Course Catalog, 2004-2005

Item

Identifier

Eng Catalog_2004-2005.pdf

Title

Eng Course Catalog, 2004-2005

Date

2004

Creator

Eng The Evergreen State College

extracted text

EVERQREEN

TABLE OF
CONTENTS

[ ABOUT EVERGREEN

I ACADEMIC

2

21

Beliefs
Expectations

4

Mission Statement

5

Services & Resources

8

Social Contract

Programs to

About Evergreen

26 Condensed Curriculum
28 How to Read a Program Description
29 Programs for First-Year Students

& Community

11 Campus Regulations

I ENROLLMENT SERVICES
12 Admissions

42

Culture, Text and Language

53

Environmental

60

Expressive Arts

66

Scientific Inquiry

Enrollment Services

Studies

74 Society, Politics, Behavior and Change
83

15 Tuition and Fees
17 Registration

Matching Evergreen's
Your Field of Interest

3

10 Diversity

PROGRAMS

Academic Planning

Native American Studies

85 Tacoma Program

and Academic Regulations

87

Faculty, Administration

and Trustees

Academic Programs

I ACADEMIC

I GENERAL

PLANNING

19 Planning and Curricular

Options

92

INFORMATION

I

Index

20 Graduate Study at Evergreen

95 Campus Map

20 Public Service Centers at Evergreen

96 Academic Calendar

General Information

EQUAL OPPORTUNITY
The Evergreen State College
expressly prohibits discrimination
against any person on the basis of
race, color, religion, creed, national
origin, gender, sexual orientation,
marital status, age, disability or
status as a disabled or Vietnamera veteran.

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

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.

About Evergreen

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.

Linking Theory with
Practica I 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.

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Participate collaboratively
diverse society.

and responsibly in our

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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

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independent,

critical thinking.

A successful Evergreen graduate will have the ability to appreciate and critically
evaluate a range of topics, across academic disciplines. As you explore these
disciplines, you will develop a greater curiosity toward the world around you,
and its interconnections, that will enhance your skills as an independent,
critical thinker.

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
of thinking 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.

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EVERGREEN'S
MISSION STATEMENT
The Evergreen State College is a public, liberal arts college serving Washington state. Its mission is
to help students realize their potential through innovative, interdisciplinary educational programs in
the arts, humanities, social sciences and natural sciences. In addition to preparing students within
their academic fields, Evergreen provides graduates with the fundamental skills to communicate, to
solve problems, and to work collaboratively and independently in addressing real issues and problems.
This mission is based on a set of principles that underlies the development of all college programs
and services.

Principles That Guide Evergreen's
Educational Programs:
'* Teaching is the central work of the faculty at both the undergraduate and
graduate levels. Supporting student learning engages everyone at Evergreenfaculty and staff.
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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
Evergreen'scommitment to you means sound advice, genuine support, good information and easily
accessibleresources are available to you. We encourage you to take advantage of these services.
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Academic Advising

LIB 1401, (360) 867-6312
www.evergreen.edu/advising

Kitty Parker, Director

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.

Access Services for Students with Disabilities
Linda Pickering, Director

LIB 1407D, (360) 867-6348, TTY: 867-6834
www.evergreen.edu/access

Welcome to Evergreen! Access Services for Students with Disabilities provides students, staff and faculty with assistance
and information regarding the rights and responsibilities of all concerned when working with students who have disabilities.
pickeril@evergreen.edu.

Career Development

Center

Wendy Freeman, Director

LIB 1407, (360) 867-6193
www.evergreen.edu/career

We provide career and life/work planning services, resources, referral 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 more than 63,000 job announcements per year.
Additionally, we track employment information and graduate school acceptance of alumni and maintain the Alumni Career
Educator program connecting current students with alumni mentors. We hold evening hours during the academic year 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

www.evergreen.edu/health
Counseling: SEM 4126, (360) 867-6800
Health: SEM 2110, (360) 867-6200

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
(360) 867-6368
Special Assistant to the President for Equal Opportunity
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.edu/social.htm.
The college Affirmative Action and Equal Opportunity policy is available at www.evergreen.edu/policies/g-aaeeo.htm.
The
college Sexual Harassment policy is available at www.evergreen.edu/policies/g-sexhar.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) 867-6386 or TTY: (360) 867-6834.

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First Peoples' Advising Services
Holly Colbert, Director

LIB 1407, (360) 867-6467
www.evergreen.edu/multicultural

First Peoples' Advising Services assists students of color in achieving their academic and personal goals through comprehensive academic, social and personal advising, referral services to campus and community resources and ongoing advocacy
within the institution. Our services are designed to meet the needs of students of color, and are open to all students. We look
forward to working with you.

Housing
Mike Segawa, Director

Bldg. A, Room 301, (360) 867-6132
www.evergreen.edu/housing

Campus Housing offers a variety of accommodations, including single and double studios, two-person apartments, four- and
six-bedroom apartments and two-bedroom, four-person duplexes. Most units are equipped with cable TV and Internet access.
We also offer recreational activities and educational workshops throughout the year. Staff members are available 24 hours a
day to serve residents.

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 guide-lines 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 Center
Vauhn Wittman-Grahler
Quantitative Reasoning Director
Sandra Yannone
Writing Center Director

LIB 3405, (360) 867-6557
www.evergreen.edu/qrc
LIB 3407, (360) 867-6420
www.evergreen.edu/writing

Evergreen's innovative curriculum demands an equally innovative support structure for undergraduate and graduate students.
The Learning Resource Centers include the Quantitative Reasoning Center (QRC) and the Writing Center. The QRC assists
students in all programs with regard to quantitative reasoning, math and science; the Writing Center supports students in
all genres of writing for academic and personal enrichment. Providing peer tutoring and workshops in a comfortable and
welcoming environment, the Centers also co-sponsor additional activities such as Scrabblicious, 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-certified and hold the same authority as county and municipal officers, see themselves
as part of the college educational process and are committed to positive interactions with students. Police Services offers
community-based, service-oriented law enforcement. Officers 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.edu/studentaffairssafety.htm.

Athletics and Recreation
Dave Weber, Director

CRC 210, (360) 867-6770
www.evergreen.edu/athletics

Evergreen offers a three-court gymnasium; five playing fields; weight rooms and aerobic workout rooms; an II-lane pool with
separate diving well; four tennis courts; indoor and outdoor rock-climbing practice walls; movement rooms and a covered
outdoor sports pavilion. Evergreen offers intercollegiate teams in soccer, basketball, cross country and women's volleyball.
There are club sports in crew, martial arts, men's lacrosse, women's rugby, baseball and softball. A wide array ofleisure and
fitness education courses; a WSU/4-H Challenge course; mountaineering, skiing, rafting, kayaking and mountain biking are
also available.

Student Activities

CAB 320, (360) 867-6220
www.evergreen.edu/activities

Tom Mercado, Director

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.
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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, GEAR UP, Health/Counseling Centers, KEY Student Services, Student
Activities and Upward Bound. This office coordinates new-student programs, such as orientation sessions. The dean provides
referrals to campus and community resources and conducts an ongoing assessment of students' needs, satisfaction and
educational outcomes.

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Student Affairs

LIB 3236, (360) 867-6296
www.evergreen.edu/studentaffairs

Art Costantino, Vice President

The Office of the Vice President for Student Affairs can assist you in determining how to proceed with problems that involve
other persons or institutional issues. The vice president oversees the grievance and appeals process outlined in the Student
Conduct Code, and establishes a hearings board in the event of an appeal regarding alleged infractions of the code. The vice
president also oversees Student and Academic Support Services, Enrollment Services, Housing, Recreation and Athletics, and
Police Services.

USEFUL URLs
FAFSA

www.fafsa.ed.gov

Financial Aid

www.evergreen.edU/financialaid

Sexual Harassment Policy

www.evergreen.edu/policies/g-sexhar.htm

Student Accounts

www.evergreen.edu/businessservices/studentaccounts.htm

Student Conduct Code

www.evergreen.edu/policies/govemance.htm

Tuition Rates

www.evergreen.edu/businessservices/tuitionrates.htm

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EVERGREEN'S
SOCIAL CONTRACT
When you make the decision to come to Evergreen, you are also making the decision to become closely
associated with its values. A central focus of those values is freedom-freedom
to explore ideas and to
discuss those ideas in both speech and print; freedom from reprisal for voicing concerns and beliefs, no
matter how unpopular. It's this freedom that is so necessary in a vibrant, dynamic learning community.

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As members of the Evergreen community, we acknowledge our mutual responsibility for maintaining
conditions under which learning can flourish--conditions
characterized by openness, honesty, civility
and fairness. These conditions carry with them certain rights and responsibilities that apply to us both
as groups and as individuals. Our rights-and our responsibilities-are
expressed in Evergreen's Social
Contract, a document that has defined and guided the college's values since its very beginning.
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that
respecting others and remaining open to others and their ideas provides a powerful framework for
teaching and learning.

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The Social ContractA 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.htm.
More information is available from the campus grievance office at ext. 5052.
The policy on sexual harassment is available from the Equal Opportunity Office,
LIB 3103, or at www.evergreen.edulpolicies/g-sexhar.htm.

EVERGREEN'S
SOCIALCONTRACT (Cant.)
FREEDOM AND CIVILITY:
Theindividual members of the Evergreen
communityare responsible for protecting
eachother and visitors on campus from
physicalharm, from personal threats, and
fromuncivil abuse. Civility is not just a word;
it mustbe present in all our interactions.
Similarly,the institution is obligated, both by
principleand by the general law, to protect its
propertyfrom damage and unauthorized use
andits operating processes from interruption.
Membersof the community must exercise the
rightsaccorded them to voice their opinions
withrespect to basic matters of policy and
otherissues. The Evergreen community will
supportthe right of its members, individually
or in groups, to express ideas, judgments, and
opinionsin speech or writing. The members
ofthe community, however, are obligated
to make statements in their own names and
notas expressions on behalf of the college.
Theboard of trustees or the president speaks
onbehalf of the college and may at times
shareor delegate the responsibility to others
withinthe college. Among the basic rights of
individualsare freedom of speech, freedom of
peacefulassembly and association, freedom
ofbelief, and freedom from intimidation,
violenceand abuse.
INDIVIDUAL AND
INSTITUTIONAL RIGHTS:
Eachmember of the community must protect:
the fundamental rights of others in the
communityas citizens; the rights of each
memberof the community to pursue different
learningobjectives within the limits defined
by Evergreen's curriculum or resources of
people,materials, equipment and money;
the rights and obligations of Evergreen as an
institutionestablished by the state of Washington;and individual rights to fair and
equitableprocedures when the institution acts
to protect the safety of its members.
SOCIETY AND THE COLLEGE:
Members of the Evergreen community
recognize that the college is part of the larger
society as represented by the state of Washington,which funds it, and by the community
of greater Olympia, in which it is located.
Because the Evergreen community is part of
the larger society, the campus is not a sanctuary from the general law or invulnerable to
general public opinion.
All members of the Evergreen community
should strive to prevent the financial, political
or other exploitation of the campus by an
individual or group.

Evergreen has the right to prohibit individuals and groups from using its name, its
financial or other resources, and its facilities
for commercial or political activities.
PROHIBITION
AGAINST
DISCRIMINATION:
There may be no discrimination at Evergreen
with respect to race, sex, age, handicap,
sexual orientation, religious or political belief,
or national origin in considering individuals'
admission, employment or promotion. To this
end the college has adopted an affirmative
action policy approved by the state Human
Rights Commission and the Higher Education
Personnel Board. * Affirmative action
complaints shall be handled in accordance
with state law, as amended (e.g., Chapter
49.74 RCW; RCW 28B.6.100; Chapter 25123 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).

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OPEN FORUM AND ACCESS
TO INFORMATION:
All members of the Evergreen community
enjoy the right to hold and to participate in
public meetings, to post notices on the campus and to engage in peaceful demonstrations.
Reasonable and impartially applied rules may
be set with respect to time, place and use of
Evergreen facilities in these activities.
As an institution, Evergreen has the obligation to provide open forums for the members
of its community to present and to debate
public issues, to consider the problems of the
college, and to serve as a mechanism of widespread involvement in the life of the larger
community.
The governance system must rest on
open and ready access to information by all
members of the community, as well as on the
effective keeping of necessary records.
In the Evergreen community, individuals
should not feel intimidated or be subject to
reprisal for voicing their concerns or for
participating in governance or policy making.
Decision-making processes must provide
equal opportunity to initiate and participate in
policy making, and Evergreen policies apply
equally regardless of job description, status
or role in the community. However, college
policies and rules shall not conflict with state
law or statutory, regulatory and/or contractual
commitments to college employees.
POLITICAL ACTIVITIES:
The college is obligated not to take a position,
as an institution, in electoral politics or on
public issues except for those matters which
directly affect its integrity, the freedom of
the members of its community, its financial
support and its educational programs. At
the same time, Evergreen has the obligation to recognize and support its community
members' rights to engage, as citizens ofthe
larger society, in political affairs, in any way
that they may elect within the provision of the
general law.

