, Laurie Meeker
Enrollment: 40
Prerequisites: Junior or senior standing,
transfer students welcome. One quarter
of a full-time media program or political
economy program or equivalent.
Faculty Signature:Yes.Application forms will
be available April II, 2003, from Academic
Advising.Applications received by May 7, 2003,
will be given priority. Additional applications
will be accepted through a rolling admissions
process until the program is full. For application information, contact Larry Mosqueda
at (360) 867-6513, or Laurie Meeker at
(360) 867-6613.
Special Expenses: $100-$500 over both
quarters for media production costs.
Internship Possibilities: No
Politics is the study of who gets what, when
and how. The media, both print and visual,
have a profound impact on the construction,
presentation, creation and invention of political
reality. The relationship between the powerful
and relatively powerless is a constant political
battle. The modern media is much more than a
neutral camera eye or an unbiased description
of events; it is a field of contention for various
political actors. This program will explore the
relationships between political events and the
media as a tool for both documentation and
social change.
While the mainstream media reflects the
interests of the dominant ideology, independent documentary filmmakers have long been
active in political movements and struggles,
documenting events as they unfold. The
resulting films often have become important
historical documents, providing an alternative
perspective that simply does not exist in
corporate media archives. In addition,
independent political films have often played
important roles in movements for social
change, bringing alternative perspectives to
activists as well as the general public. This
program will focus on the political economy
of social and political movements and we will
study important films that were a part of those
movements. Central themes will be war and
peace, labor, the civil rights movement and the
women's movement.
Our objective is to provide a forum for
interdisciplinary collaboration involving
research, writing and media production.
Students will develop collaborative project
proposals for documentary films and videos
that will be produced during winter quarter.
Credit will be awarded in political economy,
political philosophy, cultural studies,
documentary film history, film criticism,
film theory and film/video production.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in political economy, media
and communications.
This program is also listed under Society,
Politics, Behavior and Change.

Student Originated Studies:
Media
Fall,Winter and Spring quarters
Faculty:Ju.Pong Lin
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome. Mediaworks or
one year of media production, media history
and theory.
Faculty Signature:Yes. Portfolio review.
Read the description below for the application
process and dates. Applicants will be notified
of acceptance the week before registration
begins each quarter.
Special Expenses: Depends upon project.
Internship Possibilities:Yes,with faculty
approval.
SOS: Media offers advanced media students
the opportunity to design their own curriculum
in group contracts in media studies and/or
production. The more successful groups have
collaborated on one project or designed a
critique group made up of students whose
projects share a theme. SOS is not a collection
of individual contracts, but a program created
by students with common artistic and academic
goals. The collaborative process of designing
the curriculum provides excellent preparation
for professional work in media.
Groups of five to eight students should
submit a detailed proposal to the faculty no
later than May 14,2003, to be considered for
fall quarter; December 3, 2003, for winter
quarter; and March 3, 2004, for spring quarter.
The proposal must include a statement of the
group's goals, weekly schedules that detail
workshops, readings, seminars, critiques and
film/video screenings (i.e., a draft of a
syllabus). Applicants also should submit a
portfolio with contact information, recent
faculty evaluations, a writing sample and a
sample of your best film or video work (on
VHS or provide URL). The portfolio should
indicate completion of Mediaworks or its
equivalent.
Credit awarded in media studies and media
production.
Total:8 to 16 credits each quarter.
A similar program is expected to be offered
in 2004-05.
Program is preparatory for careers and future
studies in film, video and multimedia
production, communications, film criticism
and broadcast journalism.

* Indicates upper-division credit

Transcendent Practices

Working Small

Fall,Winter and Spring quarters
Faculty:Sarah Williams, Robert Leverich,TBA
Enrollment: 64
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 $250 for
studio supplies.
Internship Possibilities:Yes
Many of us remember transcendent moments
in our lives, when we lost our sense of time and
felt creatively connected with our environment,
our bodies or our actions. This feeling has
many names: in the zone, the sweet spot,
creative flow, apeak experience, even
enlightenment or samadhi. How do we
characterize and value these experiences?
How do we find them? Like good fortune,
transcendent moments favor the prepared.
The preparation is often a practice or craft,
an individual way of being in the world that
involves intentional commitment to some
activity and a regular physical and mental
recentering on it.
This program will actively involve you in
three creative studio practices that can prepare
or open one to transcendent experiences
through moving, making and writing. We will
explore classical yoga (the eight limbs), shape
materials into sculpture and experiment with
ecstatic poetry. We will consider how the body's
anatomy and rhythms inform these practices,
comparing Western and non-Western perspec·
tives. Activities may also include lectures, readings, seminars, field trips, student synthesis
groups, presentations and portfolios. Through
program work and reflection, each of us will
seek to define and integrate her or his own
transcendent practice.
Credit awarded in sculpture, poetry, cultural
studies, feminist theory and somatic studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the visual arts, creative writing,
cultural studies and somatic studies.
This program is also listed under First·Year
Programs and Culture, Text and Language.

Fall and Winter quarters
Faculty:Jean Mandeberg
Enrollment: 12
Prerequisites: Junior or senior standing,
transfer students welcome. Foundations of
Visual Art or equivalent college-level
experience in design, drawing and sculpture
(which might include woodworking, fiber arts,·
metalworking, fine metals or ceramics).
Faculty Signature:Yes. Portfolio reviews and
interviews will begin at the Academic Fair,
May 14,2003, and continue until the program
is filled.Transfer students can mail a slide
portfolio and statement of interest to Jean
Mandeberg, The Evergreen State College, Lab
II,Olympia, WA 98505. Jean will notify transfer
students of acceptance by telephone, and she
will post an acceptance list on her office door,
Lab 113263.
Special Expenses: Students can expect to
provide art materials including precious
metals and nonferrous metals, and specialized
tools and supplies needed to accomplish a
series of small scale works.
Internship Possibilities: No
This program is for advanced visual art
students interested in the particular demands
of making small scale art. We will be working
in jewelry making, metalsmithing and mixed
media sculpture, combining intensive studio
work and critique with related reading,
research, writing and weekly seminar.
Students must be prepared to confront the
artist's and audience's experience ofsmall
scale artwork while considering such issues
as the cultural values associated with scale,
miniaturization, the intensification of form,
imagination, mobility, technical precision and
craftsmanship.
Students will learn to express their ideas
through inventive designs and appropriate
materials in order to take advantage of this
unique point of view.
Credit awarded in metalsmithing and jewelry
making, issues in art and contemporary craft,
art history and aesthetics.
Total: 16 credits fall quarter; 12, 14 or 16
credits winter quarter.
Program is preparatory for careers and
future studies in the arts and humanities.

I

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edulcatalor)updates.

61

OFFERINGS BEGINNING
WINTER QUARTER
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SPRING QUARTER

Issues in Contemporary Art

Bookworks

Winter and Spring quarters
Faculty: Paul Sparks
Enrollment: 25
Prerequisites: Sophomore standing or above,
transfer students welcome. One year of
college-level study in studio art or the
equivalent and a good working knowledge
of art history.
Faculty Signature: Yes. Students must submit
a portfolio of prior studio work (35mm slides
preferred) and an expository writing sample
to the faculty. Faculty will begin to review
portfolios at the Academic Fair, December 3,
2003, and continue until the program is filled.
Students will be notified of acceptance via
e-mail by December 5, 2003.
Special Expenses:Approximately
$200 for
art supplies, depending on the individual
student's medium and project.
Internship Possibilities: No
What are the central issues in contemporary
art and how do they affect the studio artist?
In a period of post-post modernism, multiculturalism and eclecticism, what are the.
aesthetic concerns that contemporary artists
are dealing with? And, what are the social,
political and personal concerns that inform
our creative work?
This program offers students the opportunity
to pursue a sustained body of work on a
personal theme, examining that theme in
relation to the larger context of current world
art. It is designed for students who already
have intermediate-level skills in one or more
studio media (painting, drawing, sculpture,
printmaking, photography or mixed media),
and a strong studio work ethic. Students should
come prepared with a good general knowledge
of history and art history, and ready to do
serious study of critical texts on contemporary
art. They should also have good critical reading
and writing skills. All students will do
substantive research and writing on aesthetic
issues. Field trips and guest speakers will
augment our weekly lectures, seminars and
critiques. Each student will also undertake an
individual body of studio work in two- or threedimensional art, building skills, developing a
personal vision and responding to contemporary issues in art.
Credit awarded in studio art (medium
determined by student's work), art history,
art theory and criticism.

Spring quarter
Faculty: Lisa Sweet
Enrollment: 20
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 $250 for
texts and bookmaking materials.
Internship Possibilities: No
Two- and three-dimensional art are perhaps
nowhere more integrated than in the art of the
book; but more than integrating design, books
are also vessels for our history, our values and
our vision. Books represent the meeting of text,
image and time in a form unique in its intimacy
and power to reach the viewer/reader personally. In this program, students will explore the
world of book arts through the creation of
handmade books. We'll explore a variety of
formats from the traditional hard-bound codex
to alternative book forms, including the
invention of original forms. Students will
examine the context in which the creation and
use of books emerged from ancient and
medieval cultures, as well as the emergence of
book arts in the 20th century. Students will gain
basic traditional letterpress technique as part of
the program. Bookmaking is a particularly
wonderful way to enter the world of visual arts
for those with little or no background in art, For
those with art experience-and
printrnaking
experience in particular-this
exploration
encourages the integration of images and text
in a unique and personal way.
Credit awarded in 2-D and 3-D design, graphic
design, letterpress, bookmaking and 20thcentury art appreciation.

Total: 16 credits per quarter.
Program is preparatory for careers and future
studies in art, art history and the humanities.

* Indicates

upper-division credit

Total: 16 credits.
Program is preparatory for careers and future
studies in book arts, studio artist and graphic
design.
This program is also listed under First-Year
Programs.

Ireland: Study Abroad
Spring quarter
Faculty: Sean Williams, Doranne Crable
Enrollment: 30
Prerequisites: Sophomore standing or
above; two successful quarters in the Ireland:
Living between Worlds program. Participation
will be determined by the student's record of
work in the Ireland program, and students
must read the two required texts,
Occasions of Faith:An Anthropology of Irish
Catholics, Lawrence j. Taylor and Father
McDyer of G/enco/umbkille:An Autobiography,
Father james McDyer.
Faculty Signature: Yes. Students must submit
a preparatory essay based on two books
about Gleann Cholm Chille. Students will be
notified of acceptance in class by the end of
january, 2004.
Special Expenses: Airfare, room, board,
instructional fees in Ireland, approximately
$3,000; and a non-refundable deposit of
$1,000 by February 4, 2004.
Internship Possibilities: No
Travel Component: Five to six weeks of study
in Ireland at the Oideas Gael Institute in
Gleann Cholm Cille, Donegal.
This program is intended only for selected
participants from the Ireland program, who
will study traditional language and culture in
Ireland at the Oideas Gael Institute in Gleann
Cholm Cille, Donegal.
We will begin our studies in Ireland with
a week offocused study in Irish-Gaelic
language, song, poetry and dance. For several
more weeks we will study language and aspects
of traditional culture, including the options of
archaeology, tapestry weaving, singing, dancing
and playing music. Students will also have the
opportunity to work closely with local poets,
artists and musicians, and to witness first-hand
the dramatic impact of the European Union on
traditional culture. Field trips may include
visits to Northern Ireland, the Burren
traditional law conference in County Clare,
Dublin, the Strokestown Famine Museum
and selected locations in County Donegal.
The faculty expect dedicated participation
in all activities, appropriate behavior for smalltown Ireland, cooperation with hosts and host
families, and strict adherence to the travel dates
and essay deadlines. Students who do not
follow these guidelines will be sent home at
their own expense. All students must return
to Evergreen by the end of the ninth week
of spring quarter. A major summative and
reflective essay will be due by the end of
the program.
Credit awarded in Celtic studies, European
studies, cultural studies, fieldwork, history and
Irish-Gaelic language.
Total: 16 credits.
Program is preparatory for careers and future
studies in Celtic studies, European studies,
political economy, expressive arts and cultural
studies.
This program is also listed under Culture,Text
and Language.

Stone
Spring quarter
Faculty: Robert Leverich, Martha Henderson
Tubesing
Enrollment: 40
Prerequisites: Two quarters of Core or
equivalent.This all-level program will offer
appropriate support for sophomores or
above ready to do advanced work.
Faculty Signature: No
Special Expenses: $1 SOfor art supplies.
Internship Possibilities: No
We have an ageless association with stone.
Stone gives shape and meaning to the
landscapes we inhabit and shapes our
perceptions of time and space. We in turn shape
stone: for shelter, for tools and for expression.
This program is designed to give students a
closer understanding of the physical and
geographical character of stone, its place in
our culture and history, and its potential as a
material for sculptural expression.
Program work will center around the
sculpture studio and the physical geography
lab, with supporting lectures, field trips and
seminars. In the studio, we will draw, work with
stones as found objects and learn basic stonecarving methods. We'll consider alternative
ways for using stone expressively. Physical
geography labs and lectures will give an
introduction to the classification, physical and
chemical character, morphology, location and
use of stone types in the landscape. Cultural
geography lectures and workshops will address
the ways in which we shape stone to symbolize
ourselves, and in turn how we read those
symbols. We will reflect on this interactive
shaping of stones and people through readings,
seminars, work discussions and writing.
Credit awarded in sculpture, drawing, physical
geography and cultural geography.

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Total: 16 credits.
Program is preparatory for careers and future
studies in art, science and the humanities.
This program is also listed under First-Year
Programs and Environmental Studies.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

63

SCIENTIFIC INQUIRY

AFFILIATED FACULTY:
Clyde Barlow
Dharshi Bopegedera
Andrew Brabban
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
Donald Morisato
Frank Motley
Nancy Murray
james Neitzel
Neal Nelson
janet Ott
DavidW. Paulsen
Paula Schofield
Sheryl Shulman
james Stroh
Brian Walter
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 ofthe Scientific Inquiry area are members of
the scientific community, men and women who have devoted their professional lives to personaljoumeys
of discovery as they investigate the world and help their students leam 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, Health and Human Development, The
Physicist's World and Ecological Design. (Notice that you will also find basic science in some of the
Core programs, especially It's Time for Science; Light; Nature, Nurture or Nonsense?; Perception; and
Sailpower: Economic, Historical, Scientific and Cultural Principles.) 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, 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 the sequence
Transforming the Globe and Modeling Motion (especially if you are interested in chemistry or physics).
If you are interested in mathematics, you will want to begin with either Mathematical Systems, Modeling
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 that is offered through Student Originated Software
(2003--04) and Computability and Cognition (2004--05), offered in alternate years. First-year students
might consider Algebra to Algorithms: An Introduction to Mathematics for Science and Computing.
Health and Human Development offers a pathway for those primarily interested in the health and helping
professions. Science of Mind (2003-04), offered in alternate years, provides neurobiology and other
components of cognitive science. The Molecule to Organism program covers organic chemistry,
biochemistry and laboratory biology (molecular-cellular-genetic biology and physiology). Advanced
work in physical science is offered through Astronomy and Energy: Cosmic Models (2003-04), Atoms,
Molecules and Research (2003--04) and Physical Systems (2004--05), offered in alternate years. Advanced
work in mathematics is provided in Mathematical Systems (2003-04) and Mathematical Methods (200405), offered in alternate years. Some intermediate to advanced work is done through combined studies
with other academic areas such as Environmental Analysis (2004--05), offered in alternate years.
Faculty members in Scientific Inquiry 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 modern form into the subjects ofthe Scientific Inquiry area,
and science and mathematics are essential components of the modern 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 willieam 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.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Astronomy and Energy:
Cosmic Models
Fall and Winter quarters
Faculty: Don Middendorf
Enrollment: 25
Prerequisites: Sophomore standing or above,
transfer students welcome. One year of
calculus-based physics.
Faculty Signature: No
Special Expenses:Approximately
$400
for textbooks (must be purchased by the
second day of class), good binoculars and
journal subscriptions.
Internship Possibilities: No

This program will study the two pillars of
modern physics-relativity and quantum
theory-using astronomy as the link. The
theme will be scientific model making. We
will study our current models of the universe,
including the role of relativity and quantum
mechanics in studying stars, galaxies and black
holes. We will examine such questions as: How
do we know that stars use fusion to produce
energy? How do we interpret theory and
experiments for objects such as stars and black
holes? What are some of the ramifications of
embracing one model instead of another? What
is energy and how is it related to mass, space
and time? Are we learning about pre-existing
objective facts (truth) or do our experimental
results depend on our theories?
We will examine the ideas ofleading
thinkers in physics, mathematics and philosophy to explore these questions. Although we
will find many strange and provocative answers
to our questions, our goal will be to learn to
ask even more sophisticated questions about
"nature" and "reality."
Students must subscribe to three journalsSky and Telescope, Science News and Physics
Today. These journals will be used in weekly
discussions and student presentations about
recent developments in astronomy and modern
physics. We will use our eyes, binoculars and
telescopes to examine the sun and the night
sky-so we'll need to meet at night a few times
each quarter.
Credit awarded in astronomy, modern physics,
quantum theory, special and general relativity
and philosophy of science. Upper-division
credit is possible for more than half of the
total credits depending on performance.
Total: 16 credits each quarter.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and future
studies in science and mathematics, especially
physics, engineering, astronomy or philosophy.