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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.

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.

CAMPUS
REGULATIONS
BecauseEvergreen is a state
institution, we must meet state
andcounty responsibilities.

ALCOHOLIC

BEVERAGES

No liquor is allowed on campus or in
campus facilities unless a banquet permit
has been issued by the State Liquor
Control Board. Nevertheless, rooms in
the residence halls and modular units are
considered private homes and drinking is
legally permissible for students 21 years
of age or older. For students choosing
to live in a substance-free environment,
Housing provides alcohol- and drugfree residences.

FIREARMS

The college discourages anyone from
bringing any firearm or weapon onto
campus. Weapons and firearms as defined
by state law are prohibited on campus
except where authorized by state law.
Campus residents with housing contracts
are required to check their firearms with
Police Services for secure storage. Violations of the Campus Housing Contract
relating to firearm possession are grounds
for immediate expulsion from Evergreen
or criminal charges or both.

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.
All private and student vendors must
schedule tables in the College Activities
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.
Vendor space in other buildings or outdoors may be scheduled with Conference
Services. Similar fees apply.

PETS

Pets are not allowed on campus unless
under physical control by owners. At no
time are pets allowed in buildings. Stray
animals will be turned over to Thurston
County Animal Control.
BICYCLES

Bicycles should be locked in parking
blocks at various locations around
campus. They should not be placed in or
alongside buildings and should not be
locked to railings. Bicycle registration
licenses that aid in recovery of lost or
stolen bicycles are available at Campus
Police Services for a small fee.
SMOKING

No smoking is allowed inside main campus buildings or near building entrances.
In campus housing, smoking is
prohibited in public areas, including
lobbies, laundry rooms, TV rooms, elevators and public hallways. Smoking is
allowed within apartments with roommates' permission.
Members of the campus community are
expected to respect smoking restrictions
and accept shared responsibility
for enforcement.

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ADMISSIONS
Complete and updated
information regarding
admissions criteria
and standards are
available on Evergreen's
Admissions Web site
www.evergreen.edu/
admissions.

Eligibility for Admission
Applicants are ranked for eligibility using formulas that combine academic factors such
as grade-point average and/or test scores. Evergreen offers admission to all qualified
applicants up to the number of enrollment spaces available in the entering class.
The most important factor in the admissions process is academic achievement,
demonstrated by the nature and distribution of academic coursework, grade point
average or narrative evaluation progress, and scores from ACT or SAT (when required).
You may submit additional materials you believe will strengthen your application, such
as your personal statement, letters of recommendation and essays. Submissions should
be limited to one page and should clearly address your academic history and educational
goals. Artwork, videos and audio recordings will not be considered.
If Evergreen determines that an applicant's enrollment could present a physical
danger to the campus community, based on the application, the college reserves the right
to deny admission.

To Apply for Admission
Remember that a substantial amount of time is needed to process and evaluate each
application. Send your application and all of the items noted on the application checklist
in advance of the priority date.
Note: If you are unsure whether you meet the admission criteria as a first-year
student or as a transfer student, or if you are unsure whether the credits earned will be
transferable, you should submit all of the materials required for both first-year and
transfer applicants. By taking this precaution, you can avoid unnecessary delays and
reduce the chance of not completing your file on time.
GENERAL TRANSCRIPT INFORMATION

Enrollment Services

Transcripts must reflect all coursework completed prior to the application priority date.
If transcripts are not available, verification must be sent directly from the institution, or
the overseeing state agency if the institution no longer exists.
RETENTION OF RECORDS
Credentials, including original documents and official transcripts submitted in support of
an application for admission, become the property of the college and cannot be returned
or reproduced. Transcripts of students who do not register for the term for which they
applied will be held for two years before being destroyed.
NOTIFICATION

AND DEPOSIT

Once the college notifies you of your eligibility, you will be asked to send a nonrefundable tuition deposit of $50 by a stated deadline to assure your place at the college for the
quarter of admission. The deposit, an admissions processing fee, will be credited toward
your first quarter's tuition. Admission and deposit do not guarantee your enrollment in a
particular program, contract or course.

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Additional Information
for First-Year Applicants
ACCEPTABLECOLLEGEPREPARATORY COURSEWORK
English: Four years of English study are
required, at least three of which must be
in composition and literature. One of the
four years may be satisfied by courses
in public speaking, drama as literature,
debate,journalistic writing, business
English or English as a Second Language
(ESL). Courses that are not generally
acceptable include those identified as
remedial or applied (e.g., developmental
reading, remedial English, basic English
skills, yearbook/annual/newspaper staff,
acting, library).
Mathematics: Three years of math-

ematics, at the level of algebra, geometry
and advanced (second-year) algebra, are
required. Advanced mathematics courses,
such as trigonometry, mathematical analysis, elementary functions and calculus,
are recommended. Arithmetic, pre-algebra
and business mathematics courses will not
meet the requirement. An algebra course
taken in eighth grade may satisfy one year
of the requirement if second-year algebra
is completed in high school.
Social Science: Three years of study are
required in history or in any of the social
sciences (e.g., anthropology, contemporary
world problems, economics, geography,
government, political science, psychology,
sociology). Credit for student government,
leadership, community service or other
appliedor activity courses will not satisfy
this requirement.
Foreign Language: Two years of study
in a single foreign language, including
NativeAmerican language or American
SignLanguage, are required. A course
in foreign language, Native American
languageor American Sign Language
-taken in the eighth grade may satisfy one
year of the requirement if the second year
of study is completed in high school. The
foreignlanguage requirement will be
considered satisfied for students from nonEnglish-speaking countries who entered
the U.S. educational system at the eighth
gradeor later.

Science: Two years are required. One

full year-both semesters in the same
field-ofbiology,
chemistry, physics, principles of technology or equivalent must be
completed with a laboratory component.
The second year may be completed in
any course that satisfies the high school's
graduation requirement in science. Two
years of agricultural science is equivalent
to one year of science. Students planning
to major in science or science-related
fields should complete at least three years
of science, including at least two years of
algebra-based laboratory science.
Fine, visual and performing arts
or academic electives chosen from
the areas above: One additional year

of study is required from any of the areas
above or in the fine, visual or performing
arts. These include study in art appreciation, band, ceramics, choir, dance,
dramatic performance, production,
drawing, fiber arts, graphic arts, metal
design, music appreciation, music theory,
orchestra, painting, photography, pottery,
printmaking and sculpture.
In addition, students should choose
electives that offer significant preparation
for a challenging college curriculum.
Honors and advanced-placement (AP)
courses are strongly encouraged and a
more rigorous curriculum will be taken
into account during the admissions selection process. Interdisciplinary study and
courses that stress skills in writing,
research and communication are especially helpful in preparing for Evergreen's
innovative programs.
Admission can be granted on the basis
of at least six semesters of high school
work. Applicants provisionally accepted
on this basis must submit an official transcript showing the date of graduation and
successful completion of all subject area
requirements. Failure to submit a final
transcript that shows satisfactory completion of subject area requirements will
result in disenrollment. High school
seniors cannot complete their high school
coursework as matriculating students at
Evergreen.
Nontraditional high schools must
provide transcripts that indicate course
content and level of achievement.

High school students who have
earned college credit or participated in
Washington's Running Start program are
considered for admission under the firstyear criteria, regardless of the number of
credits earned. Running Start participants
who have earned an Associate of Arts
degree prior to the application priority
date, as reflected on official transcripts,
will be considered under transfer
student criteria.

Additional Information
for Transfer Applicants
COMMUNITY

COLLEGE DEGREES

The highest transfer admission preference
is awarded to applicants who have earned,
or will earn (prior to enrolling at Evergreen), a Designated Transfer Degree
from a Washington community college.
Each community college has a designated
transfer degree and it is your responsibility to consult with the college you attend
to ensure that you are registered in the
correct course sequence. A complete list
of designated degrees can be found at
www.evergreen.edu/admissions/
waCCdegrees.htm.
Evergreen has also identified a variety of
vocational or technical associate degrees
that will also receive admission preference. A list of these vocational/technical
associate degrees may also be found at the
same Web address above.
Students who have already earned a
B.A. or B.S. may submit the final official

transcript from the institution that awarded
the degree, as long as the degree confirmation is indicated on the transcript.
TRANSFER OF CREDIT
Evergreen has a generous policy of
accepting credit from other accredited
institutions. The maximum amount of
credit that can be transferred is 135 quarter
hours (90 semester hours). A maximum of
90 quarter hours (60 semester hours) can
be transferred from two-year colleges.
Policy varies depending on the kind of
institution from which you transfer and the
kinds of coursework involved. In general,
courses are acceptable if a minimum 2.0
grade point average or grade of C was

received (work completed with a C-minus
does not transfer). Courses in physical
education, remedial work, military science
and religion are not transferable. Some
vocational and personal development
courses are transferable; others are not.
Evergreen abides by the policies outlined
in Washington's Policy on Intercollegiate
Transfer and Articulation. See the Transfer
Student section on the Admissions Web
site at www.evergreen.edu/admissions/
transfer.htm for detailed information.
The evaluation of your official
transcripts that results in a Transfer Credit
Award is conducted after you have been
admitted and paid the $50 nonrefundable
tuition deposit. This evaluation is based
upon the transcripts submitted for your
admission application.
OTHER SOURCES OF
TRANSFER CREDIT

Evergreen accepts credits earned through
CLEP, AP and ill work on a case-by-case
basis, as long as the credits do not duplicate
credit earned at other institutions, including
Evergreen. Other national credit-byexamination options are reviewed on a
case-by-case basis. To have your CLEP,
AP or ill work evaluated for transfer credit,
contact the testing company and have
official test scores sent to Admissions.
CLEP and AP credit are also accepted as
part of an associate's degree in a directtransfer agreement with a Washington state
community college.
a minimum test score
of 3 is required to receive credit.

• AP examinations:

• CLEP general and subject examination

may also generate credit. Minimum test
scores vary by subject area.
• International

Baccalaureate:

Evergreen will award up to 45 credits of
ill work, based on a minimum of three
higher-level subject marks and three
subsidiary-level subject marks with
scores of 4 or better. Students without the
final ill diploma and with scores of 4 or
better on the exams may be eligible to
receive partial credit.

Special Students
and Auditors
Students wishing to enroll on a parttime basis prior to seeking admission
to Evergreen may register as "special
students" for a maximum of eight credits
per quarter. The outreach coordinator
for Evening and Weekend Studies is
available to assist special students with
academic advising and registration
information. For additional information,
refer to www.evergreen.edu/admissions/
nondegree.htm.
Auditing a program or course may be
allowed by signature from faculty.
Auditors receive neither credit nor
narrative evaluations that could be applied
toward a degree. The Office of Registration
and Records can assist students wishing
to audit.

Summer Quarter
Summer quarter enrollment is handled
through the Office of Registration and
Records and does not require formal
admission.
Students who wish to continue their
studies into fall quarter may do so by ,
registering again as a special student or by
being admitted to the college through the
regular application process.

TUITION
AND FEES
RESIDENCY STATUS FOR
TUITION AND FEES

BILLING AND PAYMENT
PROCEDURES

Tobe considered a resident for tuition and
fee purposes, as a financially independent
non-resident, you must first establish a
domicile in the state of Washington in
compliance with state regulations. You
must also establish your intention to be
in Washington for purposes other than
education. Once established, the domicile
must exist for one year prior to the first
day of the quarter in which you plan
to apply as a resident student. Contact
Evergreen's Office of Registration and
Records directly at (360) 867-6180 should
youhave specific residency questions.
Residency information and application
for a change of status are available on the
registration Web page or in the Office of
Registration and Records.
Applications to change residency
statusmust be made no earlier than four
to six weeks prior to the quarter in which
youmay become eligible. See Residency
application for priority processing dates
and deadlines.

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. Payment
in full must be in the Cashier's Office
by 3:45 p.m. on the deadline for each
quarter. Cash, check, money order, Visa
and MasterCard are all acceptable forms
of payment. Credit card payments can be
made by calling (360) 867-6445.
In accordance with Section 438 of
Public Law 93-380 (Family Education
Rights and Privacy Act of 1974), billing
information will only be discussed with

or mailed to the student. If the student is
dependent on someone else for financial
support while attending Evergreen, it is
his or her responsibility to make sure that
the other party is aware of what payments
are due and that the payments are made
on time. You may set up a special billing
address so your bills are sent directly
to the person who pays them. Contact
the Student Accounts Office for more
information.
Failure to pay tuition and fees in full
by the deadline will result in cancellation
of registration. Payments must be received
by the deadline, i.e., postmarks are not
considered. Currently, the tuition payment
deadline is the Wednesday before the first
day of each quarter.
Students registering for the first time
after a quarter begins must pay a $50 lateregistration 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.
RESIDENT

NON-RESIDENT

$3,651

$13,332

Books and supplies

780

780

Housing and meals

5,772

5,772

Personal needs

2,058

2,058

Transportation

1,290

Tuition and Fees

Total

$13,551

1,707
$23,649

Note: Full-timeundergraduatetuition figures do not include the quarterly health or transit fees,
which are mandatoryfor 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.