Atoms, Molecules and Research

Data to Information

Fall,Winter and Spring quarters
Faculty:TBA
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome; one year of
college-level chemistry (or AP high school
chemistry) and ability to do differential
and integral calculus.
Faculty Signature: Yes. Contact the Academic
Advising office for information about the
signature process, (360) 867-6312.
Special Expenses: No
Internship Possibilities: No

Fall, Winter and Spring quarters
Faculty: Brian Walters,John Cushing,
Sheryl Shulman
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome. High school
algebra proficiency assumed.
Faculty Signature: Yes. Students must take
an algebra pre-test and receive an adequate
score, as well as have an interview with the
faculty. Contact the Academic Advising Office,
(360) 867-6312, for information about the
algebra pre-test.
Special Expenses: Unusually expensive
textbooks, approximately $300 per quarter.
Internship Possibilities: No

In this upper-division chemistry program we
will explore the question "What does a chemist
do?" In all aspects of the program, we will try
to understand how the principles of chemistry
learned in the classroom are applied by
chemists all over the world. This program is
designed to provide advanced preparation that
will enable students to pursue careers in
chemistry and chemical engineering (graduate
school and industry), fields that have high
employment demands in the sciences. It will
also be useful for students considering careers
in medicine, biochemistry or chemical physics.
During fall and winter, the lecture portion of
the program will cover the traditional juniorand senior-level topics in physical chemistry
and inorganic chemistry. These include
thermodynamics, quantum mechanics,
inorganic chemistry, chemical kinetics,
statistical mechanics and spectroscopy. During
spring, iftirne permits, the lecture portion of
the program will cover some special topics in
chemistry.
Fall quarter, the laboratory portion of the
program will train students to use chemical
instrumentation to carry out assigned
laboratory experiments. All members of the
chemistry faculty and science instructional
technicians will be involved in teaching the
laboratory portion, ensuring breadth and
individual guidance. Winter and spring,
students will be assigned laboratory research
projects they will conduct under the close
supervision of chemistry faculty. Students will
present the results of their research at the
annual American Chemical Society Undergraduate Research meeting.
Students will also participate in workshops
on technical writing and library research
methods, including online searching.
Credit awarded in thermodynamics*,
quantum mechanics*, inorganic chemistry*,
instrumentation laboratory* and undergraduate research in chemistry*.
Total: 3, 6, 9 or 16 credits each quarter.
Program is preparatory for careers and future
studies in chemistry, chemical engineering,
chemical physics, medicine and biochemistry.

* Indicates

upper-division

credit

The goal of this program is to lay a firm
foundation for advanced work in computer
science. The name "Data to Information"
refers to our study of how bits, bytes and raw
numbers gain meaning through increasingly
abstract layers of interpretation. Organizing
raw data into different structures can produce
very different meanings-through interpretation, correct or not, raw data becomes
information.
Our work will emphasize knowledge of
the fundamentals of mathematics, program
design, algorithms and data structures, and the
hardware needed to succeed in the computer
field. Individual and collaborative problemsolving will also be stressed.
Program content will be structured around
four, yearlong interwoven themes: The
computational organization theme will begin
with digital logic and continue through
increasingly complex and abstract ways of
organizing hardware into functional units. The
programming languages theme will begin with
the functional programming paradigm using
Haskell, then continue into the analysis of data
structures and algorithms, and finally introduce
an object-oriented programming paradigm
using Java. The mathematical abstractions
theme will develop the mathematical tools and
abstract ideas that support problem solving in
computer science. The history and social
implications of technology theme will explore
the context in which quantitative and computerized tools have been developed and applied.
Credit awarded in digital logic, computer
architecture, programming, data structures
and algorithms, discrete mathematics and
social and historical implications of technology. Approximately one third of the credit is
classified as upper-division science.
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 computer-related fields, science and
mathematics.

Ecological Agriculture:
Fitting Into Place

Ecological Design

Fall, Winter and Spring quarters
Faculty: Martha Rosemeyer, Liza Rognas,
Martha Henderson Tubesing
Enrollment: 50
Prerequisites: Sophomore standing, transfer
students welcome. General chemistry or
biology; socio-economics or political economy;
willingness to work hard and carefully.
Faculty Signature: No
Special Expenses:Approximately
$150 for
field trips.
Internship Possibilities:Yes, with faculty
approval.
How can human settlement coexist with the rest
of Earth's web oflife? This year, two separate
but linked programs, Ecological Design and
Ecological Agriculture, will investigate which
patterns of building and food supply can be
ethical, beautiful and sustainable indefinitelyand how we Americans can move toward those
ways oflife. The two programs will share
several major components each quarter: a
seminar on present dangers and future
possibilities; a series of shared background
lectures on energy flows, biodiversity, soil
science and nutrient cycles; and weekly
community work, leading toward community
design and organizing projects in the spring.
A substantial library research paper in winter,
informed by community experience in fall, will
provide planning and an intellectual base for
the community project in the spring.
The Ecological Agriculture program will
concentrate on substantive topics in the natural
and social sciences, such as ecology, history
and political economy. Lectures, in addition to
those held jointly with Ecological Design, will
focus on landscape ecology, integrated pest and
disease management, agricultural biodiversity,
livestock and soil science, as well as agricultural history, socioeconomic and gender aspects
of agriculture, the Pacific Northwest regional
food system and the community foodshed. We
will examine the relationship between food
production and American iconography ofland
and landscape. Workshops will aid students in
developing quantitative reasoning skills. Labs
will be an introduction to energy flow, nutrient
cycling and soil science.
Credit awarded in agroecology, community
studies, agricultural history, the future of
agriculture, agricultural geography, introductory soil science, quantitative skills, expository
writing and library research. Upper-division
credit awarded for upper-division work and
an additional assignment per quarter.

Fall,Winter and Spring quarters
Faculty: Rob Knapp, TBA
Enrollment: 48
Prerequisites: Students must be ready
for intense effort and be willing to tackle
open-ended problems, respond with insight to
real-world needs and obstacles and produce
carefully finished work. This all-level program
will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: No
Special Expenses: One overnight, in-state
field trip per quarter, $25-$40, payable during
the first week of each quarter.
Internship Possibilities:Yes, spring quarter,
with faculty approval.
How can human settlement coexist with the rest
of Earth's web of life? This year, two separate
but linked programs, Ecological Design and
Ecological Agriculture, will investigate which
patterns of building and food supply can be
ethical, beautiful and sustainable indefinitelyand how we Americans can move toward those
ways oflife. The two programs will share
several major components each quarter: a
seminar on present dangers and future
possibilities; a series of shared background
lectures on energy flows, biodiversity, soil
science and nutrient cycles; and weekly
community work, leading toward community
design and organizing projects in the spring.
In addition to the activities shared with
Ecological Agriculture, students in this
program will also concentrate on the built
environment and on the process of design.
Design is the finding of physical answersbuildings, roads, settlements-to
basic human
questions, such as shelter and work. The core
activity will be a yearlong studio on gathering
relevant information, inventing and evaluating
physical forms, and presenting the results
clearly and persuasively. Techniques will
include architectural drawing, interviewing,
site study, calculating environmental flows
and model making. A supporting lecture series
will discuss environmental science and "green"
technologies, including landscape ecology,
renewable energy and alternative building
materials. There may be some opportunities
for hands-on building, but the program will
emphasize careful analysis and design, not
actual construction.
Credit awarded in environmental design,
natural science (lower division, except for
unusual individual projects arranged with
faculty), visual art, community studies and
expository writing.

Total: 16 credits each quarter.

Total: 16 credits each quarter.

A similar program is expected to be offered
in 2006-07.

A similar program is expected to be offered
in 2005-06.

Program is preparatory for careers and
future studies in agriculture, nonprofits
and community services.

Program is preparatory for careers and future
studies in environmental studies, visual arts,
environmental design and community studies.

This program is also listed under
Environmental Studies.

This program is also listed under First-Year
Programs; Environmental Studies; and
Expressive Arts.

Health and Human
Development
Fall, Winter and Spring quarters
Faculty: Gary Peterson, Raul Nakasone, TBA
Enrollment: 75
Prerequisites: Sophomore standing or above.
One year of study in an interdisciplinary,
liberal arts program.
Faculty Signature: No
Special Expenses: Approximately $45 per
quarter for retreats, conferences and travel
to and from internships.
Internship possibilities:Yes, with approval
of faculty.
This thematically based 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 more fully understand the fundamentals of human biology and psychology.
Our feeling of well-being in the United
States is shaped by the developmental context
of our lives. To understand this context requires
an investigation of the current and sometimes
contradictory paradigms that construct our
worldviews in relationship to our different
experiences. This program will address our
different worldviews through a lens of power
and oppression and attempt to bridge these
differences. We'll examine our values and
beliefs regarding work, family and community
and how they affect our health and well-being.
At the end of the program, students will
have a stronger appreciation of their own
experience and those of other groups of people.
They will develop strategies for engaging in a
range of settings to promote social change, indepth personal development, increased selfawareness, critical commentary and analyses,
and practices that promote health and wellbeing. They will come to understand themselves as members 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, technical writing and quantitative
skills.
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 the health professions, the social
services, public policy and education.
This program is also listed under Society,
Politics, Behavior and Change.

* Indicates

upper-division credit

Introduction to Natural Science

Mathematical Systems

Molecule to Organism

Fall,Winter and Spring quarters
Faculty: James Neitzel,TBA
Enrollment: 75
Prerequisites: Sophomore standing or above;
high school algebra proficiency assumed.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter
with faculty approval.
This program will offer students a conceptual
and methodological introduction to biology,
chemistry and physics. As an organizing theme,
we will examine the cycles and transformations
of matter and energy at a variety of scales in
both living and non-living systems. As
appropriate, we will use mathematical
modeling and other quantitative methods to
gain additional insights into these processes.
Students will learn to describe their work
through writing and public presentations.
Program activities will include lectures,
small-group problem-solving workshops,
laboratories, field trips and seminars. In
addition to studying our current scientific
models for these processes, we will also
examine the methods used to obtain these
models and the historical, societal and personal
factors that influence our thinking about the
natural world. We will also examine some of
the impacts on societies due to changes in
science and technology. During spring, there
will be an opportunity for small studentgroups to conduct an independent scientific
investigation designed in collaboration with
the program faculty.
Students who complete this program should
be prepared for more advanced study in
programs such as Marine Life or Molecule to
Organism. This program will also provide a
background in disciplines required for careers
as a health professional. It is also appropriate
for students who wish to understand the process
and role of science.
Credit awarded in general chemistry,
introductory biology, physics, history and
philosophy of science, technical writing and
communication.

Fall,Winter and Spring quarters
Faculty:TBA
Enrollment: 25
Prerequisites: Junior or senior standing,
transfer students welcome; one year of
calculus.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program is an intensive study of several
fundamental areas of pure mathematics,
including a nucleus of advanced calculus,
abstract algebra and topology. Students may
also have the opportunity to learn other
advanced topics in mathematics such as set
theory, Euclidean and non-Euclidean geometry
or number theory.
We will develop skills not only in handling
mathematical syntax, but also in the crucial
area of reading and writing rigorous proofs in
axiomatic systems. We will also examine
mathematics in a historical and philosophical
context-asking
questions such as: Are
mathematical systems discovered or created?
Why does a particular culture allow some
systems to flourish while ignoring others?
What are some of the ramifications of
embracing one model instead of another?
The program is designed for students who
intend to pursue studies or teach in mathematics and the sciences, and for those who want
to know more about mathematical thinking.
Students will have the opportunity to engage
in individual projects and present material to
the class on topics in mathematics that they
study during the year.
Credit awarded in advanced calculus*,
abstract algebra*, topology*, history and
philosophy of mathematics, and special topics
in mathematics.

Fall,Winter and Spring quarters
Faculty: Paula Schofield,Andrew Brabban,
Donald Morisato
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 will develop and interrelate
concepts in experimental (laboratory) biology,
organic chemistry and biochemistry.
It will integrate two themes-one at the
"cell" level and the other at the "molecule"
level. In the cell theme, we will start with the
cell and microbiology and proceed to the
whole organism with the examination of
structure/function relationships at all levels.
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 will continually merge through studies of cellular and
molecular processes in molecular biology
and genetics.
The program will contain a significant
laboratory component; each week, students
will write papers and maintain laboratory
notebooks. All laboratory work, and approximately one half of the non-lecture time will
be spent working in collaborative problemsolving groups.
This will be an intensive program. Its
subjects are complex and the sophisticated
understanding we expect to develop will require
devoted attention and many hours of scheduled
lab work each week.
Credit awarded in genetics*, cell biology*,
molecular biology*, organic chemistry I,
organic chemistry 11*,organic chemistry 11I*,
biochemistry* and microbiology*.

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 the natural sciences, environmental
studies and health sciences.

Total: 16 credits each quarter.
A similar program is expected to be offered
in 2005-06.
.
Program is preparatory for careers and
future studies in mathematics, physics,
mathematic education, history of
mathematics and science.

Total: 8 or 16 credits fall quarter; 8 or 12 or 16
credits winter quarter; 4 or 8 or 12 or 16
credits spring quarter. During fall quarter,
students may register for organic chemistry
or biology as an option.
A similar program is expected to be offered
in 2004-05.
This program is preparatory for careers and
future studies in biology, chemistry, healthl
medical sciences, environmental studies
and education.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

The Physicist's World

Science of Mind

Student Originated Software

Fall and Winter quarters
Faculty:Tom Grissom
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: No
Internship Possibilities: No
The 20th century has brought about a
revolution in our understanding of the physical
universe. We have been forced to revise the
way we think about even such basic concepts
as space and time and causality, and about the
properties of matter. An important part of this
revolution has been the surprising discovery
of fundamental ways in which our knowledge
of the material world is ultimately limited.
These limitations are not the result of
surmountable shortcomings in human understanding but are more deeply rooted in the
nature of the universe itself.
In this program, we will examine the mental
world created by the physicist to make sense
out of our experience of the material world
around us, and to try and understand the nature
of physical reality. We will ask and explore
answers to the twin questions of epistemology:
What can we know? and, How can we know it?
starting with the Presocratic philosophers and
continuing through each of the major .
developments of 20th-century physics,
including the theories ofrelativity, quantum
theory, deterministic chaos and modem
cosmology. We will examine the nature and
the origins of the limits that each imposes
on our ultimate knowledge of the world.
No mathematical prerequisites are assumed.
Mathematical thinking will be developed
within the context of the other ideas as needed
for our purposes. The only prerequisites are
curiosity about the natural world and a
willingness to read, think and write about
challenging texts and ideas. We will read
primary texts, such as works by the
Presocratics, Plato, Lucretius, Galileo,
Newton and Einstein, as well as selected
contemporary writings on physics.
Credit awarded in philosophy of science,
history of science, introduction to physical
science, introduction to mathematics
and quantitative reasoning, and
expository writing.

Fall, Winter and Spring quarters
Faculty: David W. Paulsen, TBA
Enrollment: 75
Prerequisites: Sophomore standing or above,
transfer students welcome; one quarter of
college-level biology recommended.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is involved in studying the mind?
What questions can be answered scientifically?
What questions can't? Is the mind nothing but
the brain? If so, how do we account for human
consciousness?
Science of Mind will address these questions
by exploring approaches from past and contemporary cognitive psychology and neurobiology,
as well as issues in philosophy of science and
mind. We will emphasize theories about the
nature of perception, attention, memory,
reasoning and language as well as current
developrnents in the study of consciousness.
The program will cover basic neurophysiology
and systems neurobiology, experimental cognitive psychology, research design in psychology,
descriptive and inferential statistics with
psychological research applications, as well
as the use of the computer for data analysis.
We will begin by laying a foundationlooking at the historical and intellectual roots
of contemporary cognitive science including
cognitive psychology and cellular neurobiology.
In winter, we will look at issues surrounding
the transformation of psychology from the
behaviorist to the cognitive paradigm and
recent discussions of consciousness, as well
as network neurobiology. Spring quarter will
include an extensive research project in one of
the following areas: experimental psychology,
neurobiology or the philosophy of mind.
Credit awarded in cognitive science*,
cognitive psychology*, research methods in
psychology*, neurobiology with laboratory*,
descriptive and inferential statistics*, data
analysis using the Statistical Package for the
Social Sciences* and a research project*.

Fall,Winter and Spring quarters
Faculty:Judith Bayard Cushing, Neal Nelson,
TBA
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome. Data to Information or equivalent, or expertise in both
programming and an application area such
as science or media.
Faculty Signature: Yes. Students must
complete a questionnaire and an interview
with faculty. Students must demonstrate
both technical expertise and a commitment
to a group software development project.
The questionnaire is available from the
faculty, judyc@evergreen.edu,and
from
Academic Advising after May I, 2003.
Special Expenses: Approximately $200
for materials for student project work,
visits to project sponsors and two field trips.
Internship Possibilities: Only if in conjunction
with the software project, or for four credits
spring quarter.
Software engineering is the study of how to
design and build, within budget, socially
responsible software systems that meet
functional requirements. In spite of an
increasing body of knowledge, however,
software is often late, over-budget or unable
to perform according to needs. Why? The
"software engineering" problem is not just a
matter of technology, but of organization,
psychology, group dynamics and culture,
and an understanding of the relevant domain.
Student Originated Software addresses these
issues, and is intended to prepare students to
build good software.
This yearlong program is designed to give
students, at an advanced undergraduate level,
the ability to identify and carry out a viable
software project. Students will work in teams
to identify a project, prepare feasibility studies,
identify "real world" clients or setting, and
write software specifications. Under the
guidance offaculty, students will conduct
systems analysis and design, implementation
and product testing and validation. Students
will evaluate their software according to
technical, legal and social criteria.

Total: 12 or 16 credits fall quarter; 8, 12 or 16
credits winter quarter; 4, 8, 12 or 16 credits
spring quarter.

(continued next page)

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in both the humanities and
the sciences.
This program is also listed under First-Year
Programs and Culture,Text and Language.

A similar program is expected to be offered in
2005-06.
Program is preparatory for careers and future
studies in psychology, medicine, biology,
cognitive science, aspects of computer science
and philosophy.
This program is also listed under Society,
Politics, Behavior and Change.

* Indicates

upper-division credit

Student Originated Software

Transforming the Globe

(continued)
Advanced topics in computer science will be
presented in lecture, workshops and seminars,
and seminars will relate to the history and
culture of the software industry, as well as
psychological and cultural aspects of software
systems such as ergonomics, human-machine
interaction and the psychology of computer
programming.
Credit awarded in: Upper-division science
credit will be distributed among computer
science and software engineering: object.
oriented analysis, design and programming;
databases; and special topics such as operating
systems, user interlace design, distributed
computing or software tools.

Fall quarter
Faculty: Sharon Anthony, David McAvity
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome. High school
algebra proficiency assumed.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The globe has been transformed by the
organisms that have inhabited it since the first
bacteria started polluting the atmosphere with
oxygen over two billion years ago. Certainly
the impact of humankind on the Earth is
considerable: global warming, ozone depletion,
photochemical smog, acid rain and the build up
of radioactive waste, are just a few examples.
The extent of the danger these changes present,
and whether it is in our power to reverse them,
remain difficult and open questions that cannot
be answered without an understanding of the
science behind them. The intention of this
program is to provide students with a
foundation in chemistry, physics and mathematics using the science of global change as a
motivating and integrating theme.
Students will be introduced to topics in
chemistry and physics primarily through
discovery-oriented small-group activities.
Mathematical methods and experimental skills
essential for scientific inquiry will also be
developed in lectures and labs. We will engage
in weekly discussions to explore the interconnections between science and policy in the
context of human-originated transformations
of the globe.
This program is for fall quarter only.
Programs in winter that build on the scientific
concepts from this program are Modeling
Motion and Exploring Biogeochemistry.
Credit awarded in general chemistry,
college physics and precalculus.

Total: 8 or 16 credits fall and winter quarters;
4 or 8 or 16 credits spring quarter. Eight·
credit option is for part-time students only;
spring quarter 4·credit option is for internship.
Program is preparatory for careers and future
study in computer science and software
engineering or the project application area.

Total: 16 credits.
Program is preparatory for careers and
future studies in physics, chemistry,
environmental science and public policy.
This program is also listed under
Environmental Studies.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Undergraduate Research
in Scientific Inquiry
Fall,Winter and Spring quarters
Faculty: Clyde Barlow, Dharshi Bopegedera,
Andrew Brabban,judith Cushing,jeff Kelly,
Rob Knapp, Betty Kutter, Stuart Matz,
james Neitzel, Paula Schofield, E.j. Zita
Enrollment: 25
Prerequisites: Negotiated individually with
faculty.
Faculty Signature:Yes
Special Expenses: No
Internship Possibilities: No
A number of faculty in this planning group
are engaged in research projects that offer
collaborative research opportunities for
advanced students. These provide an important
aspect of advanced work in the sciences that
take advantage of faculty expertise, Evergreen's
flexible structure and excellent equipment. In
general, students begin by working in
apprenticeship with faculty and laboratory
staff 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 would like to engage
students in the following four projects: FTIR
spectroscopy of free radicals (2 students): This
project is for advanced chemistry students who
are interested in using infrared spectroscopy to
understand molecular properties of free radicals
synthesized in situ in a microwave discharge.
Exploration of toxic properties in noxious
plants (2 students): Chemicals from noxious
plants (such as Scotch broom) will be extracted
and investigated using several spectrometric
methods in order to understand what makes
these plants "noxious." This project is for
students who have completed general chemistry
(with laboratory). Knowledge of organic
chemistry is preferred but not required. An
interdisciplinary study of drinking water in
the South Puget Sound (2 students): This is
an ongoing study to investigate the quality
of drinking water in the Puget Sound area.
We will analyze drinking water in the South
Puget Sound area and explore the connections
between the minerals found in drinking water
with the geological properties of the land.
Students who have completed general
chemistry with laboratory can carry out this
project. Science in Local Schools (2 students):
We will work with local school teachers to
develop science lab activities that will enhance
the science curriculum in local schools.

About four science labs will be taken to local
schools each quarter. Students who have an
interest in teaching science and who have
completed general chemistry with laboratory
would be ideal for this project.
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 oflife 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, Texas A&M University) and
the role of DNA as an environmental pollutant
(in collaboration with LOTT sewage treatment
plant). Student projects will use techniques and
receive credit in molecular biology, biochemistry, organic chemistry and microbiology.
Judith Bayard Cushing studies how
scientists use distributed computing and data
to 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
motivation to explore new computing
paradigms, such as object-oriented systems
and multiplatform computing.
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 over-express 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 for 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 zebrafish, cichlid fish
and aquatic' salamanders.

Paula Schofield (polymer chemistry,
organic chemistry) is interested in the fields
of biodegradable and biomedical 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." Biomedical polymers
are widely used as replacements for heart
valves, tissue, hip joints and blood vessels.
Polyurethanes show potential as replacements
for small diameter blood vessels, particularly
required by patients suffering from vascular
disease resulting from complications of
diabetes. Suitable replacement vessels could
prevent the thousands of amputations
performed each year in the United States.
Today, research and development on biodegradable and biomedical polymers are expanding in
both polymer and biological sciences. Students
with a background in organic chemistry and
biology will gain experience in the preparation
and characterization of suitable polymers, and
in biological procedures used to monitor
biodegradation and biocompatability.
Techniques students will use include SEM,
DSC, GPC, FTIR, FTNMR 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; nevertheless, 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, Colorado, and
abroad. Students can help Zita do analytic
calculations of magnetic dynamics or compare
numerical models with extensive datasets from
ground- 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 2004-05.

OFFERINGS BEGINNING
WINTER QUARTER
Modeling Motion
Winter and Spring quarters
Faculty: David McAvity, TBA
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome; precalculus
required. Students enrolled in Transforming
the Globe in fall will gain sufficient mathematical backgound to enroll in this program.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Careful observation of the physical world
reveals an underlying order. The goal of science
is to build models that explain the order we see
as simply and accurately as possible. Crucial
among such models are those that explain the
interactions between objects and the changes
in motion those interactions bring about. The
history of physics is replete with attempts to
model motion accurately, and that quest is an
ongoing process today. With the development
of new models, come also new mathematical
methods needed for describing them. Calculus,
for example, was born out of the efforts to
make predictions from Newton's models of
motion. Nonetheless, even with the power of
calculus, a model may yield answers only in
approximate circumstances. The advent of
computer modeling has allowed more realistic
scenarios to be examined.
We will explore the theme of scientific
model building through small-group workshops, interactive lectures, hands-on laboratory
investigations, computer programming labs and
seminar discussions. Through our study of
physics we will learn about models of motion
and change and the process for constructing
them. We will also learn how to use the tools
of calculus and computer modeling to
understand what those models predict.
Credit awarded in university physics, calculus
and computer modeling.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in engineering, medicine,
physics, chemistry, computer science
and mathematics.

This program is preparatory for careers and
future study in chemistry, biology, computer
science, health science, environmental
sciences, physics, astronomy and teaching.

* Indicates

upper-division credit

OFFERINGS BEGINNING
SPRING QUARTER
Algebra to Algorithms:
An Introduction to Mathematics
for Science and Computing
Spring quarter
Faculty:TBA
Enrollment: 24
Prerequisites: High school algebra proficiency
assumed. 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
Western science relies on mathematics as a
powerful language for expressing the character
of the observed world. Mathematical models
allow predictions (more or less) of complex
natural systems, and modem computing has
magnified the power of those models and
helped shape new models that increasingly
influence 21 st-century decisions. Computer
science relies on mathematics for its culture
and language of problem solving, and also
enables the construction of mathematical
models. In fact, computer science is the
constructive branch of mathematics.
This program will explore connections
among mathematics, computer science and the
natural sciences, and will develop mathematical
abstractions and the skills needed to express,
analyze and solve problems arising in the
sciences, particularly in computer science.
The program is intended for students who
want to gain a fundamental understanding of
mathematics and computing before leaving
college or pursuing further work in the
sciences. The emphasis will be on fluency in
mathematical thinking and expression, along
with reflections on mathematics and society.
Topics will include concepts of algebra,
functions, algorithms, programming and,
depending on interest, calculus, logic or
geometry; all with relevant historical and
philosophical readings.
Credit awarded in algebra, geometry,
mathematical modeling, programming, and
history and philosophy of mathematics.

Astronomy and Cosmologies
Spring quarter
Faculty: E. J. Zita
Enrollment: 25
Prerequisites: Sophomore standing or above;
facility with algebra.
Faculty Signature: Yes. E-mail the faculty
for information about gaining a signature,
zita@evergreen.edu.
Special Expenses: $45 for materials,
$200-$300for binoculars and tripod and
$300 for possible field trips.
Internship Possibilities: No
Learn beginning-to-intermediate
astronomy
and celestial navigation through lectures,
discussions, interactive workshops and
observation, using the naked eye, binoculars
and telescopes. Students will build (and take
home) learning tools such as spectrometers and
position finders, research a topic of interest (in
the library and through observations), create a
Web page and share research with classmates.
We will also seminar on cosmologies: how
people across cultures and throughout history
have understood, modeled and ordered their
universe. We will study creation stories and
worldviews from ancient peoples to modem
astrophysicists.
Students are invited to help organize a field
trip to warm, clear skies.
Credit awarded in astronomy, physical science
and philosophy of science.
Total: 16 credits.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers and future
studies in astronomy, physical sciences, history
and philosophy of science.

Total: 16 credits.
Program is preparatory for careers and
future studies in the sciences or mathematics.
This program is also listed under First- Year
Programs.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

SOCIETY, POLITICS, BEHAVIORAND

AFFILIATED FACULTY:
Don Bantz
Peter G. Bohmer
Priscilla V.Bowerman
William Bruner
Grace Chang
Scott Coleman
Stephanie Coontz
Elizabeth Diffendal
Peter Dorman
John Robert Filmer
Theresa L. Ford
George Freeman,Jr.
Laurance R. Geri
Jorge Gilbert
Angela Gilliam
Jeanne E. Hahn
Ryo Imamura
Gail Johnson
Heesoon Jun
Cynthia Kennedy
Mukti Khanna
Janice Kido
Cheryl King
Gerald Lassen
Daniel B.Leahy
Carrie Margolin
Lawrence J. Mosqueda
Raul Nakasone (Suarez)
Alan Nasser
Dean Olson
ToskaOlson
Sarah Pederson
Yvonne Peterson
David Rutledge
Zahid Shariff
Linda Moon Stumpff
Masao Sugiyama
MichaelVavrus
Sherry L.Walton
Sonja Wiedenhaupt

CHANGE

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 and ongoing struggles to improve society, and consider positive
alternatives 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. Recognizing that Puget Sound has proved to be a rich laboratory for
the study of economics and social change, our management programs often integrate the study of
leadership development, international business and maritime trade with our maritime studies program.
Students may work in local internships, develop business plans or volunteer in local businesses.
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.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Dance, Creativity and Culture
Fall,Winter and Spring quarters
Faculty:Ratna Roy,Mukti Khanna
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: $50-$60 each quarter
for performance supplies.
Internship Possibilities: No
This program will examine several world
cultures through literature, dance, psychology
and creativity studies. First, we will concentrate
on the how's and why's ofliterary and dance
criticism, multicultural psychology and
research methodologies. For example, we
will ask: Why are most of the African- and
Asian-based dances earth-bound? How is
.drama/theater in other cultures different from
or similar to western theater? How is identity
constructed in a multicultural context?
We will then study two cultures in depth.
Students will participate in a two-quarter field
research study to deepen their understanding of
African American and Asian cultures in the
United States. At the same time, students will
be involved in the creative work of dance and
theater, using expressive arts therapies to
understand how experience in the arts can
deepen imagination, insight and understanding.
Students will also write short papers, and an
additional research paper on a culture of their
choice. We will make several field trips for
classes and performances in various dance
genres and to visit art museums.
In spring, we will perform dances from the
various cultures studied. In the final weeks,
we will reflect on our learning, using our
understanding of dance and literary criticism,
creativity theory and the psychological
perspectives covered during the year.
Credit awarded in dance, dance criticism,
performance studies, theater, literature,
methods of inquiry, anthropology, political
economy, quantitative skills, eastern
philosophy, multicultural psychology,
developmental psychology, expressive arts
therapies and writing.
Total: 12 or 16 credits fall and winter quarters;
16 credits spring quarter.
Program is preparatory for careers and
future studies in performance studies,
English literature, theater, dance, Asian
studies, African American studies, African
studies, eastern philosophy, cultural anthropology, multicultural psychology, developmental psychology and expressive arts therapies.
This program is also listed under Culture,
Text and Language and Expressive Arts.