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Estimated Tuition and Fees
Rates are set by the Washington State Legislature and the Evergreen Board of Trustees. They are subject to change
without notice. The rates below are for the 2003-04 academic year. Visit www.evergreen.edu/tuition or call Student
Accounts to verify tuition rates at (360) 867-6447.
ENROLLMENT
STATUS
Full-time undergraduate

QUARTER
CREDIT HOURS
10-18
19
20

WASHINGTON
RESIDENT TUITION*
$1,217 per quarter
$1,321
$1,425

NONRESIDENT
TUITION*
$4,444 per quarter
$4,859
$5,274

Part-time undergraduate

9 or fewer

$121 .70 per credit;
2 credits minimum

$444.40 per credit;
2 credits minimum

Full-time graduate

16 MIT;
10-12 MPAand MES

$1,993 per quarter

$6,102 per quarter

Part-time graduate

9 or fewer

$199.30 per credit;
2 credits minimum

$610.20 per credit;
2 credits minimum
(

For other fees, see the Miscellaneous Fees chart below.

* Tuition

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and fees may vary in summer quarter, which is not part of the regular academic year.

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Miscellaneous Fees

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Mandatory health fee (quarterly)

$39

Mandatory bus pass (quarterly)

$1 per credit up to $12

WashPIRG (quarterly, waivable)

$6

Housing/administrative fee
Rental contract
Unit lease

$45
$75

Transcript, per copy

$10

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ID card replacement
With meal plan

$5
$25

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Returned check

$15

Application fee (nonrefundable)

$37

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

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$1.25

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$32

$16

Academic year

$90

$45

Fullyear

$96

$48

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

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REGISTRATION AND
ACADEMIC REGULATIONS
New and Continuing Student Enrollment Process

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Eachquarter, 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
yourtime 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 begins the first week of the
quarter and requires faculty signature. Late fees begin the second week of the quarter
for all transactions.
Some programs require a faculty interview or audition for entry. For those programs,
youwill need to obtain faculty approval in the form of an override in order to register
usingthe Evergreen Gateway. You may be required to specify the number of credit hours
youare registering for in a term,
Individual Learning Contracts, internships and credit exceptions are processed in the
Officeof Registration and Records.
Changes in enrollment or credits must be done in the Office of Registration and
Recordsand 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
specialstudents or auditors. These special registration periods, which usually follow the
registrationperiod for continuing students, are announced in publications distributed on
andoff campus.
ADDRESSCHANGES

LEAVE OF ABSENCE

It is important to maintain a current
address-even one of short duration-on
filewith the Office of Registration and
Records.(See also Billing and Payment
Procedures,page 15.) You can update your
addresson 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).

TO DROP OR CHANGE A PROGRAM
If you want to change your program or
courses,you should complete your change
of registration by the 10th day of the
quarter.During or after the second week
of the quarter, you must petition to change
a program or course (as opposed to changingyour credits or dropping).
Changes in your registration, includingreducing credits or dropping a
program,must be completed by the 30th
calendarday of the quarter. It is essential
to complete any changes as soon as
possible.(See Refunds/Appeals, page 15.)
WITHDRAWAL
Youmay withdraw any time up to the
30thcalendar day of the quarter, but you
mustinform the Office of Registration and
Records.(See the tuition and fee refund
schedule,page 15.)

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 CREDIT

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an overload up to 20 credits. Registering
for more than 16 credits must be
completed by the Friday of the first week
of the quarter. Additional tuition charges
may apply.
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.
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

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.
Credit Limit

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

RECORD KEEPING
Transcripts

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 self-evaluations.

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
ofFERPA
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.

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

three-fourths credit at the first evaluation
period will result in dismissal from
Evergreen.
Dismissal and Readmission

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 midquarter is so notified in writing by his or
her faculty or sponsor. A student making
unsatisfactory academic progress will
receive an academic warning and may be
required to take a leave of absence.
1. Academic warning. A student who
earns less than three-fourths of the number
of registered credits in two successive
quarters will receive an academic warning
issued from the Office of Enrollment
Services. A student registered for six
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 three-fourths of the credit for
which he or she is registered in two
successive quarters.
2. Required leave of absence. A student
who has received an academic warning,
and while in warning status received either
an incomplete or less than three-fourths of
the credit for which she or he is registered,
will be required to take a leave of absence,
normally for one full year.
A waiver of required leave can be
granted only by the academic dean
responsible for academic standing upon
the student's presentation of evidence
of extenuating circumstances. A student
returning from required leave will re-enter
on academic warning and be expected
to make satisfactory progress toward a
bachelor's degree. Failure to earn at least

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.

ENROLLMENT STATUS

Full time

Part time

Undergraduate students

12-20 credits

11 credits or fewer

Graduate students

10-12 credits

9 credits or fewer

PLANNING AND
CURRICULAR OPTIONS
Selecting Your Program of Study
At Evergreen, you have the privilege and responsibility of planning your education. This can be
challenging, but there are many services available to help you, whether you are creating a fouryear academic plan or selecting a program for a single quarter. Evergreen supports you in the
following ways:

FACULTV SUPPORT
Youwill discuss your academic plans in
anannualreflection with your faculty,
usuallyat your evaluation conference at
theend of the program. At the quarterly
AcademicFair, you can talk to the faculty
directlyabout the content, style and
requirementsof the program you are
considering.Ask them anything. If one
programis not right for you, they may
suggestan alternative. Fair dates are
includedin the Registration calendar on
theGatewaypage of the Web.
THE ADVISING OFFICES
AcademicAdvising, First Peoples'
Advising,KEY Student Services and
AccessServices are all available to assist
inacademicplanning. Go to the Web for a
fullexplanation of what these offices offer
under"Student Support Services."
PUBLICATIONS
Thiscatalog contains the full-time curriculumfor 2004-05, planned during the
springof2003. Updates and changes are
publishedon the Web Gateway page under
"AcademicAdvising." Our part-time
offeringsare published in the Evening
and Weekend Studies Class Listing and
theSummer Times. These publications
areall accessible through links on the
Gatewaypage.

Special Features of
the Curriculum
Alongwith the full-time interdisciplinary
programslisted here, Evergreen also
offersother ways to earn your degree:
EVENING AND WEEKEND STUDIES
TheEvening and Weekend Studies area
offersa variety of two- to 12-credit
coursesand programs with a single or
multi-disciplinaryfocus. Offerings are
foundin 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.edu/summer.
For more information about Evening
and Weekend Studies, contact the outreach coordinator at (360) 867-6164 or
ews@evergreen.edu.
INDIVIDUAL
LEARNING
AND INTERNSHIPS

Indemnity Agreement to comply with
safety and emergency contact information before traveling. For more
information and forms, contact the
International Programs and Services
coordinator in the Academic Advising
office or visit www.evergreen.edu/
advising under "Study Abroad."

CONTRACTS

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."

Academic Planning

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/
priorlearning.
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.
Students are required to complete
the Study Abroad Waiver, Release, and

Programs in the 2004-05
curriculum with a strong
international focus include:
Community Food Systems
in Cuba and Costa Rica

page 54

Latin America in a
Global Free Market

page 76

Memory of Fire:
Spain and Latin America

page 44

Russia:Empires and
Enduring Legacies

page 34

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

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
Public Administration catalog or visit
www.evergreen.edu/mpa.

MASTERIN TEACHING (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.edu/mit.
Catalogs are available from the
Graduate Studies Office, Lab I 3019,
or the Admissions Office.

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

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 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 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 higher-education
institutions use existing resources more
effectively by supporting the development
of interdisciplinary "learning community"
programs and by holding workshops and
conferences on effective approaches to
teaching and learning.
www.evergreen.edu/washcenter

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

MATCHING EVERGREEN'S
PROGRAMS TO YOUR
FIELD OF INTEREST
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.
ACTING

Sustainable Design: Green Means

BOTANY

Foundations of Performing Arts: Moving Moments

Visualizing Ecology

Forests in Space and Time: Introduction
Environmental Studies

Time Rhythm Music Theater

ART HISTORY
AESTHETICS

Plant Ecology and Taxonomy

European Environmental

After Nietzsche: Arts, Literature
in the Wanderer's Shadow

and Philosophy

BUSINESS
Business in Action

of Visual Arts

Geology and Art: Getting Grounded

Nietzsche: Life, Times, Work
Seeingthe Light
TeachingGardens
Time Rhythm Music Theater

AFRICAN AMERICAN

History

Evolution of the Book
Foundations

Foundations of Visual Arts

CALCULUS

Light and Terror: France in the Age of Voltaire
and Robespierre

Methods of Applied

Religion,Race and Law in America

Old and New Worlds: The Making of the
Western Tradition
Seeing the Light

CHEMICAL INSTRUMENTATION
Environmental Analysis: Chemistry
of Aqueous Ecosystems
Undergraduate

AGRICULTURE
Community Food Systems in Cuba and
Costa Rica

ART/MEDIA

THEORY

Foundations

of Visual Arts

Farmto Table: Topics in Local and Global
Food Production

Local Knowledge: Community, Media Activism,
Public Health and the Environment

AMERICAN STUDIES

Mediaworks: Experiments
Light and Sound

America in the 20th Century
The American Civil War in Modern
American Places

and Geology

Research in Scientific Inquiry

CHEMISTRY

with Movement,

Climate Change, Action and Influence
Environmental Analysis: Chemistry
of Aqueous Ecosystems

and Geology

Hp
Introduction

Ready Camera One
Memory

Mathematics

Molecule to Organism

The Novel: Life and Form

to Natural Science

Seeing the Light
Shadowlands

Faulkner and Friends
Interrogating American

Matter and Motion

CELL BIOLOGY

Faulkner and Friends

Slaveryin Africa and the Americas

A Few Good Managers Wanted

Image Conscious: The Emergence of the Self
in Early Modern Europe

Nature/Image

STUDIES

to

Cultures through the Arts

Student Originated

Studies: Media

Student Originated

Studies: Visual and Media Arts

Slaveryin Africa and the Americas
Student Originated Studies: American
and Humanities

Studies

Academic Programs

ASTRONOMY
Astronomy

and Cosmologies

Undergraduate

Research in Scientific Inquiry

ANIMATION
Mediaworks: Experiments
Light and Sound

with Movement,

Student Originated Studies: Media

ANTHROPOLOGY
American Places

ARCHITECTURE
SustainableDesign: Green Means

BIOCHEMISTRY

Evolution of the Book
Foundations of Visual Arts
Geology and Art: Getting Grounded
Nature/Image
Puppet and Object Theater

Methods of Applied

Molecule to Organism
Undergraduate

Research in Scientific Inquiry

Mathematics

Molecule to Organism
Undergraduate

Research in Scientific Inquiry

BIOLOGY

Hp

CLASSICAL STUDIES

Health and Human Development

Old and New Worlds: The Making of the
Western Tradition

Introduction

ART

Matter and Motion

Molecule to Corporation

to Natural Science

Mathematical

COGNITIVE

Origins of Life

Methods of Applied Mathematics

World,

Undergraduate

Uncertain

SCIENCES
Literacies

COMMUNICATION

Molecule to Organism
Uncertain

Transformational

Knowledge

Research in Scientific Inquiry

Changing Minds, Changing Course
A Few Good Managers Wanted

Visualizing Ecology

Latin America

Student Originated Studies: Visual and Media Arts

BIOTECHNOLOGY

Masculinities and Femininities in the U.S.:
Sex Is Fun, but Gender Is a Drag

Sustainable Design: Green Furniture

Molecule to Corporation

Shadowlands

in a Global Free Market

Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

Environmental Economics and Natural
Resource Policy

Ready Camera One

Postmodernity and Postmodernism:
Barth, Pynchon, Delillo, Murakami and
World Cinema

A Few Good Managers Wanted

Rhythmic Meditations

Political Ecology of Land

Transformational Literacies

COMMUNITY STUDIES
American Places
Community Food Systems in Cuba and
Costa Rica
Farm to Table: Topics in Local and Global
Food Production
A Few Good Managers Wanted

Russia: Empires and Enduring Legacies

Political Economy, Social Change and Globalization

Self and Culture: Studies in Japanese and
American Literature and Cinema

Popular Economics

Shadowlands

Waste and Want: The Science, Psychology
and Business of Consumption

Student Originated Studies: Humanities

ENERGY SYSTEMS

Introduction to Environmental Studies:
Communities and Their Environment

DANCE

Local Knowledge: Community, Media Activism,
Public Health and the Environment

Interrogating American Cultures through the Arts

Transformational Literacies

Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

Sustainable Design: Green Means

Foundations of Performing Arts: Moving Moments

DESIGN

ENTOMOLOGY
Advanced Research in Environmental Studies

ENVIRONMENTAL EDUCATION

COMPARATIVE RELIGION

Data to Information: Computer Science
and Mathematics

Shadowlands

Foundations of Visual Arts

ENVIRONMENTAL HISTORY

Puppet and Object Theater

Advanced Research in Environmental Studies

Shadowlands

Community Food Systems in Cuba and
Costa Rica

Student Originated Studies: Humanities

COMPUTER SCIENCE
Computability: The Scope and Limitations
of Formal Systems
Data to Information: Computer Science
and Mathematics

Teaching Gardens

DEVELOPMENT

Designing Languages
Uncertain World, Uncertain Knowledge
Undergraduate

Sustainable Design: Green Furniture
Sustainable Design: Green Means

Community Food Systems in Cuba and
Costa Rica

European Environmental History
Political Ecology of Land

ENVIRONMENTAL LAW
Environmental Economics and Natural
Resource Policy
Political Ecology of Land

Research in Scientific Inquiry

DIGITAL IMAGING
CONSERVATION

Evolution of the Book

Political Ecology of Land

Student Originated Studies: Visual and Media Arts

Protected Areas?