.•.Indicates upper-dlvislcn credit

Dissent, Injustice and
the Making of America
Fall and Winter quarters
Faculty:Jose Gomez, Grace Chang
Enrollment: 50
Prerequisites: Sophomore standing or above.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Injustice and dissent have been defining
features of America since its founding. In part,
that is the legacy of the framers' decision to
omit equality as a constitutional value and,
instead, to build the "blessings ofliberty" on
the antithetical foundation of explicit
inequality. Even the 14th Amendment's
guarantee of equal protection nearly a century
later (1868) proved hollow as 86 more years
elapsed before the Supreme Court retracted its
racist rulings of Dred Scott and Plessy.
With 2004 marking an additional halfcentury since Brown v. Board of Education
(1954), exclusion, discrimination and
oppression based on race, ethnicity, religion,
gender, class, age, disability and sexual
orientation continue to defy the promise
of equality.
Dissent is essential to correcting inequality
and other injustices, yet protesters frequently
have been excluded from the protections of
the First Amendment. From the 18th century's
odious Sedition Act to the 21st century's
reactionary USA Patriot Act, Congress has
criminalized political dissent.
We will examine how injustice and dissent,
along with the political and cultural struggles
surrounding them, have contributed to the
making of America. We will seek to understand
how these have come to be such defining
features of the American character, culture
and experience.
Credit awarded in ethnic studies, critical
reasoning and writing, constitutional law,
appellate advocacy, racism and the law,
women's studies and lesbian, gay, bisexual
and transgender (LGBT) studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in ethnic studies, political science,
social justice advocacy and organizing, public
policy, law and teaching.

A Few Good Managers Wanted
Fall,Winter and Spring quarters
Faculty: John Fiimer,TBA
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome; recommended
successful completion of one quarter of
microeconomics and basic accounting or
business mathematics or the equivalent.
Students must have demonstrated
competency with numbers.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
As an effective manager your services will be
in demand. Organizations, be they governments, businesses or nonprofits, fail or succeed
according to their ability to adapt to fluid
economic, legal, cultural, political and
economic realities. Strong, competent
management leads to strong, successful
organizations. In this program, you will be
introduced to the management tools, skills
and concepts you need to develop effective
strategies for managing these transitions
resulting in organizational success.
Tools and skills, though, are not enough.
Management is a highly interdisciplinary
profession where generalized, connected
knowledge plays a critical role. Knowledge
of the liberal arts may be as vital as skill
development in finance, law, organizational
dynamics or the latest management theory.
As an effective manager you must develop the
ability to read, comprehend, contextualize and
interpret the flow of events impacting your
organization. You will learn communication
skills, critical reasoning, quantitative analysis
and the ability to research, sort out, comprehend and digest voluminous amounts of
material that separates the far-thinking and
effective organizational manager from the
administrator. Program work will include
lectures, book seminars, discussions, individual
and team projects, case studies and workshops.
This program will prepare you for an
understanding of what leadership/management
is and its importance to the success of an
organization. You will also gain a strong background for advanced studies in the management
field. Expect to read a lot, study hard and be
challenged to think clearly, logically and often.
Credit awarded in organizational theory,
organizational development, finance,
international business, marketing,
communication, case studies, economic
development, entrepreneurship, managing
non profits, strategic planning, contemporary
issues in economics, business and politics,
management issues and ethics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in nonprofit or business management,
public administration or further study in
business or public administration .

Growing Up Global
Fall and Winter quarters
Faculty: Daniel Leahy, Stephanie Coontz
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program explores the origins and
complexities of contemporary issues associated
with reaching adulthood, raising children and
the role of youth in a global society. We will
develop a theoretical and historical background
for understanding these issues, beginning with
cross-cultural studies of childhood, then tracing
the American experience from the 19th century
through the end of the 20th century. Winter
quarter, we will explore the current status of
children, parents and youth on a global level.
As part of this work, we'll look at how
economic globalization is affecting the process
of growing up and what types of social
movements youth are creating in specific
nation states and cultures from around the
world. We will then discuss contemporary
issues and policy debates. Program activities
will include seminars, lectures, a variety of
writing assignments and weekly field research
in the local schools.
Credit awarded in sociology, cultural studies,
history, field ethnography, gender studies
and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in law, social work, teaching,
organizing, labor and race relations,
counseling and engaged citizenship.

Health and Human
Development

Looking Backward:
America in the 20th Century

Fall, Winter and Spring quarters
Faculty: Gary Peterson, Raul Nakasone, TBA
Enrollment: 75
Prerequisites: Sophomore standing or above.
One year of study in an interdisciplinary,
liberal arts program.
Faculty Signature: No
Special Expenses: Approximately $45 per
quarter for retreats, conferences and travel
to and from internships.
Internship possibilities: Yes, with approval
of faculty.
This thematically based 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 more fully understand the fundamentals of human biology and psychology.
Our feeling of well-being in the United
States is shaped by the developmental context
of our lives. To understand this context requires
an investigation of the current and sometimes
contradictory paradigms that construct our
worldviews in relationship to our different
experiences. This program will address our
different worldviews through a lens of power
and oppression and attempt to bridge these
differences. We'll examine our values and
beliefs regarding work, family and community
and how they affect our health and well-being.
At the end of the program, students will
have a stronger appreciation of their own
experience and those of other groups of people.
They will have developed strategies for
engaging in a range of settings to promote
social change, in-depth personal development,
increased self-awareness, critical commentary
and analyses, and practices that promote health
and well-being. They will come to understand
themselves as members 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, technical writing and quantitative
skills.

Fall,Winter and Spring quarters
Faculty: David Hitchens,Jerry Lassen
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 Expense: No
Internship Possibility: No
The United States began the 20th century as
a second-rate military and naval power, and
a debtor nation. The nation ended the century
as the last superpower with an economy that
sparked responses across the globe. In between,
we sent men to the moon and began to explore
our place in space. Many observers have
characterized the 20th century as "America's
Century" because, in addition to developing
into the mightiest military machine on the
face of the earth, the United States also
spawned the central phenomenon of "the
mass." Mass culture, mass media, mass action,
massive destruction, massive fortunes-all are
significant elements of life in the United States,
especially after the national participation in
World War I.
Looking Backward will be a retrospective,
close study of the origins, development,
expansion and elaboration of "the mass"
phenomena and will place those aspects of
national life against our heritage to determine
if the growth of the nation in the last century
was a new thing or the logical continuation of
long-standing, familiar impulses and forces in
American life. While exploring these issues,
we will use history, economics, sociology,
literature, popular culture and the tools of
statistics to help us understand the nation
and its place in the century. At the same time,
students will be challenged to understand their
place in the scope of national affairs; read
closely; write effectively; and develop
appropriate research projects to refine their
skills and contribute to the collective enrichment of the program. There will be programwide public symposia at the end offall and
winter quarters, and a presentation of creative
projects to wrap up the spring quarter.
Credit awarded in U.S. political and economic
history, U.S. social and intellectual history,
American economics and global connections,
and American literature.

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 the health professions, the
social services, public policy and education.
This program is also listed under
Scientific Inquiry.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities and social
science areas of inquiry, law, journalism,
history, economics, sociology, literature,
popular culture, cultural anthropology
and teaching.
This program is also listed under First·Year
Programs and Culture, Text and Language.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/cataloglupdates.

Masculinity and Femininity in
Global Perspective: Sex Is Fun,
but Gender Is a Drag
Fall quarter
Faculty:Toska Olson
Enrollment: 24
Prerequisites: None, transfer students are
welcome. This all-level program will offer
appropriate support for sophomores or
above ready to do advanced work.
Faculty signature: No
Special Expenses: Approximately $75
for program retreat.
Internship Possibilities: Yes, with faculty
approval.
This program is a cross-cultural exploration
of gender, masculinity and femininity. We
will examine questions such as: How do
expectations of masculine and feminine
behavior manifest themselves worldwide in
social institutions such as work, families and
schools? How do social theorists explain the
current state of gender stratification? How does
gender intersect with issues ofrace, ethnicity,
sexual orientation and social class identity?
Students will begin by examining how to
conduct cross-cultural archival research on
gender. In addition, we will consider issues
related to ethnocentrism in cross-cultural and
historical research. Then, we will study crosscultural variation in women's and men's
experiences and opportunities within several
different social institutions. Lectures and
seminar readings will provide students with a
common set of knowledge about gendered
experiences in the United States. Peer research
presentations will provide students with
information about gender in other cultures.
This program involves extensive studentinitiated research, and puts a heavy emphasis
on public speaking and advanced group work.
Seniors will be encouraged to produce a
research paper that represents a culmination of
their college writing and thinking abilities.
Credit awarded in areas such as sociology,
cultural studies, anthropology, public speaking
and library research.
Total: 12 or 16 credits.
Program is preparatory for careers and future
studies in the humanities and social sciences.
This program is also listed under First-Year
Programs.

Multicultural Counseling:
A New Way to Integrate
and Innovate Psychological
Theory and Practice
Fall, Winter and Spring quarters
Faculty: Heesoon Jun
Enrollment: 25
Prerequisites: Senior standing. A working
knowledge of personality theory, abnormal
psychology, developmental psychology and
statistics. Students should have had at least
one quarter of an Evergreen coordinated
studies program. Students should be ready
to embrace a diversity of opinions and to
work independently.
Faculty Signature: Yes. Application materials
for the program will be available by March 28,
2003, and can be obtained by calling the
faculty at (360) 867-6855 to request the
packet. Applications received by May 1,2003,
will be given priority.
Special Expenses: No
Internship Possibilities: 15 hours per week
required during winter and spring quarters.
This program will allow students to test their
commitment to work in counseling a culturally
diverse clientele. One of the program goals will
be to increase the multicultural counseling
competency of the students through a nonheirarchical and non-dichotomous approach to
education. The program will allow students to
examine the efficacy of existing psychological
paradigms and techniques for a diverse
population. Students will learn to interpret
research articles and to incorporate research
findings into their counseling practice. In
addition, students will work with ethics,
psychological counseling theories, multicultural counseling theories and psychopathology. Students will complete an ethnoautobiography and videotape their counseling
practice for their personal and academic
development. We will use a range of instructional strategies such as lectures, workshops,
films, seminars, role-playing, group discussions, videotaping, field trips, guest lectures
and internship case studies.
Credit awarded in psychological counseling,
multicultural counseling theory and skill
building, abnormal psychology, developmental
psychology, personality theories, psychological
research interpretation, ethnic studies, studies
of oppression and power, ethics in the helping
professions, group process and internship.
Total: 16 credits each quarter.

Non-Violent

Resistance

Fall and Winter quarters
Faculty: Priscilla Bowerman
Enrollment: 25
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
The 20th century was marked by significant
upheaval and social change. Some of the social
change was effected through the use of nonviolent resistance. This program will study the
philosophy of non-violence and 20th-century
examples of the use of non-violence to achieve
just social change. We will attend particularly
to the moral, political and religious sources in
which non-violent philosophy is rooted, and we
will seek to evaluate the success of its practice
not only in resolving political conflicts but
also in forming moral character and culture.
Our studies will regularly engage us in the
examination of the concept of justice.
Our focus will be a close, thoughtful
reading of the classics of non-violent
philosophy, including texts by Tolstoy,
Thoreau, Gandhi and Martin Luther King, Jr.,
and essays on non-violence and justice by
important 20th-century intellectuals such as
Camus, Arendt and Wolgast.
In winter, we will focus on examples of
using non-violence on a large scale to effect
political change. About half of the quarter will
be given to studying the use of non-violence in
the American civil rights movement as explored
in major biographies of Martin Luther King, Jr.,
and studies ofthe role of students in that
movement. We will also explore briefly nonviolent movements in Europe during World
War II, and, later in the century, in places
such as South Africa, Poland and Chile.
This program will concentrate on assigned
readings and a number of films and videos.
Students will be expected to read textsbooks, essays or films-closely
and critically
in preparation for seminar, to participate
intelligently and regularly in seminars, and
to write thoughtful expository essays.
Credit awarded in political and moral
philosophy, 20th-century political movements
and the American civil rights movement.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in social sciences, political
economy, law, public and community service
and the humanities.

A similar program is expected to be offered
in 2004-05.
Program is preparatory for careers and future
studies in psychological counseling, clinical
psychology, social work, school counseling,
cross-cultural studies, research psychology,
class, race, gender and ethnicity studies.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.

* Indicates

upper-division credit

Philosophy, Society and
Globalization: How We
Got Where We Are
Fall and Winter quarters
Faculty:Alan Nasser
Enrollment: 25
Prerequisites:Junior or senior standing,
transfer students welcome.
Political economy or economics is
recommended, but not required.
Faculty Signature: Yes. Students should
submit copies of all their faculty evaluations,
and samples of their most recent writing to
Alan at the Academic Fair,May 14,2003.
Transfer students can send transcripts
and writing samples to Alan Nasser,
The Evergreen State College, SE 3127,
Olympia,WA 98505. Priority will be given
to applications received by May 14,2003.
For more information call (360) 867·6759.
Special Expenses: No
Internship Possibilities: No
This program will trace the philosphical and
historical background ofthe currently dominant
global ideology of "neoliberalism/globalization." This term refers to the reliance by
policymakers, in their attempts to address
important social, political and economic
problems, on a model of pure, market-driven
capitalism dominated exclusively by the
interests of corporate business. This model is
now being put into practice, for the first time
in history, on a global scale.
We will use philosophy, political economy
and history to clarify the historical process
leading up to neoliberalismlglobalization.
We will begin with the writings of major
modem political philosophers, including,
among others, Machiavelli, Locke, Adam
Smith, 1. S. Mill and Marx. We will trace the
development of the notions of the modem
individual, natural rights, liberty, the modem
State, democracy, the free market and the
work ethic. We will relate these notions to
the emergence, in the 19th and 20th centuries,
of industrial capitalism and representative
democracy.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Capitalism and democracy, once established,
have evolved oddly since 1900: from pure
capitalism with no democratic welfare state
(1898-1947), to capitalism modified by
democratic welfare-state policies (1947-80),
back to pure capitalism and the dismantling
of welfare-state democracy (1980-present).
We will examine the historical dynamics of
these major political, economic, social and
philosophical transformations. This will involve
an introduction both to the basic principles of
political economics and to some of the major
political philosophers of the 20th century, e.g.,
John Rawls and Robert Nozick. We will also
study some of the defining political and
military events of the period of neoliberal
globalization, including the wars in Yugoslavia
and Afghanistan, and the "War on Terrorism."
This is a demanding, bookish, analytical
program concerned exclusively with the
careful analysis of challenging readings.
Credit awarded in classical liberalism,
critiques of classical liberalism, fundamentals

of political economy and 20th.century
political philosophy and globalization.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in teaching, economics,
politics, government, philosophy and history.

This catalog is updated regularly;for the
most current information please visit
www.evergreen.edu/catalog/updates.

Political Economy
and Social Movements
Fall and Winter quarters
Faculty:Peter Bohmer,Jeanne E.Hahn,
MichaelVavrus
Enrollment: 75
Prerequisites: Sophomore standing or above,
transfer students welcome. Some background
in history and social science recommended.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This program is designed to introduce students
to the major concepts, historical developments
and theories in political economy, and to
provide a foundation for more advanced work
in political economy and the social sciences.
We will examine the historical construction
ofthe U.S. political economy, the role social
movements have played in its development
and future possibilities for social justice.
We will begin our study by focusing on
the historical development of the United States,
and analyzing various ideologies and frameworks such as liberalism, some feminist
theories, Marxism and neoclassical economics.
Current economic restructuring efforts and the
reorganization of the social welfare state will
be examined. Issues such as the growing
inequality of income and wealth; work and
unions; and public education will be studied.
A central goal will be to gain a clear understanding of how the U.S. economy has been
organized, the nature of racism and sexism and
how social movements, particularly those based
on race, class and gender, have resisted, and
shaped its direction.
We will analyze the interrelationship
between the U.S. economy and the changing
global system. We will study the causes and
consequences of the growing globalization of
capital; the role of multilateral institutions such
as the World Bank, the International Monetary
Fund and the World Trade Organization; and
the response of social movements. We will pay
particular attention to the human consequences
of globalization and resistance to it. We will
look at alternative ways of organizing society
for the United States and beyond. We will
study major economic concepts and economic
theories, placing them in their historical
context. Students will be introduced to key
social statistics such as poverty and the
unemployment rate.

Credit awarded in political economy,
U.S. history, race, class and gender studies,
economics, theory of social movements,
international political economy and
international relations.
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 economics, political economy,
organizing, social studies teaching, working
for a social justice group and working in
non-governmental organizations (NGOs)
for global justice.

Politicsand Ideologies

Politics, Power and Media

Science of Mind

from the Americas

Fall and Winter quarters
Faculty: Larry Mosqueda, Laurie Meeker
Enrollment: 40
Prerequisites: Junior or senior standing,
transfer students welcome. One quarter of
a full-tlme media program, political economy
program or equivalent.
Faculty Signature:Yes.Application
forms will
be available April 11,2003, from Academic
Advising. Applications received by May 7, 2003,
will be given priority. Additional applications
will be accepted through a rolling admissions
process until the program is full. For application information, contact Larry Mosqueda
at (360) 867·6513, or Laurie Meeker at
(360) 867·6613.
Special Expenses: $1 00-$500 over both
quarters for media production costs.
Internship Possibilities: No
Politics is the study of who gets what, when
and how. The media, both print and visual,
have a profound impact on the construction,
presentation, creation and invention of political
reality. The relationship between the powerful
and relatively powerless is a constant political
battle. The modem media is much more than a
neutral camera eye or an unbiased description
of events; it is a field of contention for various
political actors. This program will explore the
relationships between political events and the
media as a tool for both documentation and
social change.
While the mainstream media reflects the
interests of the dominant ideology, independent documentary filmmakers have long been
active in political movements and struggles,
documenting events as they unfold. The
resulting films often have become important
historical documents, providing an alternative
perspective that simply does not exist in
corporate media archives. In addition,
independent political films have often played
important roles in movements for social
change, bringing alternative perspectives to
activists as well as the general public. This
program will focus on the political economy
of social and political movements and we will
study important films that were a part of those
movements. Central themes will be war and
peace, labor, the civil rights movement and the
women's movement.
Our objective is to provide a forum for
interdisciplinary collaboration involving
research, writing and media production.
Students will develop collaborative project
proposals for documentary films and videos
that will be produced during winter quarter.
Credit will be awarded in political economy,
political philosophy, cultural studies,
documentary film history, film criticism,
film theory and film/video production.

Fall,Winter and Spring quarters
Faculty: DavidW. Paulsen,TBA
Enrollment: 75
Prerequisites: Sophomore standing or above,
transfer students welcome; one quarter of
college. level biology recommended.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is involved in studying the mind?
What questions can be answered scientifically?
What questions can't? Is the mind nothing but
the brain? If so, how do we account for human
consciousness?
Science of Mind will address these
questions by exploring approaches from past
and contemporary cognitive psychology and
neurobiology, as well as issues in philosophy
of science and mind. We will emphasize
theories about the nature of perception,
attention, memory, reasoning and language
as well as current developments in the study
of consciousness. The program will cover
basic neurophysiology and systems neurobiology, experimental cognitive psychology,
research design in psychology, descriptive
and inferential statistics with psychological
research applications, as well as the use of
the computer for data analysis.
We will begin by laying a foundationlooking at the historical and intellectual roots
of contemporary cognitive science including
cognitive psychology and cellular neurobiology.
In winter, we will look at issues surrounding
the transformation of psychology from the
behaviorist to the cognitive paradigm and
recent discussions of consciousness, as well
as network neurobiology. Spring quarter will
include an extensive research project in one of
the following areas: experimental psychology,
neurobiology or the philosophy of mind.
Credit awarded in cognitive science*,
cognitive psychology*, research methods in
psychology*, neurobiology with laboratory*,
descriptive and inferential statistics*, data
analysis using the Statistical Package for the
Social Sciences* and a research project*.

FallandWinter quarters
Faculty:Jorge Gilbert
Enrollment:24
Prerequisites: None. This all-level program
willoffer appropriate support for sophomores
or above ready to do advanced work.
FacultySignature: No
Special Expenses: No.
Internship Possibilities: No
Rich and industrialized nations from the
North assert that capitalism brought progress
and welfare to many nations. People from
Africa, Asia, Latin America and the Caribbean
argue that capitalism was based on primitive
accumulation rooted in the primitive violence,
pillage and genocide of the inhabitants of the
ThirdWorld. Accordingly, they claim that rich
nations exist today because their ancestors
plundered other nations for centuries. Europe,
and then the United States, created and
imposed structures and laws that allowed them
to decide the destiny of Africa, Asia, Latin
America and the Caribbean.
This program will study the processes of
underdevelopment in the Americas from preColumbian times until today from a multidisciplinary approach. These processes, which
characterize the region today, will be historically analyzed and evaluated in light of the
formation and expansion of the capitalist
system in Europe first and the United States
later. We will use Latin American approaches
and interpretations as opposed to Eurocentric
studies and models from Europe and the
United States.
This program will also include a component
that applies social research methods to study
the subjects described above. Working in small
groups, students will develop independent
projects. During winter, the program will offer
interested students a chance to prepare for
spring quarter travel to Chile. Participation in
research projects and production of several
short documentaries about relevant topics
studied in this program will be the focus of
Study Abroad: Chile, a separate program.
Credit awarded in social sciences,
communications, Latin American studies,
political economy, art, television production
and writing.
Total:16 credits each quarter.
Program is preparatory for careers and
future studies in social science, media,
social research, cultural studies and
television production.
This program is also listed under
First·Year Programs.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in political economy, media
and communications.

* Indicates

upper-division

credit

This program is also listed under
Expressive Arts.

Total: 12 or 16 credits fall quarter; 8, 12 or 16
credits winter quarter; 4, 8, 12 or 16 credits
spring quarter.
A similar program is expected
in 2005-06.

to be offered

Program is preparatory for careers and
future studies in psychology, medicine,
biology, cognitive science, aspects of
computer science and philosophy.
This program is also listed under Scientific
Inquiry.

Sovereignty: Reclaiming Voice
and Authority

Student Originated Studies:
Consciousness Studies

Turning Eastward: Explorations
in EastlWest Psychology

Fall,Winter and Spring quarters
Faculty: Kristina Ackley, Zahid Shariff, TBA
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
$75 for
field trips.
Internship Possibilities: Spring quarter with
faculty approval.
What voice does the Other have in a society
that is dominated by a discourse of conquest?
What does it mean to assert sovereignty,
jurisdiction or autonomy in a global society?
Maori scholar Linda Tuhiwai Smith asserts
that "our communities, cultures, languages
and social practices-all
may be spaces of
marginalization, but they have also become
spaces of resistance and hope." This program
is particularly concerned with identifying and
contextualizing these "spaces of resistance
and hope"-contesting
the American discourse
of conquest.
The concept of sovereignty must be placed
within a local, historical, cultural and global
context. This program provides a foundation
for articulating and contesting the modes of
colonialism that went into the extension of
European domination in what eventually
emerged as the United States and the Southern
Hemisphere (most of which consists of the
"Third World," but also includes Australia and
New Zealand). Through theoretical readings
and discussion, we will move from nationbuilding in America to Native forms of
nationalism. Students will challenge postcolonial theory that merely deconstructs and
move to a consideration of decolonizing
practices. We will also consider how the
voices of the subaltern are being heard in
legal case studies, literature and grassroots
community movements.
Students will have opportunities to pursue
significant research projects. For students
registering for 16 credits, the faculty envision
an opportunity for students to engage in topics
relevant to faculty backgrounds in Native
American studies, critical theory and the
social sciences.
Credit awarded in contemporary Native
American studies, American history, political
theory, politics of globalization, federal Indian
law and policy, theory and methodology in
the social sciences.

Fall, Winter and Spring quarters
Faculty: David Rutledge
Enrollment: 25
Prerequisites: Junior or senior standing.
Sophomores who are prepared to carry out
advanced study are welcome.
Faculty Signature: Yes. Read the description
below for the application process and dates.
Applicants will be notified of acceptance the
week before registration begins each quarter.
Special Expenses: No
Internship Possibilities: No
Consciousness studies is a study of the patterns
of mental functioning that determine thought,
feeling, imagery and action. It is intended to
provide students with a worldwide, crosscultural body of knowledge that is of practical
use in exploring human nature. Students will
do research into the modes of awareness that
human beings experience, including the
concern with the study of humanity's highest
potential and with the recognition, understanding and realization of unitive, spiritual and
transcendent states.
This program will offer advanced-level
students the opportunity to design their own
curriculum in group contracts. The more
successful groups have collaborated on one
project often centered on topics such as
cognition and perception, ethnic studies,
gender studies, the history of consciousness,
transpersonal psychology and depth psychology. SOS is not a collection of individual
contracts, but a program created by students
with common academic goals.
Groups of two or more students should
submit a detailed proposal to the faculty no
later than May 14, 2003, to be considered for
the fall quarter; December 3,2003, for winter
quarter; and March 3, 2004, for spring quarter.
The proposal must include a statement of the
group's goals, weekly schedules that detail
workshops, readings and seminars (i.e., a draft
of a syllabus). Applicants also should submit a
portfolio with contact information, recent
faculty evaluations and a writing sample.
Credit awarded will reflect the type of work
done by each student and may vary depending
on individual course of study and research.

Fall and Winter quarters
Faculty: Ryo Imamura
Enrollment: 25
Prerequisites: Sophomore standing or above,
transfer students welcome. College.level
expository writing ability.
Faculty Signature: Yes. Students must submit
a portfolio including an essay questionnaire.
For information and to obtain the question.
naire, 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 5,2003, until the program is filled.
Special Expenses: No
Internship Possibilities: No
So far, western psychology has failed to
provide us with a satisfactory understanding
of the full range of human experience. It has
largely overlooked the core of human understanding-our
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. Westem 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.
(continued next page)

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the social sciences, teaching,
law, business and the arts.

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
indigenous communities.
This program is also listed under First·Year
Programs;Culture,Text
and Language;
and Native American and World Indigenous
Peoples Studies.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

* Indicates

upper-division credit

Turning Eastward:
(continued)
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.

OFFERINGS BEGINNING
WINTER QUARTER
Social and Economic Policies:
Bridgesto Improving Global
Human Welfare

EngagingCuba:
Uncommon Approaches to
the Common Good

Winter and Spring quarters
Faculty: Dean Olson,Toska Olson
Enrollment: 50
Prerequisites:Junior or senior standing,
transfer students welcome.
Faculty signature: No
Special Expenses: Approximately $50 per
quarter for retreats.
Internship Possibilities: Spring quarter with
faculty approval.
What is the state of the world? Some sources
report the following trends: That on average,
the world population lives longer, healthier,
more productive lives than 50 years ago. That
the supply offood has increased and food
prices have fallen, the proportion of malnourished people has fallen and more people have
access to clean water. That the proportion of
the planet covered by forest has remained
constant, and air quality studies indicate that
lower levels of air pollution and continued
economic growth are both attainable.
Nevertheless, significant challenges remain,
particularly now. The removal and reduction
of trade barriers has energized environmentalists and anti-globalists who urge regional
agendas. These agendas may threaten
economic, political and social outcomes in
developing societies. Global climate change
models are used to support agendas urging
reduced production and consumption, and
the adoption of simpler life styles in wealthy
societies. This may threaten to freeze the wealth
gap between the world's richest and poorest; a
gap that has narrowed over the past 50 years.
This program will provide students with the
tools and information needed to evaluate these
claims. The program uses sociology, anthropology, economics and moral philosophy to assess
political agendas for the 21st century. We will
attempt to construct global policy agendas most
likely to enhance human welfare for developing
societies. Students will critically examine
topics such as social justice, wealth disparities,
gender relations, the role of international
organizations (World Trade Organization,
International Monetary Fund), resource
distribution, environmental resilience, terrorism
and war. In spring, students will complete a
major research project that will serve as the
capstone of their college education.
Credit awarded in economic development,
statistics, sociology, anthropology, public
policy, international relations and capstone
research.

Spring quarter
Faculty: Peter Bohmer, Angela Gilliam
Enrollment: 40
Prerequisites: Sophomore standing or above,
transfer students welcome. At least one
quarter of Latin American studies and/or
political economy; one year of Spanish
language recommended.
Faculty Signature:Yes. Students must submit
a written essay describing their reasons for
wanting to take this program, and arrange
a phone interview with the faculty by
February 6,2004. Selected students must
attend all planning meetings during winter
quarter. Students will be notified bye-mail
or phone by February 13,2004. For more
information contact Peter Bohmer,The
Evergreen State College, SE 3127, Olympia,
WA 98505, (360) 867-6431, or
bohmerp@evergreen.edu.
Special Expenses:Approximately
$2,000 to
cover travel, living expenses and tuition at the
University of Havana. A $200 non-refundable
deposit is due by Monday, February 16, 2004.
Internship Possibilities: Yes, embedded in
program.
Travel Component: Program will spend six
weeks in Cuba.
Cuba has experimented with diverse methods
of delivering services to its population. The
program will study three areas in which Cuba
has received global recognition: education,
health care and organic agriculture. This
program explores the objectives, processes
and systems of delivering social and/or
material services related to these categories.
Study will occur within a pedagogical structure
that includes travel within Cuba. Selection of
students and pre-planning will take place
winter quarter.
Students who enroll should see themselves
as part of a hemispheric dialogue. Three values
of behavior will be incorporated into the shared
learning experiences: equality as a principle of
operation among students; among all people
and between nation-states; the continual search
for effective listening; and creative communication and a commitment to transformative
exchanges. Because of the sensitivity around
international travel, the program requires a
strong covenant. Prospective students must
agree to it before admission to the program.
All studentswill participate in the research,
preparation and delivery of their final
presentation.
(continued next page)

Total: 16 credits per quarter.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.

OFFERINGS BEGINNING
SPRING QUARTER

Program is preparatory for careers and
future studies in international relations,
sociology, political economy, international
business and anthropology.