ENVIRONMENTAL MODELING
Introduction to Environmental Modeling

Protected Areas?

DIRECTING
CONSTITUTIONAL

Teaching Gardens

LAW

Democracy and Free Speech

Puppet and Object Theater
Shadowlands

ENVIRONMENTAL PLANNING
Political Ecology of Land
Protected Areas?

Religion, Race and Law in America

DRAWING
CONTINENTAL PHILOSOPHY

Foundations of Visual Arts

ENVIRONMENTAL POLICY

Student Originated Studies: Humanities

Geology and Art: Getting Grounded

Environmental Economics and Natural
Resource Policy

COUNSELING

Shadowlands

Multicultural

Sustainable Design: Green Furniture

Counseling: An Innovative Model

CREATIVE WRITING
Evolution of the Book

CRITICAL REASONING

Visualizing Ecology

ECOLOGY
Advanced Research in Environmental Studies
Animal Behavior

Multicultural Counseling: An Innovative Model

Farm to Table: Topics in Local and Global
Food Production

Political Economy, Social Change and Globalization

CULTURAL STUDIES
Cultural Landscapes, Peoples, Places and Power
European Environmental History

ENVIRONMENTAL STUDIES
Advanced Research in Environmental Studies

A Few Good Managers Wanted

Thinking Straight

Political Ecology of Land

Forests in Space and Time: Introduction to
Environmental Studies
Introduction to Environmental Studies:
Communities and Their Environment

Faulkner and Friends

Marine Life: Marine Organisms and
Their Environments

Interrogating American Cultures through the Arts

Plant Ecology and Taxonomy

Climate Change, Action and Influence
Cultural Landscapes, Peoples, Places and Power
Environmental Economics and Natural
Resource Policy
European Environmental History
Forests in Space and Time: Introduction to
Environmental Studies

Hp
Introduction to Environmental Studies:
Communities and Their Environment
Local Knowledge: Community, Media Activism,
Public Health and the Environment

Latin America in a Global Free Market

Protected Areas?

Light and Terror: France in the Age of Voltaire
and Robespierre

Sustainable Design: Green Means

Marine Life: Marine Organisms and
Their Environments

Visualizing Ecology

Political Ecology of Land

ECONOMICS

Protected Areas?

America in the 20th Century

Sustainable Design: Green Furniture

Business in Action

Sustainable Design: Green Means

Masculinities and Femininities in the U.S.:
Sex Is Fun, but Gender Is a Drag
Multicultural

Counseling: An Innovative Model

(

E

C
5
C

c

Undergraduate Research in Scientific Inquiry

GEOLOGY

INTERNATIONAL

Wasteand Want: The Science, Psychology
and Business of Consumption

Geology and Art: Getting Grounded

500 Years of Globalization

EVOLUTION

GROWTH MANAGEMENT

Advanced Research in Environmental

Studies

Hp

Cultural Landscapes, Peoples, Places
and Power
A Few Good Managers Wanted

Political Ecology of Land

Latin America

Animal Behavior

HEALTH

Forests in Space and Time: Introduction
Environmental Studies

to

Memory

Health and Human Development
Undergraduate

Uncertain

HISTORY

Knowledge

500 Years of Globalization

ETHICS
Multicultural Counseling:

The American

An Innovative Model

SoYou Want to Be a Psychologist?

An Innovative Model

Society

FAMILYSTUDIES
Contemporary Social Issues: Analyzing Critically,
Arguing Persuasively

Memory

with Movement,

Postmodernity and Postmodernism:
Barth, Pynchon, Delillo, Murakami
World Cinema
RenaissanceStudies: Literature

Protected

and

and Identity

Selfand Culture: Studies in Japanese and
American Literature and Cinema
Studies: Media

Women's Voices and Images of Women:
Studies of Literature and Cinema

Slaveryin Africa and the Americas

American

Cultures through the Arts

Light and Terror: France in the Age of Voltaire
and Robespierre

LANGUAGE STUDIES
Community Food Systems in Cuba and
Costa Rica
Memory

of Fire: Spain and Latin America

Memory

Student Originated

~

of Fire: Spain and Latin America

Organizing for Democracy: Problems and
Possibilities in the 21 st Century
Political Ecology of Land

Studies: Humanities

LATIN AMERICAN

STUDIES

Community Food Systems in Cuba and
Costa Rica
Latin America
Memory

in a Global Free Market

of Fire: Spain and Latin America

Political Economy, Social Change and Globalization
Power in American

LAW AND GOVERNMENT

Society

America

Religion, Race and Law in America

Uncertain

World,

Studies: American
Uncertain

Knowledge
and the

to

~

LEADERSHIP STUDIES

HUMAN AND SOCIAL SERVICES

Undergraduate Research in Scientific Inquiry

A Few Good Managers Wanted

After Nietzsche: Arts, Literature
in the Wanderer's Shadow

Tribal: Reservation-Based/Community-Determined

The American

LITERATURE

American

and Philosophy

Civil War in Modern

Memory

Places

Business in Action
Evolution of the Book
Faulkner and Friends

Environmental Analysis: Chemistry
of Aqueous Ecosystems

Environmental Analysis: Chemistry and
Geology of Aqueous Ecosystems

Hp

GEOGRAPHY

INDIGENOUS

500 Years of Globalization

Evolution of the Book

Community Food Systems in Cuba and
Costa Rica

Interrogating

Cultural Landscapes, Peoples, Places and Power

and Geology

PEOPLES STUDIES

American

Image Conscious: The Emergence
in Early Modern Europe

Tribal: Reservation-Based/Community-Determined

of the Self

Light and Terror: France in the Age of Voltaire
and Robespierre
Memory

Cultures through the Arts

e'
~

Society

GENETICS

HYDROLOGY

~

Power in American

Designing Languages

Studies: Humanities

CU

c
.~

Tribal: Reservation-Based/Community
Determined

HUMANITIES

c

en

and Free Speech

LINGUISTICS

Student Originated

..~

~

A Few Good Managers Wanted

Health and Human Development

e

0.

Political Ecology of Land

Democracy
Studies

en

w

Business in Action

Russia: Empires and Enduring Legacies
Student Originated
and Humanities

POLICY

in the 20th Century

Women's Voices and Images of Women:
Studies of Literature and Cinema

SYSTEMS

~

E

Women's Voices and Images of Women:
Studies of Literature and Cinema

Hp

.8

Russia: Empires and Enduring Legacies

Shadowlands

and Geology

>

Marxist Theory

Masculinities and Femininities in the U.S.:
Sex Is Fun, but Gender Is a Drag

GEOCHEMISTRY

•••
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o

Teaching Gardens

Image Conscious: The Emergence of the Self
in Early Modern Europe

HUMAN DEVELOPMENT

GENDERSTUDIES

GEOGRAPHIC INFORMATION

!
c

toot

LANDSCAPE ARCHITECTURE

U.S. Foreign Policy: Terrorism
New American Empire

FOLKLORE

Environmental Analysis: Chemistry
of Aqueous Ecosystems

~
~

Areas?

Teaching Gardens

Old and New Worlds: The Making of the
Western Tradition

FILM

Student Originated

Civil War in Modern

and Cosmologies

Interrogating

Tribal:Reservation-Based/Community-Determined

Mediaworks: Experiments
Light and Sound

J!)

Political Ecology of Land

Faulkner and Friends

ETHNIC STUDIES
Multicultural Counseling:

and the

Evolution of the Book

Thinking Straight

Power in American

Astronomy

U.S. Foreign Policy: Terrorism
New American Empire

LAND-USE PLANNING

America in the 20th Century

A Few Good Managers Wanted

in a Global Free Market

of Fire: Spain and Latin America

Political Economy, Social Change and Globalization

Research in Scientific Inquiry

Mathematical Origins of Life
Uncertain World,

STUDIES

Nietzsche:

of Fire: Spain and Latin America
Life, Times, Work

The Novel: Life and Form
Old and New Worlds: The Making of the
Western Tradition

Political Ecology of Land
Postmodernity and Postmodernism:
Barth, Pynchon, Delillo, Murakami and
World Cinema
Religion, Race and Law in America

MULTICULTURALISM
Faulkner and Friends

Old and New Worlds: The Making of the
Western Tradition

Foundations of Performing Arts: Moving Moments

Political Economy, Social Change and Globalization

Interrogating American Cultures through the Arts

Student Originated Studies: American Studies
and Humanities

Multicultural Counseling: An Innovative Model

Student Originated Studies: Humanities

Renaissance Studies: Literature and Identity
Russia: Empires and Enduring Legacies
Self and Culture: Studies in Japanese and
American Literature and Cinema
Student Originated Studies: American Studies
and Humanities
Student Originated Studies: Humanities
Uncertain World, Uncertain Knowledge
Women's Voices and Images of Women:
Studies of Literature and Cinema
MANAGEMENT
A Few Good Managers Wanted

MUSIC
Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories
Rhythmic Meditations
Time Rhythm Music Theater
MYTHOLOGY
Shadowlands

Telling the Truth
PHILOSOPHY
OF SCIENCE
Astronomy and Cosmologies
Computability: The Scope and Limitations
of Formal Systems
Mathematical Origins of Life

Student Originated Studies: Humanities

Matter and Motion
Methods of Applied Mathematics

NATIVE AMERICAN
American Places

STUDIES

Interrogating American Cultures through the Arts
Tribal: Reservation-Based/Community-Determined

MARINE BIOLOGY
Marine Life: Marine Organisms and
Their Environments

NATURAL HISTORY
Animal Behavior

MARINE SCIENCE
Advanced Research in Environmental Studies

Forests in Space and Time: Introduction to
Environmental Studies

Marine Life: Marine Organisms and
Their Environments

Geology and Art: Getting Grounded

MATHEMATICS
Computability: The Scope and Limitations
of Formal Systems

NATURAL RESOURCE MANAGEMENT
Political Ecology of Land

Nature/Image

Physical Systems
Science Seminar
Thinking Straight
Undergraduate Research in Scientific Inquiry
PHOTOGRAPHY
Seeing the Light
Student Originated Studies: Visual and Media Arts
PHYSICS
America in the 20th Century
Introduction to Natural Science

Data to Information: Computer Science
and Mathematics
Designing Languages
Introduction

Protected Areas?

Matter and Motion

Methods of Applied Mathematics
Physical Systems

OCEANOGRAPHY
Marine Life: Marine Organisms and
Their Environments

Science Seminar
Uncertain World, Uncertain Knowledge
Undergraduate Research in Scientific Inquiry

to Natural Science

Mathematical Origins of Life

Matter and Motion

ORAL INTERPRETATION
Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

PHYSIOLOGY
Molecule to Organism

ORGANIC CHEMISTRY
Molecule to Organism

POLITICAL ECONOMY
500 Years of Globalization

Methods of Applied Mathematics
Physical Systems
Science Seminar

Latin America in a Global Free Market

MEDIA
Changing Minds, Changing Course

ORGANIZING
FOR SOCIAL CHANGE
Organizing for Democracy: Problems and
Possibilities in the 21st Century

Interrogating American Cultures through the Arts
Latin America in a Global Free Market
Local Knowledge: Community, Media Activism,
Public Health and the Environment
Mediaworks: Experiments with Movement,
Light and Sound

PAINTING
Student Originated Studies: Visual and Media Arts
PERFORMANCE
Foundations of Performing Arts: Moving Moments
Interrogating American Cultures through the Arts

Marxist Theory
Organizing for Democracy: Problems and
Possibilities in the 21st Century
Political Economy, Social Change and
Globalization
Popular Economics
Power in American Society

E

F
L
L

Ready Camera One

Puppet and Object Theater

POLITICAL PHILOSOPHY
Democracy and Free Speech

1i

Student Originated Studies: Media

Shadowlands

Political Economy, Social Change and Globalization

R!

Student Originated Studies: Visual and Media Arts

Time Rhythm Music Theater

MICROBIOLOGY

PHILOSOPHY
After Nietzsche: Arts, Literature and Philosophy
in the Wanderer's Shadow

Hp
Molecule to Corporation
Undergraduate

Research in Scientific Inquiry

MOLECULAR BIOLOGY
Molecule to Corporation
Molecule to Organism
Undergraduate

Research in Scientific Inquiry

Computability: The Scope and Limitations
of Formal Systems
Light and Terror: France in the Age of Voltaire
and Robespierre
Marxist Theory
Nietzsche: Life, Times, Work

POLITICAL THEORY
Democracy and Free Speech
Marxist Theory
Political Economy, Social Change and Globalization
POLITICS
Political Ecology of Land
Political Economy, Social Change and Globalization
U.S. Foreign Policy: Terrorism and the
New American Empire

SI

U

S
C
Sc

S(
Cc
La!