Engaging Cuba:
(continued)

The quarter will be divided into three segments:
three weeks of intensive study and planning at
Evergreen; six weeks of study in Cuba; and one
week of final presentations and debriefing on
campus.
Students will attend classes in Cuba on
Cuban history, politics, economics and culture
with a focus on health, education and organic
agriculture. Students will be expected to attend
all required group activities, on-site visits and
field trips.
Credit awarded in political economy, Cuba:
history, education, organic agriculture and
public health, and the theory and practice
of international learning.
Total: 16 credits.
Program is preparatory for careers and
future studies in Latin American studies,.
international solidarity work, cultural studies,
political economy and education.

The Good Life in the
Good Society: Modern Social
and Political Philosophy
from Machiavelli to Marx
Spring quarter
Faculty:Alan Nasser
Enrollment: 25
Prerequisites: junior or senior standing,
transfer students welcome.
Faculty Signature: Yes. Students should
submit copies of Evergreen evaluations
and writing samples to Alan Nasser
at the Academic Fair, March 3,2004.
Transfer students can send transcripts
and writing samples to Alan Nasser, The
Evergreen State College, SE 3127, Olympia,
WA 98505.Applications will continue to
be accepted until the program is filled.
For more information call (360) 867·6759.
Special Expenses: No
Internship Possibillities: No

We will carefully and analytically examine
the major issues in social and political theory
that define the tradition of classical modern
social and political philosophy. We will focus
on the works of Machiavelli, Hobbes, Locke,
John Stuart Mill, Rousseau and Marx. We will
also read articles and chapters from selected
books on central issues arising from these
philosophers' writings.
Our objective will be to understand the
historical, theoretical and philosophical
developments that set the stage for contemporary political, economic and social culture
dominated by the interests of corporate
business and the subordination of the interests
of working people to the demands of the
business community. We will see how modern
social and political philosophy contributed
to the present dominance of born-again
capitalism.
Among the issues we will examine are
the rise of individualism; the role of selfinterest in human motivation; the historical
emergence of capitalism and its distinctive
notions of freedom and liberty; the alleged
conflict between liberty and equality; the role
of the State and its relation to the economy;
the constraints placed on democracy by the
new global market culture; and the implications
of all these developments for the nature of work
in the modern world.
Credit awarded in political philosophy, social
philosophy and history of capitalism.

Individual and Society:
Studies of American and
Japanese Society and Literature
Spring quarter
Faculty: William Arney, Harumi Moruni
Enrollment: 50
Prerequisites: Sophomore standing or above,
transfer students welcome.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No

The 18th-century Danish philosopher
Seren Kierkegaard chose "That Individual"
as his epitaph. He was proclaiming himself
an individual, the only concrete mode of
existence. But Kierkegaard was keenly aware
of the consequence of such a declaration:
an unidentifiable feeling of dread and anxiety
derived from being the sole responsible agent
for who he was.
In America, the concept of the individual
as an autonomous, free agent seems to have
been accepted without much anguish. From
the self-acquisitiveness of Benjamin Franklin's
Poor Richard to Thoreau's rugged self-reliance
to the Great Gatsby's misguided self-creation
to the sociological critiques of conformist
tendencies (e.g., Whyte's The Organization
Man or Riesman' s Lonely Crowd), individualism has seemed an unquestioned value.
Japan appears to emphasize the opposite
human values: the importance of group
cohesion and ha'rrnony. Indeed, Japanese often
seem to consider themselves the embodiment
of concepts such as nationality, gender or
family rather than individuals.
The realities of these two countries, of
course, are not as simple as these stereotypical
representations suggest. Nevertheless, this
comparative frame presents a context in which
we can explore the concepts of "individual,"
"community," "society" and the dynamic
relationships among them. We will study
American and Japanese society, literature
and popular media to examine these ideas.
Credit awarded in sociology, contemporary
Japanese culture,japanese literature,
American literature and cultural studies.
Total: 16 credits.
Program is preparatory for careers and future
studies in sociology, cultural studies, literature
and international relations.
This program is also listed under Culture, Text
and Language.

Total: 16 credits.
Program is preparatory for careers and future
studies in social science, law, philosophy,
political philosophy and ethics.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

* Indicates

upper-division credit

"InherentlyUnequal"
Springquarter
Faculty:joseGomez
Enrollment:25
Prerequisites:Sophomore standing or above,
transferstudents welcome.
FacultySignature:No
SpecialExpenses:No
InternshipPossibilities: No
May17,2004, marks the 50th anniversary
ofBrown v. Board of Education, the most
importantruling of the Supreme Court in the
20thcentury.Declaring racially segregated
schoolsas inherently unequal, the court
signaleda reversal of judicial support for
apartheid,deeply rooted in America's colonial
foundationand elevated as national doctrine in
theabominable"separate but equal" opinion
of1896.
Brown's repudiation of Plessy v. Ferguson
wasseismic.Much more than an historical and
constitutionalwatershed, the 1954 decision was
a culturalshift that challenged habits, customs,
traditionsand way of life, North and South.
Justas significantly, it helped to invigorate a
century-oldcivil rights movement and to
makeprogress beyond the schools-in
housing,voting, transportation and public
accommodations.
By the end of the 20th century, however, the
nationappeared to have second thoughts about
Brown. Racist opposition to African American
progressand the resurgence of conservatism in
all branches of govemment barricaded the road
to desegregation. Justices with leanings closer
to Plessythan to the Warren Court largely
turnedtheir backs on the spirit of Brown.
In this program, we will study the historical
backdropof Brown, the legal battle leading up
to it, and its 50-year aftermath.
Creditawarded in African American studies,
constitutional law, racism and the law,
sociology,critical reasoning and writing.
Total:16 credits.
Programis preparatory for careers and
futurestudies in ethnic studies, social justice
advocacyand organizing, political science,
publicpolicy, law and teaching.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

Meanings of
Multicultural History
Spring quarter
Faculty: Michael Vavrus, Grace Chang
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: Approximately $10 for
museum admission fee.
Internship Possibilities: No
This program is designed to investigate
histories that are often hidden or suppressed
in U.S. texts and curricula. Our investigation
will uncover multicultural and immigration
histories, and multicultural perspectives and
accounts largely missing in the public
schooling process.
While "multiculturalism" is often framed
in contexts ignoring the historical exercise of
power, our studies will focus on the histories
of institutionalized oppression and resistance
movements. Our examination will also look at
challenges within social movements, such as
alliance-building or conflicts across lines of
race, class, gender, sexuality and physical
ability. We will explore the varied
uses and applications of the terms "multiculturalism" and "multicultural education."
We understand schools do not exist in a
social vacuum, but as institutions influenced
significantly by dominant political and social
forces. We recognize that, in the face of this
domination, schools have the power to be
agents of social change by offering multicultural transformative opportunities.
Each student will complete a project to
revise and transform a standardized way of
transmitting an aspect of history or another
discipline in the K-12 public school curriculum. The project will require extensive research
to critique and develop contemporary
representations of U.S. histories in school
curricula.
Credit awarded in U.S. history, social
movement history and multicultural
education.
Total: 16 credits.
Program is preparatory for careers and
future studies in the social sciences, history
and education.
This program is also listed under First·Year
Programs and Culture, Text and Language.

Study Abroad: Chile
Spring quarter
Faculty:Jorge Gilbert
Enrollment: 24
Prerequisites: None.This all-level program
will offer appropriate support for sophomores
or above ready to do advanced work.
Faculty Signature: Yes, students must have
background knowledge of Latin American
Studies. Faculty will set up interviews:
contact Jorge at (360) 867·6740 or
gilbertj@evergreen.edu. Students must
apply before February 2,2004. Decisions
will be made by February 16, 2004.
Special Expenses: Approximately $2,850
for travel expenses.
Internship Possibilities:Yes, with faculty
approval.
Travel Component: Four to eight weeks
in Chile.
This program will allow students to study,
research and experience firsthand the political,
cultural, artistic, economic, environmental and
agricultural concerns affecting Chile and South
America at the beginning of the 21st century. It
will provide practical opportunities to evaluate
the neo-liberal model being applied in Chile at
the recommendation of the International
Monetary Fund and other international
organizations. Workshops, conferences and
discussions with political and community
leaders and grassroots organizations will
explore the direct impact this polemic model is
having on various social sectors of the country.
Students will immerse themselves in the
sociopolitical and economic reality of a country
struggling to overcome underdevelopment.
They will be expected to learn about the social,
artistic, folkloric and intellectual life of the
citizens of Chile and the different expressions
they assume according to class structure.
Students will work on a group research
project, which may involve travel to research
sites. Most program activities will be enhanced
by knowledge of Spanish; lectures and
workshops will be in English.
Credit awarded in Latin American studies,
cultural studies, conversational Spanish and
individual study.
Total: 16 credits.
Program is preparatory for careers and
future studies in social sciences, international
studies, television production, art, folklore
and education.
This program is also listed under
First·Year Programs.

Working the Waters: The Pacific
Northwest Maritime Industries
Spring quarter
Faculty: Cynthia Kennedy, Sarah Pedersen
Enrollment: 48
Prerequisites: College-level academic writing;
preference will be given to students in the
Sailpower: Economic, Historical, Scientific
and Cultural Principles program.This all-level
program will offer appropriate support for
sophomores or above ready to do advanced
work. No sailing experience required.
Faculty Signature: No
Special Expenses: Approximately $750
for one- to two-week sailing voyage and
field trips.
Internship Possibilities: No
This boat-based program will explore the
economic and social history and current
conditions of the maritime trades and industry
in the Pacific Northwest. Beginning with a
brief introductory history to Puget Sound as
an economic resource, we will then focus on
the contemporary economic and work climate
in the maritime industries and trades with
emphasis on the Northwest region. We will
use economics, leadership, sociology, race
and gender studies and literary reading and
analysis to gain an understanding of the nature
oftoday's maritime work and economy.
An extended sailing expedition will include
visits to a variety of maritime businesses,
tribal communities, historical locales and
ports where economic development issues
are evolving. The expedition will also focus
on the experience of working as crew, the
development of leadership within small groups
and the creation of an intense and powerful
learning community. Students should expect to
read and write extensively throughout the
expeditions as well as at home, and to engage
in extensive work on literary analysis of
maritime classics. Workshops and practical
application will develop students' skills in
mathematics, basic geometry, map reading,
meteorology and astronomy.
Students who are continuing from the
Sailpower program will be expected to
provide peer leadership in seamanship skills.
Credit awarded in economics, literature,
leadership, sociology, science, mathematics,
Pacific Northwest cultural maritime studies
and nautical sciences.
Total: 16 credits.
Program is preparatory for careers and
future studies in economics, management,
science, mathematics, literature, maritime
studies and trade.
This program is also listed under
First-Year Programs.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

NATIVE AMERICAN AND WORLD
INDIGENOUS PEOPLES STUDIES

AFFILIATED FACULTY:
KristinaAckley (Oneida/Bad River Chippewa)
Michelle Aguilar-Wells (Luiseno/Soboba)
JeffAntonelis-Lapp
Carol Minugh (GrosVentre)
Raul Nakasone
Alan Parker (Chippewa-Cree)
Gary Peterson (Skokomish)
Yvonne Peterson (Chehalis)
Frances Rains (Choctaw/Cherokee)

Detail ofThunderbird

Native American and World Indigenous Peoples Studies (NA WIPS) 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. All Native American programs at Evergreen can be accessed through the NA WIPS Web
site, www.evergreen.edulnativeprograms.
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 ofthe 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 NA WIPS programs, serve as
a center for multicultural and cross-cultural interaction, and host conferences, cultural ceremonies,
performances, exhibits and community gatherings. The Longhouse is one of six public service centers
at Evergreen. The primary public service work of the Longhouse is to administer the Native Economic
Development Arts Program (NEDAP). The program promotes education, cultural preservation and
economic development for Native artists and tribes in the Pacific Northwest.
The Northwest Indian Applied Research Institute (NIARI) responds to concerns identified by tribal
communities. The results of student-generated research are realized through workshops, conferences,
community interaction and a Web site, http://niari.evergreen.edulnwindian.
NIARI works with the
tribes-if they choose-to implement those results.

carved by Greg Colfax (Makah) and Andy Wilbur (Skokomish).

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

83

Art in the Americas:
Indigenous Identity, Mestizaje
and Cultural Hybridity

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Fall and Winter quarters
Faculty: Gail Tremblay, Mario Caro
Enrollment: 50
Prerequisites: Junior or senior standing,
transfer students welcome. Previous work
in the arts and/or art history, Core program
or English composition.
Faculty Signature: No
Special Expenses:Approximately
$200 for
art materials; $60 for field trip to Neah Bay
during fall quarter; $1,800-$2,000 for six-week
field trip to Mexico during winter quarter.
Internship Possibilities: No
Travel Component: Six-week field trip
to Mexico.
This program is designed to allow students to
combine the study of art history and visual
culture with the study of techniques for the
creation of work in the visual arts. Students
will examine art in the Americas with a focus
on the works of artists in the United States and
Mexico. We will explore the ways art has been
shaped by issues of cultural identity, with
particular attention to the dynamics that exist
between people in indigenous nations and
settler states. We will examine patterns of
cultural interchange. We will also explore the
mixing of cultures that result from immigration
and intercultural encounters, and their effects
on the development of certain American
aesthetics. This exploration will include an
analysis of colonialism and its impact on
cultural production. Students will be expected
to create individual and collaborative works of
art that grow out of personal identity and
theories developed as part of this program.
Students will be required to design
individual multimedia, installation and/or
performance work that examines their location
within their culture. They will also be asked to
work with other students to explore cultural
interchange as part of a collaborative art
project. During winter, students will have the
opportunity to travel for six weeks in Mexico
where they will visit museums, galleries and
architectural sites. They will be able to discuss
the themes of the program with established
Mexican artists and their students in various
universities and art schools. Students will also
have the chance to immerse themselves in
various facets of Mexican culture, incuding
examining the role played by indigenous
cultures within Mexico.

We recommend that students who have not
previously studied Spanish, take four credits
of Spanish during fall quarter.
Credit awarded in indigenous art history,
Mexican art history, mixed media, installation
and performance art, cultural studies and
art criticism.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in art, art history, cultural
studies, visual culture, art production and
art criticism.
Jitlis program is also listed under Culture,
Text and Language and Expressive Arts.

Sovereignty: ReclaimingVoice
and Authority
Fall,Winter and Spring quarters
Faculty: Kristina Ackley, Zahid Shariff, TBA
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 $75 for
field trips.
Internship Possibilities: Spring quarter with
faculty approval.
What voice does the Other have in a society
that is dominated by a discourse of conquest?
What does it mean to assert sovereignty,
jurisdiction or autonomy in a global society?
Maori scholar Linda Tuhiwai Smith asserts
that "our communities, cultures, languages
and social practices-all
may be spaces of
marginalization, but they have also become
spaces of resistance and hope." This program
is particularly concerned with identifying and
contextualizing these "spaces of resistance
and hope"-contesting
the American discourse
of conquest.
The concept of sovereignty must be placed
within a local, historical, cultural and global
context. This program provides a foundation
for articulating and contesting the modes of
colonialism that went into the extension of
European domination in what eventually
emerged as the United States and the Southern
Hemisphere (most of which consists of the
"Third World," but also includes Australia and
New Zealand). Through theoretical readings
and discussion, we will move from nationbuilding in America to Native forms of
nationalism. Students will challenge postcolonial theory that merely deconstructs and
move to a consideration of decolonizing
practices. We will also consider how the
voices of the subaltern are being heard in
legal case studies, literature and grassroots
community movements.
Students will have opportunities to pursue
significant research projects. For students
registering for 16 credits, the faculty envision
an opportunity for students to engage in topics
relevant to faculty backgrounds in Native
American studies, critical theory and the
social sciences.
Credit awarded in contemporary Native
American studies, American history, political
theory, politics of globalization, federal Indian
law and policy, theory and methodology in
the social sciences.
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
indigenous communities.
This program is also listed under First·Year
Programs; Culture,Text and Language; and
Society, Politics, Behavior and Change.

* Indicates

upper-division

credit

Tribal:Reservation Basedl
Community-Determined
Fall,Winter and Spring quarters
Faculty:Yvonne Peterson, Michelle AguilaI'"
Wells, JeffAntonelis-Lapp, Frances Rains,TBA
Enrollment: 112
Prerequisites: Junior or senior standing
enrolling from the reservation sites, or
Northwest Indian College bridge student.
Faculty Signature:Yes. For information
consult the Director,Yvonne Peterson,
The Evergreen State College, Lab I,
Olympia, WA 98505, (360) 867-6485;
e-mail petersoy@evergreen.edu.
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
The River of Culture theme refers to the history
of indigenous people and their encounters with
the Other. From this investigation, multiple
disciplines can be integrated into a yearlong
curriculum. It is a community-based and
community-determined program that seeks
tribal members and other students who work
or live on a reservation.
The program will emphasize community
building at each of the reservation sites.
Interactive workshops, student-led seminars,
student -centered conferences to present
program material, and student-designed
newsletters are ways that program information
will be presented. Students and tribal officials
will design the curriculum by asking what an
educated member of an Indian nation needs
to know to contribute to the community. The
interdisciplinary approach will allow students
to participate in seminars and courses, while
also studying in their individual academic
interest areas. 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. Program material will be
taught using a tribal perspective and issues
related to tribal communities will often be
the topics of discussion.

Credit awarded in anthropology, history,
political science, cultural resource management, genealogy, federal policy, American
Indians and the law,writing, critical thinking,
quantitative reasoning, environmental science,
Coast Salish art, communication, gender
issues, technology, global multicultrual
awareness, psychology and literature.
Total: 12 or 16 credits each quarter.
A similar program is expected to be offered
in 2004-05.
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 education.
This catalog is updated regularly; for the
most current information please visit
www.evergreen.edu/catalog/updates.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

85

TACOMA CAMPUS
The Tacoma campus of The Evergreen State College is committed to providing its students with an
interdisciplinary, reality-based, community-responsive liberal arts education. The campus operates from
a frame of reference that values family, community, collaboration, inclusivity, hospitality and academic
excellence. Recognizing the importance of personal and professional growth, research and scholarship,
and commitment to community and public service, the Tacoma campus seeks to provide a catalytic
climate for intellectual, cultural and social growth.

FEATURES AND BENEFITS
• Situated in an inner-city environment
AFFILIATED FACULTY:
Director: Dr. W. J. Hardiman
Eddy Brown
W. J. (Joye) Hardiman
Lowell (Duke) Kuehn
Willie Parson
Gilda Sheppard
Tyrus Smith
ArteeYoung

• Faculty and student diversity
• Flexible class schedules
• Day and evening 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
• 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 and environmental studies, 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.

Leadership for
Urban Sustainability
Fall, Winter and Spring quarters
Faculty:Willie Parson,Joye Hardiman, Eddy
Brown, Duke Kuehn, Kabby Mitchell, Gilda
Sheppard, Tyrus Smith, Artee Young, TBA
Enrollment: 225
Prerequisites: Junior or senior standing;
formal admission to the Tacoma campus.
Faculty Signature: No. Nonetheless, prospective students must attend an intake interview
and produce two short writing samples as
part of the interview. For information about
admission and the application process call
(253) 680·3000.
Special Expenses: Approximately $25-$50
per quarter for video tapes, storage media
and related items for multimedia and
project work.
Internship Possibilities: Yes, spring quarter
with faculty approval.

This program is designed to help students
discover new understandings about leadership
and the various issues associated with effective
action in urban communities. In fall, students
will examine historical notions of leadership,
leadership theories, leadership styles and
contemporary views ofleaders and followers.
In winter, we will focus on broader urban
leadership issues and investigate the experiences and effectiveness ofleaders as evidenced
in historical writings and biographies. The work
of this quarter will serve to enhance students'
knowledge of contemporary leadership theory
and praxis. Collaborative research project work
and the development of vision statements will
provide the context for students to begin to
think about how to build and sustain more
efficacious urban organizations and institutions. In spring, the curriculum will bridge
the gap between theory and practice through
completion of urban sustainability projects.
Each project will be centered on a critical
educational, social, political, cultural or
environmental issue that promotes or impedes
urban sustainability.
Credit awarded in urban education, commanity and environmental studies, law and public
policy, public health, science and social science
research, research methodology, literature,
history, humanities, composition, media
literacy, computer studies, multimedia
and statistics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in education, law and public policy,
media arts, organizational development,
community development, social and human
service administration, cultural advocacy,
public health and environmental studies.

This catalog is updated regularly; for the
most current information please visit
www.evergreen.edulcatalopJupdates.

Students who register for a program or
course but do not attend the first class
meeting may be dropped.

TRUSTEES,ADMINISTRATION
BOARD OF TRUSTEES
SEPTEMBER2002
Sandra Ayesh
University Place
Deborah Barnett
Olympia
Stanley Flemming
University Place
Bill Frank, Jr.
Olympia
David E. Lamb
Hoquiam
Karen E. Lane
Bellevue
Merritt Long
Olympia
Marilee Roloff
Spokane
ADMINISTRATION
Thomas L. Purce
Ed.D.,Idaho State University
President
Arthur A. Costantino
Ph.D.,PennsylvaniaState University
Vice President for Student Affairs
Ann Daley
M.A.,University of California, LosAngeles
Vice President for Finance and Administration
Francis C. McGovern
B.A.,University of Chicago
Vice President for College Advancement
Enrique Riveros-Schifer
Ph.D.,University of California,San Diego
Academic Vice President and Provost

Following is a list of Evergreen's faculty
as of summer 2002. A more extensive
description of their areas of expertise
can be found on the Academic Advising
Web site: www.evergreen.edu/advising.

Kristina Ackley, Native American Studies, 2000;
B.A., 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, 2001; B.A., Human
Services, Western Washington University, 1977;
M.P.AJA.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 SciencelPhilosophy, Seattle University,
1965; M.A., Political Science/Sociology,
University of New Mexico, 1968; Ph.D., Political
Science/Public 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, 200O-present; B.A.,
ManagementlMarketing, 1970; M.P.A.,
University of Southern California, 1972;
D.P.A., University of Southern California, 1988.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
Marcella Benson-Quaziena, Psychology, 2000;
B.S., Health and Physical Education, University
ofIowa, 1977; M.A., Athletic Administration,
University ofIowa, 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.

AND FACULTY
Michael W. Beug, Emeritus, Chemistry, 1972;
Academic Dean, 198~92; B.S., Chemistry,
Harvey Mudd College, 1966; Ph.D., Chemistry,
University of Washington, 1971.
Hilary Binda, English Literature, 2001; B.A.,
Women's Studies, Brown University, 198~;
M.A., Tufts University, 1997; Ph.D., Tufts
University, 200 I.
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 California,
Davis, 1989; Ph.D., Ecology, University of
California, Davis, 1996.
Priscilla V.Bowerman, Economics, 1973;
Director of Graduate Program in Public
Administration, 198~89; 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, 2001; B.A., 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, 1992-2001; B.A., Economics and
Mathematics, Western Washington University,
1967.
Andrew Buchman, Music, 1986; Certificate,
School of Musical Education, 1971; B.A., Liberal
Arts, The Evergreen State College, 1977; M.M.,
Music Composition, University of Washington,
1982; D.M.A., Music Composition, University
of Washington, 1987.
Paul R. Butler, Geology and Hydrology, 1986;
A.B., Geography, University ofCalifomia, Davis,
1972; M.S., Geology, University of Califomia,
Berkeley, 1976; Ph.D., Geology, University of
California, Davis, 1984.
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.
Arun Chandra, Music Performance, 1998;
B.A., Composition and English Literature,
Franconia College, 1978; M.M., Guitar
Performance, University of Illinois, Urbana/
Champaign, 1983; D.M.A., Composition,
University of Illinois, Urbana/Champaign, 1989.
Grace Chang, Ethnic Studies, 2001; Political
Economy of Racism, 2002; 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 ofDelaware, Lewes,
1985;Ph.D.,Oceanography, University of
Delaware,Lewes, 1988.
Caryn Cline, Coordinator of Interdisciplinary
MediaResources, 1991; B.A, English, University
ofMissouri,Columbia, 1976; M.A., English,
Universityof Missouri, Columbia, 1978.
SallyJ. Cloninger, Film and Television, 1978;
B.S.,SyracuseUniversity, 1969; M.A., Theater,
OhioStateUniversity, 1971; Ph.D., Communications-Film,Ohio State University, 1974.
Robert Cole, Physics, 1981; B.A, Physics,
Universityof 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.,
ElementaryEducation, San Diego State
University,1980; Ph.D., Instructional Systems
Technology,Indiana University, 1989.
Amy Cook, Fish Biology, 2001; B.S., The
EvergreenState 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,
Universityof Washington, 1970.
Doranne Crable, Expressive Arts, Performance
Theoryand Practice, Comparative Mythology,
Womens 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.,
Universityof Washington.
Thad B. Curtz, Literature, 1972; B.A,
Philosophy,Yale University, 1965; M.A.,
Literature, University of California Santa Cruz,
1969;Ph.D., Literature, University of California,
Santa Cruz, 1977.
John Aikin Cushing, Computer Science, 1976;
Director of Computer Services, 1976-84;
Academic Dean, 1993-2000; B.A., Physics,
Reed College, 1967; Ph.D., Cognitive Psychology,
BrownUniversity, 1972.
Judith Bayard Cushing, Computer Science,
1982; B.A., Math and Philosophy, The College
of William and Mary, 1968; M.A., Philosophy,
BrownUniversity, 1969; Ph.D., Computer
• Science, Oregon Graduate Institute, 1995.
Virginia Darney, Literature and Women s Studies,
1978; Academic Dean, 1994-2002; 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,YaleUniversity, 1993; M. Philosophy,
History, 1996; Ph.D., History, Yale University,
1998.
Elizabeth DitTendal, Applied Anthropology,
1975;Academic Dean, 1981-85; AB., Social
Anthropology,Ohio State University, 1965; M.A.,
CulturalAnthropology, University of California,
LosAngeles, 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.AE., Agricultural
Engineering, Cornell University, 1957; M.S.,
Hydraulic Engineering, Colorado State University,
1964; Ph.D., Fluid Mechanics, Colorado State
University, 1966.
Anne Fischel, FilmlVideo, 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, 1967; Ph.D., Education, Oregon State
University, 1970.
Theresa 1.Ford, Master in Teaching., 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, 1983-86;
B.A., Mathematics, University of California,
Santa Barbara, 1966; M., Urban Planning,
University of Washington, 1971.
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.
Walter Eugene Grodzik, Theater, 2002; B.A.,
Research and Theater Studies, Hiram College,
1977; M.A., SpeechfTheater, Kent State
University, 1983; M.F.A., Directing, Wayne State
University, 1984; Fulbright Scholar, 1984-86;
Ph.D., Drama, University of Washington,
expected 2002.
Bob Haft,ExpressiveArts, 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; AB.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.
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.
Heather E. Heying, Vertebrate Natural History,
2002; B.A, Anthropology, University of
California, Santa Cruz, 1992; Ph.D., Biology,
University of Michigan, Ann Arbor, 200 I.
Patrick J. Hill, Philosophy, 1983; Provost
and Academic Vice President, 1983-90;
AB., Philosophy, Queens College, 1963;
AM., Philosophy, Boston University, 1966;
Ph.D., Philosophy, Boston University, 1969.
Virginia Hill, Communications, 1975; B.A.,
JournalismlPhilosophy, 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, 2001;
B.S., Biology, Michigan State University, 1979;
M.S., Botany, University of Illinois, 1982; Ph.D.,
Plant Biology, University of Illinois, 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., CounselinglEducational
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, 2001;
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 of
Tennessee-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.,
ExperimentallTesting 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 DevelopmentlFamily
Studies, Oregon State University, 1986.

Patricia Krafcik, Russian Language and
Literature, 1989; B.A., Russian, Indiana
University, Bloomington, 1971; M.A., Russian
Literature, Columbia University, 1975; Ph.D.,
Russian Literature, Columbia University, 1980.
Lowell Kuehn, Sociology and Public
Administration, 1975; Acting Director,
Washington State Institute for 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., Blophysics, 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 of Labor Center, 1987-95; B.A.,
Economics, Seattle University, 1965; M.P.A.,
New York University Graduate School, 1970.
Albert C. Leisenring, Mathematics, 1972; B.A.,
Mathematics, Yale University, 1960; Ph.D.,
Mathematics, The University of London, 1967.
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 of
Technology, 1990.
P. Ju-Pong Lin, Experimental Video, 1999; B.A.,
Comparative Literature with Certificate in Film
Studies, Indiana University, 1985; M.A.,
Intermedia Arts, VideolPerformance, The
University of Iowa, 1995; M.F.A., Intermedia Arts,
VideolPerformance, The University ofIowa, 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 l-present; Academic Dean,
1998-2001; B.F.A., Architecture, University of
New Mexico, 1974; M., Urban Planning,
University of Washington, 1985; M., Library
Sciences, University of Hawaii, 1991.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry
Making, Idaho State
University, 1977.
Carrie Margolin, Psychology, 1988; B.A.,
Hofstra University, 1976; Ph.D., Dartmouth
College, 1981.