PSYCHOLOGY
Climate Change, Action and Influence
Health and Human Development
Multicultural Counseling:

An Innovative

Model

Rhythmic Meditations
Selfand Culture: Studies in Japanese and
American Literature and Cinema
Shadowlands
SoYou Want to Be a Psychologist?
Waste and Want: The Science, Psychology
and Business of Consumption

PUBLIC POLICY

Masculinities and Femininities in the U.S.:
Sex Is Fun, but Gender Is a Drag

Contemporary
Social Issues: Analyzing Critically,
Arguing Persuasively

Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

Cultural

Organizing for Democracy: Problems and
Possibilities in the 21 st Century

Evolution

Political Economy, Social Change
and Globalization
Postmodernity and Postmodernism:
Barth, Pynchon, Delillo, Murakami
World Cinema

Landscapes: Peoples, Places and Power

Designing Languages
of the Book

Farm to Table: Topics in Local and Global
Food Production
Faulkner and Friends

and

So You Want to Be a Psychologist?
Telling the Truth

Forests in Space and Time: Introduction
Environmental Studies
Geology and Art: Getting Grounded

Hp
Interrogating

Democracy and Free Speech

SOMATIC STUDIES

to

American

Cultures through the Arts

Rhythmic Meditations

Introduction to Environmental Studies:
Communities and Their Environment

A Few Good Managers Wanted

STATISTICS

Introduction

Political Ecology of Land

Political Ecology of Land

Masculinities and Femininities in the U.S.:
Sex Is Fun, but Gender Is a Drag

Environmental Economics and Natural
Resource Policy

Uncertain

PUBLIC RELATIONS

World,

Uncertain

Knowledge

Waste and Want: The Science, Psychology
and Business of Consumption

Changing Minds, Changing Course

PUPPETTHEATER

STORYTELLING

Puppet and Object Theater

~

Bc

to Natural Science

Nature/Image

••••
•••
:l
o

>

B

Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

1ft

E

Old and New Worlds: The Making of the
Western Tradition

Een

Shadowlands

Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories

RELIGIOUS AND SPIRITUAL STUDIES

TAXONOMY

Organizing for Democracy: Problems and
Possibilities in the 21 st Century

Q.

Plant Ecology and Taxonomy

Popular Economics

••1ft

THEATER

Puppet and Object Theater

C

Foundations of Performing Arts: Moving Moments

Religion, Race and Law in America

e

Religion,Race and Law in America

RESEARCHMETHODS
Advanced Research in Environmental
Environmental Analysis: Chemistry
of Aqueous Ecosystems

Studies
and Geology

A Few Good Managers Wanted
Introduction to Environmental

Modeling

Multicultural Counseling: An Innovative Model
Political Ecology of Land

Interrogating

American

Cultures through the Arts

Puppet and Object Theater

Student Originated

CU

Russia: Empires and Enduring Legacies

~
~

Self and Culture: Studies in Japanese and
American Literature and Cinema

Shadowlands
Studies: Humanities

Time Rhythm Music Theater

w

So You Want to Be a Psychologist?

en

c
..c

Sustainable Design: Green Furniture

sca

Sustainable Design: Green Means

Shadowlands

URBAN STUDIES

SCULPTURE

Organizing for Democracy: Problems and
Possibilities in the 21 st Century

Foundations of Visual Arts
Student Originated Studies: Visual and Media Arts

America in the 20th Century

Mediaworks: Experiments
Light and Sound

European Environmental

Ready Camera One

History

with Movement,

Student Originated

Studies: Media

LatinAmerica in a Global Free Market

Student Originated

Studies: Visual and Media Arts

RenaissanceStudies: Literature

and Identity

Uncertain World, Uncertain

Knowledge

SOCIALPSYCHOLOGY
Contemporary Social Issues: Analyzing Critically,
Arguing Persuasively
SoYou Want to Be a Psychologist?

SOCIOLOGY

~
Uncertain

Knowledge

Waste and Want: The Science, Psychology
and Business of Consumption

ZOOLOGY
Advanced

WOMEN'S

STUDIES

Rhythmic Meditations

The Novel: Life and Form

Slaveryin Africa and the Americas

World,

Women's Voices and Images of Women:
Studies in Literature and Cinema

Faulknerand Friends

LocalKnowledge: Community, Media Activism,
Public Health and the Environment

Thinking Straight

Visualizing Ecology

VIDEO
SOCIALAND CULTURAL HISTORY

Telling the Truth

Uncertain

Political Ecology of Land

WORLD HISTORY
500 Years of Globalization
Slavery in Africa and the Americas

WORLD LITERATURE
Student Originated

Studies: Humanities

WRITING
(See also programs for first-year students)
America

in the 20th Century

The American

Civil War in Modern Memory

Contemporary Social Issues: Analyzing Critically,
Arguing Persuasively

American

LatinAmerica in a Global Free Market

Climate Change, Action and Influence

Places

e

Research in Environmental

Studies

Animal Behavior
Forests in Space and Time: Introduction
Environmental Studies
Marine Life: Marine Organisms
Their Environments

and

to

CONDENSED
CURRICULUM 2004-05
These pages feature the titles of programs planned during the spring of 2003 for the 2004-05 academic year.
Evergreen's programs are organized within Planning Units, groups of faculty 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 listed in more than one planning unit.
KEY: F-fall quarter

W-winter

quarter

S-spring quarter

SPECIAL FEATURES OF THE CURRICULUM

!~~ivi~.ual?tudy

Sustainable Design: Green Furniture

Page

Weekend Studies

19

.._

__.._..

__

?~s?in_~b~[?~~~~~:s;~~_:~~~~~___

_19

:!:e..lli~_.~he~.~th..

_

l~t~~~~ti(l~~ISt~~i~s~':l~()pp(lrt~~iti:~~()St~?X~~0~9
Public Service Centers

20

29

Cultural Landscap~~:_~~.':el~s, PI~~~_and Power

31

Designing Languages

38

Geology and Art: Getting Grounded

32

~~tE!r~()g_a~~j_Ameri9~c:~lt~~es thr(l.'!~~~~~ ~

tD

~atu~~!I11~~______

::::J

U)

tD

C.

n

.,
.,
C

_

Negotiating Cultural Landscapes: Money, Music, Citizens

F

W

-

c

3

_

~_
.._._.

Business
in Action
-------------.-

F

_

35
41
~

.....

_ _.

49

...

Democracy and Free Speech

50

36

W

S

!1_el11()20!!.'il-.e:~~_".!n_':I.~~~J\me~i~

44

32

W

S

Postmodernity

45

39 ..._--_ .... _W

S

and Postmodernism:

Barth, Pynchon, Delillo,

_

Murakami and World Cinema
46

Meditations

33

Advanced

and Stories
OI~~~~.!"l~~"Y0rld_~_~~J~<I.~~_(lf_~~~~~~~2~~~on

33

yis~~~zingEc()I(l,gy

37

Waste and Want: The Science, Psychology and Business

36

F

After Nietzsche: Arts, Literature and Philosophy in the

W

----

Wanderer's
_ _ _._ .._ Shadow
_ .._ .._ .._-_ __ .._-_
c::han?ing M~~~<:~ging_~r:s_:.

W S
.......... F

..............

W

_._ _ _._ __
..

49

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

...~n\'i~(l~I11~n.?I..f:li.~()ry.....
Image Conscious: The Emergence of the Self in Early

America in the 20th Century

30

The American Civil War in Modern

37

F

30
..._--_._ .... __ .__ .... _-- ... __ ... - ..._._.30
Social Issues: Analyzing Critically, Arguing

48
50

Light and Terror: France in the Age of Voltaire and Robespierre

__ __

F
....

W
....

F

W

S._._-

Farm to Table:

_

~:.n~i~~~~~ Studies: Lite~~~e
31
in Local and Global Food Production

_

Faulkner and Friends

..... 38....... _.55
F

Forests in Space and Time: Introduction to

__ _

_

_

-_ .._

_ .._._._

__ 48
_ _ -.._-_.-

.__.~~_
5I

S

Student Originated Studies: American Studies and Humanities

5I

S

~~~~ent(?~in.~~ed

4_~

~~':~~:.!:!.~ITl~i~~

...

..

_

All-Level (provides opportunities for intermediate-

W

and advanced-level

Environmental Studies
Introduction to Environmental Studies: Communities and

32

F

W

Their Environment
Introduction to Natural Science

33

F

....... _---

Masculinities and Femininities in the U.S.: Sex Is Fun,

W

39

....

S
__

.....

S

America in the 20th Century

43

American Places

43

Contemporary

Social Issues: Analyzing Critically, Arguing

Pe~.u~i~Iy__

34

F

W

the 21st Century
Popular Economics

39
_

...

~~!i?i()_n,Rac.:...,:ndLa~i':l ..i\I11~~_

._._.._._
_

.._
_

S

..._4_0_ ...__
40
_3~

__

Russia: Empires and Enduring Legacies

34

Self and Culture: Studies in Japanese and American Literature

36

..__ .._S_ .._
S

..

_----

40

44

Faulkner and Friends

50

Religion, Raceand Law in America

45

~.'!ssi~:_E~i~~~~<!5~~uring

Le~~

._ ..__ .

Self and Culture: Studies in Japanese and American Literature

4_6

and Cinema
Tellin~.t.h.:...T.rtJ~_.. _.

.~J

F

Thinking Straight

5I

Uncertain World, Uncertain Knowledge

47

Women's Voices and Images of Women: Studies of Literature

52

W

S

W

----------

S

--,

49

~_'!!___

and Cinema
So You Want to Be a Psychologist?

43

__

Evolution of the Book

but Gender Is a
Organizing for Democracy: Problems and Possibilities in

Puee..et~~_?~j.:ct:!:~:~~_r
Camera One

_

an.~I~:~t~ty______

Slavery in Africa and the Americas

W

38

49

Nietzsche: Life, Times,
Work
48
-_._-_
.... _ ..... _------_ .._------_._--The Novel:.... Life
and -Form
.

Persuasively
Evolution of the Book

_

Modern Europe

W
S

American Places

......•

~

~~~()p~~~

All-Level

Contemporary

~~

~L_. _

_.._ ..__ ._..

Intermediate

S
S

r;'
C

.

_ _ .._ ..

S

~lil11<1.t~C:~~g~!i\cti(ln and In~~:~~~___________~!_

::::J
C.

...

Women's Voices and Images of Women: Studies of Literature
~_nd_C_in_em_a

Core

n
o

.

..._...

Thinking Straight
_
Uncertain World, Uncertain Knowledge

19

PROGRAMS FOR FIRST-YEAR STUDENTS

41

and Cinema

_

ENVIRONMENTAL STUDIES

53

Intermediate
EnvironmentalEconomics and Natural Resource

Methods of Aoolied Mathematics

69

F

W

S

Science Seminar

70

F

W

S

67

F

W

S

69

F

S

58

Introductionto Environmental Modeling

57

PoliticaEcology of Land

56

F

AdvancedResearch in Environmental Studies

54

F

AnimalBehavior

58

W -_
S ......
S
_ ..._--

CommunityFood Systems in Cuba and Costa Rica

54

F

W

EnvironmentalAnalysis: Chemistry and Geology of Aqueous

55

F

W

Advanced
Environmental Analysis: Chemistry and Geology of Aqueous

W

Ecosystems

W

Molecule to Corporation

Advanced

57

local Knowledge: Community, Media Activism, Public Health

56

70

F

W

S

Undergrad~ate

71

F

W

S

S

58

PlantEcology and Taxonomy

59

Protected Areas?

59

TeachingGardens

W
W

--

opportunities

and advanced-level

work)

opportunities

and advanced-level

work)

~staina~le

S
S
S
S

57

All-Level (provides

All-Level (provides

__

and the Environment
MalineLife:Marine Organisms and Their Environments

for intermediate-

_---

Do:s~gn:S;r:-een_~~~~

.

F W S
_ .._----

~

F_ W

Thinking Straight

73

Uncertain World, Uncertain Knowledge

71

SOCIETY,
POLITICS, BEHAVIOR
AND CHANGE
..........•••.•. _ .._ _------_ .._---_ ..........•........••••..........
.........•............ _ _- _--_._---_
_

74

.

_-----_

Business in Action

F

Environmental
38

68

_.---_.....

S
F

W

S

Intermediate

for intermediate-

Fanmto Table: Topics in Local and Global Food Production

Research in Scientific Inquiry

Introduction
to Natural
Science
.
_----_
_----------

W
F

69
F W S
................... ---.- .... -~

~~rsi~~ISrst:l11s ...

Ecosystems
EuropeanEnvironmental History

-_._.

Molecule to

S

...............

_._-_

_

80

.