David Marr, American Studies and English,
1971; Academic Dean, 1984-87; B.A., English,
University 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, 2001;
B.S., The Evergreen State College, 1988;
M.S., Mathematics, Western Washington
University, 1990.
Babacar M'Baye, African American Literature,
2002; B.A., English, University of Saint-Louis,
Senegal, 1996; M.A., American Studies,
Pennsylvania State University, 1998; Ph.D.,
American Culture Studies, Bowling Green
State University, expected 2002.
David McAvity, Mathematics, 2000; B.S.,
Mathematical Physics, Simon Fraser University,
1988; Distinction in Part III of the 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.
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 Mitchell III, Dance, 2000; A.A.,
Contra Costa College, 1979; M.F.A., Dance,
University ofIowa, 1998.
Donald Morisato, Genetics/Molecular Biology,
2002; B.A., Biology, The Johns Hopkins
University, 1979; Ph.D., Biochemistry and
Molecular Biology, Harvard University, 1986;
Postdoctorate, Molecular and Cell Biology,
University of California, Berkeley, 1988-94.
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 Modern Languages, St. Peter's College, 1961;
Ph,D., Philosophy, Indiana University, 1971.
James Neitzel, Chemistry, 1989; B.A.,
Chemistry, Biology, Macalester College, 1977;
Ph,D" Chemistry, California Institute of
Technology, 1987.
Alice A. Nelson, Spanish Language and Culture,
1992; A,B., cum laude, Spanish, Davidson
College, 1986; A.M" Spanish, Duke University,
1989; Certification, Women's Studies, Duke
University, 1990; Certification, Latin American
Studies, Duke University, 1992; Ph.D" Spanish,
Duke University, 1994,
Lin Nelson, Environmental Health, 1992; B.A.,
Sociology, Elmira College, 1970; M.A.,
Sociology, Pennsylvania State University, 1975;
Ph.D., Sociology, Pennsylvania State University,
1981.
Neal N. Nelson, Computing and Mathematics,
1998; B.A., Mathematics, Washington State
University, 1974; M.S., Computer Science,
Washington State University, 1976; Ph.D.,
Computer Science, Oregon Graduate Institute,
1995.
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 of Virginia, 1988;
Ph,D" Political Science, Columbia University,
1999.
Dean Olson, Management, 1988; B.A.,
International Business, University of Washington,
1964; M.A., International Business, University of
Washington, 1965; Ph.D., Business Finance,
University of Washington, 1968,

Toska Olson, Sociology and Social Problems,
1998; B.A., Anthropology, University of
Washington, 1989; M.A., Sociology, University of
Washington, 1991; Ph.D" Sociology, University of
Washington, 1997.
Janet Ott, Biology, 1985; B,S., St. Lawrence
University, 1975; Ph,D., Biology, University of
Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-92; B,A., Philosophy,
Reed College, 1962; Ph,D" Philosophy, University
of Pittsburgh, 1967.
Alan R. Parker, Native American Policy, 1997;
B.A., Philosophy, St. Thomas Seminary, 1964;
J. D., University of California, Los Angeles, 1972.
Nancy Parkes, Literature and Writing, 1998;
B.A., The Evergreen State College, 1978; M,F.A.,
Creative Writing, Goddard College, 1996.
Willie L. Parson, Microbiology, 1971;
Academic Dean, 1974-78; B.S., Biology,
Southern University, 1963; M.S., Bacteriology,
Washington State University, 1968; Ph.D.,
Microbiology, Washington State University, 1973.
David Paulsen, Philosophy and Computing, 1978;
B.A., Philosophy, University of Chicago, 1963;
Ph.D., Philosophy and Humanities, Stanford
University, 1971.
Sarah Pedersen, English Literature and Library
Science; Dean of Library, 1986-92; B.A., English,
Fairhaven College, 1973; M.S.L.S., College of
Library Science, Lexington, Kentucky, 1976;
M.A., English Literature, Northern Arizona
University, 1979.
John H. Perkins, Biology, History of Technology
and Environment, 1980; Director of Graduate
Program in Environmental Studies, 1999-present;
Academic Dean, 1980-86; B.A., Biology, Amherst
College, 1964; Ph,D" Biology, Harvard
University, 1969.
Gary W. Peterson, Northwest Native American
Studies, 1999; B.A., Human Services, Western
Washington University, 1992; M.S.w., University
of Washington, 1995.
Yvonne Peterson, Education, 1984; B.A.,
Elementary Education, Western Washington
University, 1973; B.A., Ethnic Studies, Western
Washington University, 1973; M.A., Political
Science, University of Arizona, 1982.
Michael J. Pfeifer, American History, 1999;
B.A., History, Washington University, St. Louis,
1991; M,A., History, University ofIowa, 1993;
Ph.D., History, University of Iowa, 1998.
Rita Pougiales, Anthropology and Education,
1979; Academic Dean, 1985-88 and 2002present; 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 I-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 Environmental
Science and Forestry, 1978; Ph,D., Plant
Pathology, Oregon State University, 1985.

Frances V. Rains, Native American Studies/
Reservation-Based Program; 2002; B.S.,
Elementary Education! American Indian
Education, Indiana University, Bloomington,
1978; M,S., Elementary EducationlMathematics,
1987; Ph.D., Curriculum and Instruction!
Curriculum Theory/ Multicultural EducationElementary Education, Indiana University,
Bloomington, 1995.
Bill Ransom, Creative Writing, English,
Sociology, Education, 1997; B.A., Education!
Sociology, University of Washington, 1970; M.A.,
English, Utah State University,
Sara Rideout, Librarianship, 1987; B.A"
The Evergreen State College, 1978; M.A.,
Literature, University of Puget Sound, 1982;
M.L.S., University of Washington, 1984.
Liza R. Rognas, Library Faculty/Reference
Librarian, 1999; B.A., History, Washington State
University, 1991; M.A., AmericanlPublic History,
Washington State University, 1995; M.A.,
Information Resources and Library Science,
University of Arizona, 1998.
Evelia Romano, Spanish Language and Culture,
1992; B.A., Literature and Linguistics, Catholic
University of Argentina, Buenos Aires, 1983;
Graduate Research Student (Kenkyusei),
Traditional Japanese Theater; Kabuki, Sophia
University, Tokyo, 1986-87; Ph.D., Hispanic
Language and Literatures, University of
California, Santa Barbara, 1992.
Martha Rosemeyer, Ecological Agriculture,
2001; B.S" Plant Pathology, University of
Wisconsin, Madison, 1978; M.S., Plant SciencesHorticulture, 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.
SamuelA. 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, 2001"'{)2;M.P.A., Karachi
University, Pakistan; D.P.A., New York
University, 1966.
Gilda Sheppard, Cultural Studies/Media Literacy,
1998; B.A., Sociology, Mercy College ofDetroit,
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, lllinois 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 of
Undergraduate Education, 1985-94; Provost and
Academic Vice President, 1994-2001; 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.
Tyrus L. Smith, Urban Environmental Science,
2002; B.S., Environmental Policy and Impact
Assessment, Western Washington University,
1994; M.S., Environmental Studies, The
Evergreen State College, 1997; Ph.D. (ABD),
Environmental Science and Public Policy,
George Mason University.
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, 1999-2001; 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, 1999-2002; 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.
Michael Vavrus, Instructional Development and
Technology, 1995; Director, Graduate Program
in Teaching, 1996-2001; 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.
Brian L. WaIter, Mathematics, 2002; B.S.,
Symbolic Systems, Stanford University, 1995;
M.A., Mathematics, University of California,
Los Angeles, 1998; C. Phil., Mathematics,
University of California, Los Angeles, 2001;
Ph.D., Mathematics, University of California,
Los Angeles, 2002.
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.
Sonja Wiedenhaupt, Social Psychology, 1999;
B.A., Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D., Social/
Personality Psychology, University of California,
Berkeley, 2002.
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, WorldMusic, 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;
Academic Dean, 2002-present; 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; m.,
University of Puget Sound School of Law, 1987.
E.J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.
Physics, University of Wisconsin-Madison, 1993.

I DEX
ic Advising 5
ic Calendar 96
rvices 5
ccredltaffon 96
Ackley,Kristina 31, 43, 78, 84
AdvancedResearch in
Environmental Studies 48
Aguilar-Wells,Michelle 85
Algebrato Algorithms: 33, 71
Anthony,Sharon 51, 69
Antonelis-Lapp, Jeff 85
Arney,William
26, 32, 39, 44, 45, 80
Art in the Americas: 38, 56, 84
Astronomyand Cosmologies 71
Astronomyand Energy: 65
Atoms,Molecules and Research 65
Aurand,Susan 28, 33
Marianne 41
Clyde 69
: 33, 44
eug, Michael 50
Bilingual Education and Teaching 38
Binda, Hilary 42
Bohmer, Peter 76, 79
Bookworks 34, 62
Bopegedera, Dharshi 28, 33, 69
Bowcutt, Frederica
26, 36, 48, 54, 56
Bowerman, Priscilla 75
Brabban, Andrew 67, 69
Brown, Eddy 87
Bruner, Bill 27
Buchman, Andrew 58
Butler, Paul 50, 52
:~evelopment Center 5
aro, Mario 38, 56, 58, 84
CenteriQr Mediation Services 5
'<oJ
Chandra, Arun 31
Chang, Grace 35, 46, 73, 81
Chin-Leo, Gerardo 48
Christian Roots: 26, 48, 56
Cloninger, Sally 40, 59
Cook, Amy 27, 54
Coontz, Stephanie 74
Counseling and Health Centers 5
Crable, Doranne 40, 45, 58, 62
CULTURE,TEXT AND LANGUAGE
37
Cultures of Human Rights 44
Curtz, Thad 29
Cushing, John 65
Cushing, Judith Bayard 68, 69

eativity and Culture
7, 73
irginia 40, 59
Information 65
Davis, Stacey 41
Dissent, Injustice and the
Making of America 73
Dobbs, Carolyn 49, 53
Documenting the Northwest: 34, 45

s

ical Agriculture: 49, 66
ical Design 26, 49, 57, 66
on:
dependent Studies 32, 44
Education:
Philosophy and Politics 26, 39
Engaging Cuba: 79
Environment and Urban Life 49
ENVIRONMENTAL STUDIES 47
Equal Opportunity 1, 5
Exploring Biogeochemistry 51
EXPRESSIVE ARTS 55
defsen, Joe 28, 58
ne and Masculine: 27, 39, 57
Few Good Managers Wanted 73
ksdal, Susan 41
Filmer, John 73
First Peoples' Advising 5
Fischel, Anne 32
Fishes, Frogs and Forests 27
The Folk: Power of an Image 27
Foundations of Performing Arts 58
Foundations of Visual Art 58
Four Philosophers 40
Freeman, George, Jr. 32
The Fungal Kingdom: 50
rge 30, 36, 77, 81
gel a 79
r, Ariel 32
G~~"~jose
73, 81
The Good Life in the Good Society:
80
Grissom, Tom 30, 35, 42, 46, 68
Grodzik, Walter Eugene 60
Growing Up Global 74
58
e 76
Joye 87
arnson, Lucia 27, 39, 57
Hayes, Ruth 59
Health and Human Development
66, 74

Heying, Heather 27,48
Hill, Patrick 40, 58
Hill, Virginia 41
Hitchens, David 28, 41, 74
Housing 6
Hunt, Meg 58
Hydrology 52
amura, Ryo 78
dividual and Society: 45, 80
i.lnherently Unequal" 81
!rAtroduction to Environmental
Studies 50
Introduction to Natural Science 67
Invertebrate Zoology and Evolution
34, 52
Ireland: Living between Worlds
40, 58
Ireland: Study Abroad 45, 62
Islands 40, 59
"~l'suesin Contemporary Art 62
Time for Science 28

i;!h

eff 69
y, Cynthia 30, 36, 82
::].: ~_~ices
6
Khann'a, Mukti 39, 57, 73
Knapp, Rob 26, 49, 57, 66, 69
Kozick, Stephanie 29
Krafcik, Patricia 27
Kuehn, Duke 87
Kutter, Betty 69

II
Jrbyrinths
28
llaird, Lance 42
f,1assen Jerry 28, 41, 74
"'~eatfeAhip for Urban Sustainability
87
Leahy, Daniel 74
Learning Resource Centers 6
Leverich, Robert
32, 35, 43, 54, 61, 63
Light 33
Lin, Ju-Pong 61
Longino, John T. 48, 52, 53
Looking Backward: 28, 41, 74
,Jean 61
d 40
and Femininity in Global
ctive: 29, 75

Mathematical Systems 67
Matz, Stuart 29, 69
M'Baye, Babacar 27
McAvity, David 51, 69, 70
Meanings of Multicultural History
35, 46, 81
Media Rhetoric 41
Mediaworks 59
Meeker, Laurie 60, 77
Middendorf, Don 65
Mitchell, Kabby 87
Modeling Motion 70
Molecule to Organism 67
Moore, Pat 53
Morisato, Donald 67
Moruzzi, Harumi
27, 39, 45, 57, 80
Mosqueda, Larry 60, 77
Mullins, Greg 42, 44
Multicultural Counseling: 75
Murray, Nancy 29
Music Composition for the 21 st
Century 60

Nalini 48, 50
Raul 66, 74
an 76, 80
MERICANAND
WORLD INDIGENOUS
PEOPLES STUDIES 83
Nature, Nurture or Nonsense? 29
Neitzel, James 67, 69
Nelson, Alice 42
Nelson, Lin 48
Nelson, Neal 68
Niva, Steven 29
Non-Violent Resistance 75

n 30, 79
a 29, 75, 79
28, 33

p, Charles 29
akar, Fort de France: 41
rson, Willie 87
laulsen, David 68, 77
Pedersen, Sarah 36, 82
Perception 29
Performing the 20th and 21 st
Centuries: 60
Peterson, Gary 66, 74
Peterson, Yvonne 85
Pfeifer, Michael 27, 34, 45
Philosophy, Society and
Globalization: 76
The Physicist's World 30, 42, 68
Police Services 6

Political Economy and Social
Movements 76
Politics and Ideologies from the
Americas 30, 77
Politics, Power and Media 60, 77
The Practice of Sustainable
Agriculture 53
PROGRAMS FOR FIRST-YEAR
STUDENTS 25
Protected Areas 53
wicz, Paul 50, 51

ks, Queer Books 42

est Research 53
ranees 85
'on and Athletics 6
e
preting Liberation: 42
Rognas, Liza 49, 66
Romano, Evelia 38
Rosemeyer, Martha 49, 66
Roy, Ratna 39, 57, 73
Rutledge, David 78

wer: 30
.Therese 42
eld, Paula 67, 69
ger, Sam 34, 45
Science of Mind 68, 77
SCIENTIFIC INQUIRY 64
Setter, Terry 60
Shariff, Zahid 31, 43, 78, 84
Sheppard, Gilda 87
Shulman, Sheryl 65
Smith, Matt 49
Smith, Tyrus 87
Social and Economic Policies: 79
The Social Change of Music 31
SOCIETY, POLITICS, BEHAVIOR
AND CHANGE 72
Soule, Oscar 33, 44, 49
Sources of Japanese Animation: 43
Sovereignty: 31, 43, 78, 84
Sparks, Paul 58, 62
Steinbeck's Americans 35, 46
Stone 35, 54, 63
Student Activities 6
Student and Academic Support 6
Student Affairs 6
Student Originated Software 68
Student Originated Studies:
Consciousness Studies 78
Student Originated Studies:
Media 61
Study Abroad: Chile 36, 81
Sweet, Lisa 26, 34, 48, 56, 62
Symbiosis 51

tt, Ken 52
MACAMPUS 86
rate Rainforests: 50
T
sen, Erik 34, 48, 50, 51, 52
The Ties That Bind 32
Transcendent Practices 32, 43, 61
Transforming the Globe 51, 69
Tremblay, Gail 38, 56, 58, 84
Tribal: Reservation Based!
Community-Determined
85
Tropical Rainforests 52
TRUSTEES, ADMINISTRATION
AND FACULTY 88
Tsutsumi, Setsuko 43
Tubesing, Martha Henderson
35, 48, 49, 54, 63, 66
Turning Eastward: 78

duate Research in
ntific Inquiry 69
36, 54

ichael 35, 46, 76, 81
ate Evolution and the Nature
f Scientific Controversy 54

-----------_._---------

2003 2004

Academic Calendar

Fall

Winter

Spring

2003

2004

2004

First Session

Second Session

Summer

Orientation

Sept. 20-28

Quarter Begins

Sept. 29

Jan. 5

March 29

June 21

July 26

Evaluations

Dec. 15-19

March 15-19

June 7-11

July 26-30

Aug. 30-Sept. 3

Quarter Ends

Dec. 19

March 19

June II

July 30

Sept. 3

Vacations

Thanksgiving Break Winter Break
Nov. 24-28
Dec. 22-Jan. 4
Commencement
Super Saturday

Spring Break
March 22-28

June II
June 12

No classes on Martin Luther King Day. Presidents' Day. Independence

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.

Day. Memorial Day and Labor Day holidays.

The Evergreen State College Catalog
Production Team
Editing:

Esme Ryan, Tom Womeldorff
Copyediting and Production Assistance:

Debbie Waldorf, Victoria Pierson
Design:

This Catalog is published by The Evergreen
State College Office of College Advancement,
and the Office of Enrollment Management.
©2002 by The Evergreen State College
Printed on recycled paper.
This catalog is updated regularly; for the most
current information please visit our Web site:
www.evergreen.edu/advisinglupdate.htrn.

Brian E. Mathis, Judy Nufiez-Pifiedo
Photography:

Martin Kane 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
2003-04 curriculum.

The information contained in this Catalog is
available in other media with 24 hours' notice.
TTY: (360) 867-6834.

EVEROREEN
The Evergreen State College
Olympia, Washington