Economics and Natural Resource Policy

Health and Human Development

75

Latin America in a Global Free Market

76

. ....

.-..-~----.

S
---_._---_.

80

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

S
F

W

F

W

-.--.-~

E
S

:::I
:::I

Forestsin Soace and Time: Introduction to Environmental Studies 55

F

W

Political Ecolozv of Land

77

F

W

Introduction to Environmental

55

F

W

Political Economy. Social Chanze and Globalization

77

F

W

Power in American Society

77

F

'i:
a..

56

F

W

Power in American Society

79

W

U

Studies: Communities

and

Their Environment
SustainableDesign: Green Means
EXPRESSIVE ARTS

60

Rhythl11ic Medita~rls.

Intermediate

--_
61
....... _-

Foundat!~~~~~~r-fc:l~i~~~J'1c:l~~~()I11:~

F

-

S

Marxist T_h_e_o-,ry

S

Multicultural

RhythmicMeditations

62

F

W

M

_

_

_-

_

__

_ .._-

Student O_ri~rl~~ed Stu~i:~:yisualan~t:'1.~~~~
Advanced __
---,-,-,-,-",.:..::..:..c
..__.

63

........••. -

.....•.• _-_...

...._

F

W

..-.-

._ _~._

.._

local Knowledge: Community, Media Activism, Public Health

F

62

W

S

62
_._

Student Orizinated Studies: Media
All-Level (provides

opportunities

and advanced-level

work)

_F..._

...

_W _

S

... ......

63

F

W

S

64

F

W

S

1'tJ~e:tan~<?'b.j~c:t-rhe~t:~
~.,.lvr,~o~ One

~
~

Sustainable Desisn: Green Furniture

41

Sustainable Design: Green Means

64

SCIENTIFIC INQUIRY

66
_-----_

F

.

---

Ter~()~i~I11.~~~~_h_':.!:'!:.,..,.~..::ican El11pi~~
opportunities

and advanced-level

work)

__ ._--F W

S

_ ..

82

S
S

for intermediate75
79

---

Social Issues: Analyzing Critically, Arguing

F

W

..-.............. ~.--

75

F

S.

W

_ .... __ ......

81

F

S
F

W

F

W

81

Race and Law in America

W

78

S.?X<:>~Y"~~t~~Be a Psych()l<:>.gist?

81

NATIVE AMERICAN

83

PEOPLES

AND WORLD INDIGENOUS

S

STUDIES

Advanced

.

84

F

W

S

American Places

84

F

W

S

S

TACOMA

85

S

Transfornnational Literacies

F

W

S

67

F

W

S

67

F

W

S

Science and Mathematics

76

Economics

.S

.

S

...................

S
S
S

Data to Information: Computer
of Life

W

the 21 st Century

Computability: The Scope and Limitations of Fornnal Systems

Health and f-i~man ~evelopme".!

80
76

Masculinities and Femininities in the U.S.: Sex Is Fun,

W

Astron_c:l.rn.1~rld
C()~I11c:lI()gie~_____7_2___

Matter and Motion

._.......

Organizing for Democracy: Problems and Possibilities in

._.

S

but Gender Is a Drag
61

__ __

W

S
----_W
..------

79

All-Level (provides

Contemporary

for intermediate-

Evolutionof the Book

_ _-_.-

.............

...............

Time Rhythm Music Theater

Mathematical

__

The American Civil War in Modern

~edia~()..r:~:~)(p:~il11:n!~.,..,.i~~~()~~I11~~~~~~~~~~rl~~()~~~

Intermediate
--------_

.

78
----

America in the 20th Century

and the Environment

F

7_8_

An Innovative Model

~~:For~i~~~~ic:y:

~~~~_.

_

~

~ __ If!.
73
68

F

W

!~!~I:~:~~~~~ion~~~~!~()l11mu~itr~~~~min~~
All-Level (provides opportunities
for intermediate-

_

and advanced-level
._

...

__

.....

"C

CU

(I)

A Few Good Managers Wanted

~~~

..

:::I

--

.

_----------

S

W

Shadowlands
-----

.....

500 Years of Globalization

F

...................................

__

W -- S.

61 _ .....

Foundations of Visual Arts

Advanced

u

PROGRAM

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

.......

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

86

.. _ ..

C

CU

"C
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e

U

HOW TO READ
A PROGRAM

DESCRIPTION
Because
Evergreen's
curriculum
is so distinct, the college
detail. Below is a sample of a typical program description.
the information
packed into the listings that follow.

FACULTY------,
Lists members of the faculty team scheduled to
teach the program. See faculty bios page 87.

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ENROLLMENT-------------<>o
Describes the number of students who may enroll.
Core programs typically allow 23 students per
faculty; all-level programs typically allow 24;
intermediate and advanced programs typically
allow 25.
SPECIAL EXPENSES,
Indicates expenses you should anticipate beyond
books and normal supplies.

~

.

CO

CREDIT AWARDED IN ...
----,
At the end of each program, faculty will register
the credits you earn as "credit equivalencies"
that correspond to traditional disciplines and
subjects. This section explains the kind of credit
equivalencies you can expect if you successfully
complete the program. An asterisk [*) indicates
upper-division science credit. Equivalencies
help potential employers and graduate schools
understand what subject areas you have studied.
All undergraduate programs lead to a bachelor's
degree in liberal arts and sciences.
TOTAL CREDITS ----------0
Number of quarter hours that will be credited
at the end of each quarter if you successfully
complete this program. This portion also states
whether you may take part of the program
and under what circumstances. For example,
this program allows students to register for
reduced credit allowing for part-time
opportunities in spring.

J

Memory
of Fire: Spain and
Latin America
Fall, Winter and Spring quarters
Faculty: Nancy Allen Alice Nelson
E
II
t. 50
'
nro men.
CI
St di
S h
t
f
ass an mg: op omore, rans er
t d t
I
s u en s we come.
Prerequisites: Some study of history or ~
literature.

Special Expenses: Approximately $3,500
---' for optional spring quarter trip to Spain
or Latin America.
Internship Possibilities: Spring quarter only.
Travel Component: Optional travel to
G
d S'
d S
1i'
----,
~ana a, pain, an
anto omas,

PROGRAM DESCRlPTlON
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.

G
..

r

describes
its academic
offerings
in unusual
The annotations
will help you interpret all

CLASS STANDING
Tells you what level of study the program is aimed
at: freshman, sophom~re~ junior or senior. It al~o
gives registration restrictions, i.e., registration IS
prioritized by the number of credits eamed, giving
. fi
hoi
di
. d hi
semors rst c orce, an IS orgarnze t IS way:
freshmen 0-44 credits, sophomores 45-89 credits,
juniors 90-134 credits seniors 135 or more.
'

TI

Nicaragua.
Memory of Fire, the title of Eduardo Galeano's
historical/fictional
trilogy on Latin America,
captures the human need to create memories
of the past in order to understand the present.
The image offire embodies the violent relations among ethnic and religious groups on the
Spanish peninsula that led to the violence of
the Conquest: fires of the Inquisition, fires of
imperialism ....
... Spring quarter will offer opportunities
to study abroad in Santo Tomas, Nicaragua,
or Granada, Spain, as well as internships with
local Latino organizations for those who stay
on campus. All classes during the spring will be
conducted in Spanish.

PREREQUISITES
Lists conditions you must n:teet to be eligibl~ 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 other entry requirements, such as
faculty review of student portfolio.

INTERNSHIP POSSIBILmES
States whether an intemship possibility is an
optional or required component of the program.
TRAVEL COMPONENT
Indicates whether program participants will take
significant field trips or study abroad.

FACULTY SIGNATURE
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. See page 56, "Local Knowledge:
Community, Media Activism, Public Health
and the Environment."

Credit awarded in Spanish, history and
literature of medieval Spain, history and
literature of colonial Spanish America,
contemporary Latin American literature
and culture, research, writing and additional equivalencies depending on students'
projects completed during spring quarter.
Total: 16 credits fall and winter quarter;
8, 12 or 16 credits spring quarter.
A similar program is expected to be offered
in 2006--07.
.
Program IS preparatory for careers and ~
future studies in languages, history,
literature, writing and international
studies.

0----

A SIMILAR PROGRAM IS EXPECTED '"
A similar, but not identical program may be offe
every year or every other year.

L PROGRAM

IS PREPARATORY ...
Indicates how this program might be particularly
useful in preparing for future studies or careers.

First-year students have several options: Core programs, all-level programs and
someintermediate programs.
Core programs are designed to give you a solid foundation of knowledge and
skillsto prepare you for advanced studies: to learn how to write more effectively,
readcarefully, analyze arguments, reason quantitatively or mathematically, work
cooperatively in small groups and use campus resources such as the library. Core
programswill introduce you to Evergreen's interdisciplinary studies, in which faculty
membersfrom different disciplines teach together to help you explore a central theme
ortopic and issue as a whole, rather than a collection of unrelated fragments. You will
beexposed to the connection of artistic expression to social conditions, for example,
orthe relationship of biological facts to individual psychology. These integrated study
programscombine several activities: seminars, individual conferences with faculty
members,lectures, group work and, usually, field trips and laboratories. You will also
learnthe skills needed to design your own education.
The small student-faculty ratio in Core programs (23:1) ensures close interaction
betweenyou and your faculty, and with other students.
All-level programs enroll a mix of freshmen, sophomores, juniors and seniors,
witha typical mix of25 percent first-year students. As in Core programs, they are
interdisciplinary studies. Most students in these programs will already have some
yearsof college experience, so you will get less guidance about basic skills. Faculty
expectationsabout what you know and what you can learn on your own will be greater.
Youshould also be ready to work with a wide mix of students-in age, experience and
stagesof learning. Talk to Academic Advising about the background necessary to be in
anall-level program.
Intermediate programs are designed for sophomore students and are listed
elsewherein the catalog. These programs may admit a particularly well-qualified
first-yearstudent. Consult the faculty and Academic Advising if you are interested in
anintermediate program.

PROGRAMS FOR
FIRST-YEAR
STUDENTS

First-Year Programs

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America in the 20th Century

American

Fall and Winter quarters
Faculty: David Hitchens, Tom Grissom,
Jerry Lassen
Enrollment: 72
Class Standing: This all-level program
accepts up to 2S percent first-year students.
The United States began the 20th century as
a second-rate military and naval power and a
debtor country. The nation ended the century
as the last superpower with an economy that
sparked responses across the globe. In between,
we invented flying, split the atom, 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 as the mightiest military
machine on the face of the earth, the United
States also experienced the central phenomenon
of mass culture: mass media, mass action,
massive destruction and massive fortunes-all
significant elements oflife in the United States.
This program will be a close study of the
origins, development, expansion and elaboration
of American cultural 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 scientific thought to help us understand the nation and
its place in the last century. Students will be
challenged to understand their place in the scope
of national affairs; read closely; write effectively;
and develop projects to refine their skills and
contribute to the collective enrichment of the
program. There will be program-wide symposia
at the end of each quarter. Each symposium will

Program is preparatory for careers and
future studies in the humanities, sciences
and social science areas of inquiry, law,
journalism, history, economics, sociology,
literature, popular culture, cultural anthropology and teaching.

Fall, Winter and Spring quarters
Faculty: Sam Schrager, Kristina Ackley,
Matt Smith
Enrollment: 72
Class Standing: This all-level program
accepts up to 2S percent first-year students.
Special Expenses: $200 for field trips in fall
and spring quarters.
Place absorbs our earliest notice and attention,
it bestows on us our original awareness; and
our critical powers spring upfrom the study of it
and the growth of experience inside it. Sense of
place gives equilibrium; extended, it is sense of
direction too. -Eudora Welty
This program will explore how places in
America are created and experienced. We will
learn how they have emerged at the intersection
of geography and history, and how they are
lived in, felt about, perceived, shaped, fought
over, and transformed by persons and groups.
As Welty says, we depend on being rooted in
an actual place for our sense of who we are and
what we can do. Yet in this age of unprecedented
interchangeability of spaces, what happens to the
distinctive character of places? In the face of the
mobility, uprooting, and alienation endemic to
American society, what connections to places do
we have and can we hope to nurture?
We will study dispossession and survival of
Native American communities; experiences
of place for African Americans and immigrant
groups; place-based identities in the West, South,
Midwest, and New England. We'll look at the
interplay of nature, economics, religion, and
nationalism in urban and rural localities. We will
examine how people infuse meaning into places
through stories, literature, material culture, and
collective practices. We'll also examine moral
implications of policies regarding place. We
will conceive our subject broadly, to include not
only Olympia and Chicago, Squaxin Island and
Yosemite, but also homes and farms, classrooms
and beauty salons.
Students will develop skills as interpreters,
writers, and researchers by studying scholarly
and imaginative works and by conducting policy
research and ethnographic fieldwork (observation, interviewing, documentation of social life ).
They'll undertake an extended project on an
American place of their choice, locally or elsewhere, in spring. Faculty will give strong support
to upper-division students and seniors writing
theses. The program is also recommended for
students new to the Northwest who want to
explore it at firsthand.

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

Credit may be awarded in anthropology,
literature, policy, U.S. history and
community studies.

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provide a means of rounding out our work and
will provide students with valuable experience in
public speaking and presentation.
Credit awarded in U.S. political and economic history, U.S. social and intellectual
history, American economics and global
connections, scientific thought and 20thcentury physics and American literature.
Total: 16 credits each quarter.

Places

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities and
social sciences.
This program is also listed under Culture,
Text and Language and Native American
and World Indigenous Peoples Studies.

Contemporary Social Issues:
Analyzing Critically, Arguing
Persuasively
Fall and Winter quarters
Faculty: Stephanie Coontz,
Charles Pailthorp
Enrollment: 48
Class Standing: This all-level program
accepts up to 2S percent first-year students.
Prerequisites: Students must be competent
in the mechanics of writing and reading.
Any student who demonstrates problems
with grammar, sentence structure, or
syntax will need to participate in additional
writing workshops.
Special Expenses: Approximately $30 each
quarter for travel expenses.
This program will use sociological studies of
controversial contemporary issues to aid students
in analyzing and participating in current debates
over social policy. Among the topics we may
consider are such questions as the causes of
poverty, what reforms are needed in the nation's
schools, how we should evaluate and respond to
contemporary trends in marriage, divorce and
single parenthood, and what areas of personal
life and interpersonal relations are properly
subject to regulation. Students will read, outline
and evaluate a variety of viewpoints on these
issues during fall quarter, preparing themselves
to research and debate selected topics during
winter quarter.
This program stresses the development of
critical tools of analysis, observation and argumentation, both written and oral. To hone those
skills, we expect students to acquire and demonstrate competence in several different arenas,
including: close textual analysis of authors'
assumptions, arguments, and use of evidence;
ethnographic observations in the public schools;
use of graphs and statistics; expository writing;
and oral argumentation.
Credit awarded in sociology, expository
writing, history, debate, ethnography, social
psychology, civics, sociology of education
and family studies.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in law, sociology, social psychology, public policy, education, political
science and journalism.
This program is also listed under Culture,
Text and Language and Society, Politics,
Behavior and Change.

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Cultural Landscapes:
Placesand Power

Peoples,

Fall,Winter and Spring quarters
Faculty:Ted Whitesell, Therese Saliba
Enrollment:46
ClassStanding: This is a Core program
designedfor first-year students.
Spedal Expenses: Potentially $75 a quarter
forovernight field trips.
Thisprogram will introduce students to the foundationsof cultural and environmental studies,
withan emphasis on human geography, cultural
practicesand political struggles to preserve land
andcultures in the face of colonization and globalization. Students will learn to read landscapes
asprimary sources of information about peoples,
placesand power relationships. We will read a
varietyof cultural texts, including literature, to
understand peoples in terms of their relationships
totheir environments and the ways in which
a people's sense of identity is influenced by
theirsense of place. We will look at threats to
biological and cultural diversity, and examine
theirinterconnectedness.
Our studies will focus on Brazil and the
Middle East to explore the connection between
nativepeoples, the land and resources and strugglesfor self-determination. We will examine the
significance ofland reform, socialism and other
resistance movements as a means of maintaining
culturalpractices and identity in the face of colonialism, global capitalism, the globalization of
cultureand the politics of technology. Students
willbe introduced to a variety of approaches to
environmental action and resistance movements,
including feminist, radical and socialist.
There will be a number offield trips, emphasizing field observations oflandscapes and culturesof the Pacific Northwest. Students will also
engage in documenting local activism around
cultural and environmental issues. Throughout
theprogram, students will develop skills in field
observation, creative and expository writing,
interviewing and ethnography, literary analysis,
theterminology and methodology of the natural
and social sciences, and the use of maps.

Evolution of the Book
Fall and Winter quarters
Faculty: Bill Ransom, Joe Feddersen
Enrollment: 48
Class Standing: This all-level program
accepts up to 30 percent first-year students.
Special Expenses: Up to $200 per quarter
for printmaking tools, materials, lab fees
and field trips.
Books-whether
rolled, accordianed, sewn,
stapled, folded, boxed or glued-remain,
like
traditional jewelry or clothing, objects of care
and respect in most cultures. They were preceded
by pictographs, petroglyphs, fabric designs,
house pole carvings and hide paintings. We will
investigate mnemonic devices that merge visual
and written language into narratives and explore
oral and written storytelling. We will develop
the skills essential to the writing and making of
a variety of books and the human effort to communicate visually.
Students can expect readings in visual art,
writing, indigenous arts, book arts, storytelling
and printmaking.
While devoting fall quarter to skill-building
workshops in a variety of printrnaking and
writing techniques, we will reserve winter
quarter to pursue individual projects of significant scope and substance.
Credit awarded in creative writing, editing,
publishing, printmaking, bookbinding and
history of the book.
Total: 16 credits each quarter.

Forests in Space and Time:
Introduction to Environmental
Studies
Fall and Winter quarters
Faculty: Paul Przybylowicz, Heather Heying
Enrollment: 48
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Special Expenses: Approximately $150 for
overnight field trips in Washington and
through Oregon and California to study
western forests.
Why do forests look the way they do? What
forces in current time and in history have
shaped the forest ecosystems and the organisms
within them? This program will examine these
forces that operate on many different levels of
scale-from
landscape to organism. These
include abiotic factors such as the underlying
geology and climatic influences, as well as
biotic factors such as competition, succession
and resource availability. In addition, we will
consider evolutionary forces that shape organisms and their behavior, both in plants and
animals, and attempt to explain current observations in terms of evolution and adaptations. A
wide range offorest ecosystems-from
tropical
to boreal-will
be used as examples to explore
various processes.
All of the world's forests have been impacted
to varying degrees by humans. We will examine
some of the underlying social and political forces
that have shaped forests.

Program is preparatory for careers and
future studies in visual art, printmaking,
book editing, design and production and
writing.

Credit awarded in forest ecology, evolutionary biology, scientific writing and research,
botany and zoology.

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

Program is preparatory for careers and
future studies in field biology, evolution,
ecology and other life sciences.

Total: 16 credits each quarter.

This program is also listed under
Environmental Studies.

Creditawarded in human and cultural
geography, political economy, multicultural
literature, environmental studies, writing,
culturalstudies, Middle East studies and
LatinAmerican studies.
Total:16 credits each quarter.
Programis preparatory for careers and
futurestudies in geography, cultural studies, international affairs, environmental
conservation and education.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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

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Geology and Art:
Getting Grounded

Interrogating American Cultures
through the Arts

Fall quarter
Faculty: Ken Tabbutt, Susan Aurand
Enro"ment: 46
Class Standing: This is a Core program
designed for first-year students.
Special Expenses: Approximately $100$1 SO for art supplies; $75 for field trip.
This program offers an introductory study of
the Earth, through geology and art. Both
scientists and artists rely heavily on skills of
observation and description to understand the
world, and to convey that understanding to
others. Geologists use images, diagrams and
figures to illustrate concepts and communicate
research. Artists draw on scientific information
to inform their artworks, and seek to communicate the implications of what science tells us
about the world. This program will use both
science and art to study geology, and to consider
the relationship of geologic time and processes
to our human experience of time and change in
an individual life.
Geologic time and evidence of the Earth's
dynamic past are recorded in the rock like an
incomplete but never-ending book-a book that
describes the paleogeography, climate, biodiversity and tectonic evolution of a region.
To read this book and convey the information
to others, an understanding ofthe language and
how the language developed is needed. Students
will be introduced to physical geology during
several daylong excursions and an overnight
field trip to central Washington.
Students will learn skills in drawing and
watercolor and techniques for keeping an
illustrated field notebook. They will also develop
finished artworks, ranging from scientific
illustrations to expressive works. In addition,
students will have the opportunity to learn
basic ceramics skills, including the digging and
refining of natural clays, handbuilding skills and
low-fire glaze and firing techniques.

Fa", Winter and Spring quarters
Faculty: Ratna Roy, Gail Tremblay,
Ju-Pong Lin
Enro"ment: 69
Class Standing: This Core program is
designed for first-year students.
Special Expenses: Museum, theater and
gallery fees, approximately $20 for each
field trip.
This program will examine the multiplicity of
cultures in North America made up of both the
indigenous peoples and the settlers from around
the world and will interrogate the notion of
"American culture." This study will also include
issues of cultural hybridity and intercultural
interaction and will involve the exploration of
these topics through the study of history, literature, art history, visual arts, film, multimedia and
dance theater.
Students will focus on individual communities
through readings, discussions, reflective writing
and hands-on projects. They will reflect on
their selves and own ethnic identity, as well as
influences from growing up in a diverse society,
dealing with issues of identity, cultural hybridity
and insider/outsider dynamics.
In winter, there will be research writing
about cultures that have shaped the vitality of
the American scene: Native American, South
Asian American, Irish American, Japanese
American, Armenian American, Appalachian,
Chinese American, Mexican American and
African American, as well as those of mixed
cultural heritage. All students will be expected
to participate in hands-on workshops in Orissi
dance, mixed media art and/or multimedia
production and to produce creative as well as
written work on the themes of the program.
They will also begin working towards multimedia performances.
In spring, students' multimedia, interactive
performances and/or installations will be
performed and shown on and off campus, in
the community and in public schools.
Students will interact with visual artists,
performing artists, media artists and Evergreen
alumni in the arts. There will be field trips to
cultural events in Seattle and Native American
communities.

Credit awarded in introduction to physical
geology, drawing and 2-D art, introduction
to ceramics, writing and humanities.
Total: 16 credits.
Program is preparatory for careers and
future studies in ecology, geology, art, art
history and the humanities.

Credit awarded in multicultural American
history, visual arts, media studies, Orissi
dance, theater, cultural studies, English
composition and American studies.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in fine arts, performing arts
and history.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Introduction to Environmental
Studies: Communities and
Their Environment
Fa" and Winter quarters
Faculty: Amy Cook, TBA
Enro"ment: 48
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Prerequisites: High school algebra assumed.
Local communities can have a tremendous
influence in the protection or development of
their local environments, both urban and rural.
This program will examine the range of ways
that communities become involved in conservation and in doing so, explore the relationships
among science, policy and community. Grassroots organizations generate a voice and are a
vehicle for involvement; they are an important
link between the individual and the community.
This program will use a series of case studies to
explore this topic, paying particular attention to
grassroots organizations and their influence in
environmental enhancement.
In fall quarter, the program will focus on
biotic systems. Ecology and conservation
biology will be the general themes. A variety
of issues including salmon ecology and marine
protected areas will be addressed. In winter
quarter, the focus will shift to environmental
chemistry and issues consistent with aqueous
chemistry, biogeochemical cycles and atmospheric pollution. The cause of acid rain, global
warming and nitrogen loading will be covered as
will the policies regarding these problems and
the role of community involvement.
This program is designed to introduce
students to the principles of ecology, public
policy and community development. Our studies
will serve as a foundation for more advanced
work in environmental studies. This is an
excellent entry point for transfer students interested in gaining a broad, integrated introduction
to environmental studies.
Credit awarded in ecology, conservation
biology, community studies, introductory
environmental chemistry and 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 science,
environmental policy, community
development, planning and environmental
education.
This program is also listed under
Environmental Studies.

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Introduction to Natural Science
Fall,Winter and Spring quarters
Faculty:Nancy Murray, Paula Schofield,
TBA
Enrollment:72
ClassStanding: This all-level program
acceptsup to 25 percent first-year students.
Prerequisites:High school algebra
proficiencyassumed.
Thisprogram will offer students a conceptual
andmethodological introduction to biology,
chemistry,math 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.
Asappropriate, we will use quantitative methods
to gain additional insights into these processes.
In addition to studying current scientific
theories, we will examine the methods used to
generate these theories and consider the historical,societal and personal factors that influence
ourthinking about the natural world. We will
alsoexamine the impacts on societies of changes
inscience and technology. During spring quarter,
smallstudent-groups will be able to conduct an
independent, scientific investigation designed in
collaboration with the faculty. Program activities
willinclude lectures, small group problemsolving workshops, laboratories, field trips and
seminars. Students will learn to describe their
workthrough scientific writing and public
presentations.
The program is designed for students who
want to take their first year of college science.
Students who simply want to get a general feel
forscience will find this program quite demandingand should consult the faculty before the
program begins. Overall, we expect students to
endthe program in the spring with a working
knowledge of scientific and mathematical
concepts, with the ability to reason critically and
to solve problems, and with hands-on experience
in natural science.
Credit awarded in biology, chemistry, mathematics, physics and scientific writing.
Total:16 credits fall and winter quarters;
12 or 16 credits spring quarter.
A similar program is expected in 2005-06.
Program is preparatory for careers and
future studies in physical and biological
sciences, medicine and health sciences and
environmental sciences.
Thisprogram is also listed under Scientific
Inquiry.

Negotiating Cultural Landscapes:
Money, Music, Citizens and
Stories
Fall and Winter quarters
Faculty: William Bruner, Andrew Buchman,
[an Kido, Toska Olson
Enrollment: 92
Class Standing: This is a Core program
designed for first-year students.
Special Expenses: $100 per quarter for
workshop supplies, event tickets and
retreat expenses.
How do we imagine and understand American
culture? As a melting pot, a gorgeous mosaic, a
patchwork quilt, a salad mix, a dominant, "mainstream" culture with subsidiary streams or a
loose union of rugged individuals? What are the
strengths and limits of each of these metaphors?
We live in a dynamic era of almost instantly
accessible mass media, global networks, rapidly
changing technologies and many uncertainties
about the future. How do we negotiate this
landscape? Should we construct and maintain
a unique identity in a culturally diverse world?
How do we uphold our ethical duties in a world
of divergent experiences and opportunities?
We will examine these and other questions
in an attempt to understand our culture through
our experience as producers and consumers,
our social structures and institutions, our music,
and the stories we tell in person, in print and in
the media.
Students will participate in a series of skillbuilding workshops related to writing, quantitative methods, computer skills, music literacy
and storytelling.
During fall quarter, we will develop theoretical perspectives derived from musicology,
sociology, economics and communication,
with an emphasis on understanding individual
behavior. In doing this, we will be interested in
concerns about fairness and justice in social
interaction and social organization. During
winter quarter, we will apply these theoretical
models to issues related to race, ethnicity, gender
and social class, and our focus will be on groups
within society.
Credit awarded in communication arts,
musicology, statistical reasoning, sociology,
economics, expository writing, cultural
studies and developmental psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in social sciences, humanities,
education, law and expressive arts.

Old and New Worlds: The Making
of the Western Tradition
Fall and Winter quarters
Faculty: David Marr, Andrew Reece,
Bob Haft, Michael Pfeifer
Enrollment: 92
Class Standing: This is a Core program
designed for first-year students.
The past is not dead. It is not even past.
-William Faulkner
Where do American ideas of democracy come
from? What are the origins of American concepts
of the self? Of freedom and authority? Of justice
and the good? Old and New Worlds rests on the
premise that it is by close study of the past that
we can understand the origins of these ideas
and in that way find out something important
about who we are, what we believe and why.
World-shaping ideas are most profitably studied
in conjunction with world-shaping events and
the history of social life. So, in this program
we will study important philosophers such as
Plato and John Locke but also the rise and fall
of the ancient Greek city state, the emergence
of Christianity and the Protestant Reformation
and Catholic Counter-reformation,
the rebellion
of the American colonies and foundation of the
American republic, the enslavement of African
Americans, and the growth of capitalism in 19thcentury America.
This program offers an introduction to the
western tradition in philosophy, literature, art,
politics, and society from Athens in the 5th
century BCE to the United States in 1900. In
fall, we will examine consciousness and society
from Ancient Greece through the American
Revolution. Main authors will include Plato,
Sophocles, Shakespeare, James Madison and
Thomas Jefferson. In winter, we will trace
American consciousness and society in the
19th century, investigating European, African
and Native American traditions. Main authors
will include Ralph Waldo Emerson, Herman
Melville, Frederick Douglass, Abraham Lincoln
and Mark Twain.
Credit awarded in classical studies,
humanities, literature, European history,
American history, art history, philosophy
and social thought.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities, teaching,
law and other professions.

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

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Organizing for Democracy:
Problems and Possibilities in
the 21st Century
Fall and Winter quarters
Faculty: Peter Bohmer, Dan Leahy,
Jeanne Hahn
Enrollment: 72
Class Standing: This all-level program
accepts up to 25 percent first-year students.
What did it mean when President Bush claimed
"we are bringing democracy to the Middle
East"? Is the United States a democratic country? In the 21 st century? At its "founding"? What
is democracy, exactly? What is the relationship
between our view of what a just society is and
our view of what democracy is? How can we
organize and act to bring a deeper and more
meaningful democracy to our lives and to our
country? This program will examine how individuals and groups learn a democratic practice
and organize for a democratic life and society.
We'll focus on how to establish voice, develop
strategies, build organizations, exercise tactics
and confront obstacles to a just democracy.
We will study key areas of U.S. society such
as civil liberties, economic inequality and the
economy, gender relations, media, government,
education and youth and foreign policy. We will
look at what a democratic outcome would mean
in each of these areas and how we as individuals
and in groups and social movements can work to
make this a reality. We will examine the relationship among the fall elections, the candidates and
democracy.
We will learn how to organize for a democratic society. We will read about and view films
on individuals and social movements that have
worked for and are working for social change
and justice. We will learn how each of us can
make a difference, have our voices heard, and
become actively involved in our community and
society. There will be workshops on topics such
as how to build democratic, inclusive, effective
and sustainable organizations; organize protest
and resistance; do relevant research; change
public policy; develop effective strategy and
tactics; do fundraising; and deal with repression
and the media. Students will develop writing,
speaking and other relevant skills useful for good
organizing by selecting a community organizing
project to work on in fall and winter quarters.
Credit awarded in U.S. history, political
economy, social movements, writing and
organizing for social justice.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in teaching, working for
social justice, organizing, social work,
political economy, social science and
media studies.
This program is also listed under Society,
Politics, Behavior and Change.

Religion, Race and Law
in America

Russia: Empires and
Enduring Legacies

Fall and Winter quarters
Faculty: Lance Laird, Babacar M'Baye,
Jose Gomez
Enrollment: 72
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Prayer in the classroom, federal agents inside
mosques, ritual peyote use, animal sacrifice,
homosexuality, Roe v. Wade, polygamy, the
Waco tragedy, the Christian Coalition, the
Nation ofIslam, the Faith-Based Initiative and
the Patriot Act all have raised issues of what
it means to live in a religiously plural, secular
democratic nation. This program will introduce
students to the historical religious diversity in
what is now the United States and examine the
ways that shifting constructs of religion, race and
liberty have interacted dynamically in shaping
culture, literature and politics. We will follow
the major constitutional conflicts that have arisen
from making real the First Amendment's guarantees of both freedom of religion and freedom
from religion. To examine the entanglement of
government and religious entities in a variety of
contexts, students will analyze landmark cases,
prepare legal briefs and present oral arguments.
We will also examine the historic and present
role of religion among ethnic and racial groups
and analyze the interaction of religion, racism
and the movements for abolition, civil rights,
social justice and equality under the law.
Particular attention will be devoted to religion
in the African American community and to
American Muslims within the larger narratives
of American religious and racial history. Through
documentary, literary and ethnographic study,
students will consider how American culture,
law and racial classifications shape the practice
and public presence of both dominant and nondominant religious traditions. They will consider
how these forces shape the various narratives of
American national identity.

Fall, Winter and Spring quarters
Faculty: Patricia Krafcik, TBA
Enrollment: 48
Class Standing: This all-level program
accepts up to 30 percent first-year students.
Join us on an extraordinary journey as we
explore the diverse peoples, cultures, and histories of the region that was once demarcated by
the borders of the Russian and Soviet empires.
While we focus on the Russians, we will take a
multicultural approach in our examination of
other peoples who from ancient times have
populated the vast expanses of Eurasian and
Siberian steppe lands and forests.
In fall quarter, we will investigate Slavic,
Turkic and Scandinavian contributions to early
Russian society up to Russian imperial expansion in its 19th-century zenith and the rise of the
Russian Empire's radical revolutionary intelligentsia. Winter quarter will emphasize the great
transformations of 20th-century Russia-the
Bolshevik Revolution, the Stalin terror and the
unanticipated collapse of the Soviet Union.
Readings will include historical texts, epics and
the literature of Pushkin, Gogol, Lermontov,
Turgenev, Dostoevsky, Tolstoy, Chekhov,
Solzhenitsyn, Akhmatova, Pasternak, Rasputin
and Petrushevskaya.
Spring quarter provides an opportunity to
pursue individual research and to explore in
depth selected topics from Russia's Eurasian
culture through a series of workshops. These
may be determined in part by the students
and may include a study of the following: the
cultures of distinctive ethnic groups, such as the
Vikings, Mongols or Cossacks; Russian folklore;
the Soviet Union in World War II; the Cold War;
Soviet environmental practices; and the literature
of one writer of the student's choice.

Credit awarded in Constitutional Law,
American religious history, legal advocacy,
ethnography, comparative religion,
American literature and expository and
argumentative writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in religion, public policy, law,
ethnic studies, literature, American studies
and cultural anthropology.
This program is also listed under Culture,
Text and Language and Society, Politics,
Behavior and Change.

Credit awarded in Russian history,
literature, culture and writing. Upperdivision credit will be awarded for upperdivision work.
Total: 12 credits each quarter. Students
may enroll in a separate and optional fourcredit course in Beginning Russian through
Evening and Weekend Studies.
A similar program is expected to be offered
in 2006-07.
Program is preparatory for careers and
future studies in the diplomatic service,
international business, graduate studies in
international affairs, and Russian studies.

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Sustainable Design: Green Means

Telling the Truth

Falland Winter quarters
Faculty:R. T. Leverich, TBA
Enrollment: 40
ClassStanding: This all-level program
accepts up to 25 percent first-year students.
Special Expenses: Approximately $150 each
quarter for design studio equipment and
supplies;$125 each quarter for overnight
fieldtrips.
What means do we use to shape the Earth and
its living systems, and to live, work and move
about? Are these means ethical, sustainable and
beautiful? Ecological design proposes means
that are responsive and responsible to place
and community, that reuse and renew materials
and energy, and that draw lessons from natural
systems and forms and longstanding human
responses to them.
Students will study and do research in
landscape ecology, energy systems and
environmental design history, and bring lessons
from these disciplines to an integrative design
studio-the locus of activities for the program.
Studio projects will address drawing and design
fundamentals, thinking in three dimensions,
site survey and analysis, programming, user
involvement, ecological design responses,
building-science basics, energy use, and
presentation skills. Projects may range in scale
and focus, from a comic strip promoting safe
disposal of hazardous household wastes to portable, self-sustaining shelters for disaster victims,
or from a strip-mine restoration plan to an energy
conserving hairdryer. Students will augment
theirgraphic means of study and expression
with computer workshops. Work discussions,
readings, seminars and writing assignments will
address how we, as individuals and as communities, can design spiritually and physically
sustaining means of coexisting with the living
systems of our home planet.

Fall and Winter quarters
Faculty: William Ray Arney,
Sara Huntington
Enrollment: 48
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Telling the truth is a matter of craft. Students
will learn an approach to writing and reading
(and talking and editing) that is guided by the
idea that writing is a persuasive act. They will
develop skills through constant practice and
will strive to master well-defined rhetorical
techniques and forms. We will ground our work
in the conflicting ideas of truth in Aristotle and
Plato. We will explore standards of discourse in
fiction, history, and science, examining how realism has become the style most associated with
truth, whether embedded in facts or narrative or
synthetic analysis. We will confront the truth in
different literary forms, from comedy and satire
to science and sociology. Of every piece of writing, we will ask, How was this put together?
We will work against romantic notions of
"voice"-which
wrongly assume that there is a
latent, essential self-and "inspiration"-which
requires a heavy-breathing higher power-and
against the Western metaphysics of truth.
Students' writing will aim, simply, at telling the
truth. In achieving mastery of rhetorical forms
and developing their individual style, students
will learn to fail well. They will know that telling
the truth is hard work-more
difficult than target
practice, or other stochastic activities, and more
exacting than self-analysis, or other therapeutic
indulgences-and
that notable failures are
valuable. Students in this program may, at times,
feel good about their work, but that will happen
only when they have done work that everyone
knows is good-because
they have told the truth.
Successful students will never again have to
write a single word that is not their own.
We're not kidding around here. We are
offering an un-ironic invitation to students who
want to know what it takes to write well and thus
to join serious conversations about truth, conversations that are guided by the idea that, even
though it's not much, language is all we've got
so it makes sense to use it well. If you're tough
and smart and determined, we want you to join
us in telling the truth. If you're longing for
a life beyond relativistic maundering, sign up!

Creditawarded in environmental design,
ecologyand natural sciences, visual art and
expositorywriting.
Total:16 credits each quarter.
Programis preparatory for careers and
futurestudies in environmental studies,
environmental design, architecture and the
visualarts.
Thisprogram is also listed under
EnvironmentalStudies; Expressive Arts;
andScientific Inquiry.

Credit awarded in writing, rhetoric,
philosophy, and sociology.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies that require telling the truth.

Uncertain
Uncertain

World,
Knowledge

Fall, Winter and Spring quarters
Faculty: Donald Morisato, John Cushing,
Nancy Taylor
Enrollment: 72
Class Standing: This all-level program
accepts up to 50 percent first-year students.
How do human beings make sense of the complex and uncertain world in which we live? What
conceptual frameworks do we use to impose
order on our chaotic impressions?
In this program, we will present a series of
case studies that explore different ways of
apprehending the world. These cases will reveal
how different ways of thinking ("disciplines") go
about their work, often leading to quite different
ways of seeing the same events.
The approach is illustrated by a case study
on the emergence of modem physics in the first
half of the 20th century, leading to the creation
of the atomic bomb. We will examine the underlying physics, the social and political context
surrounding the development and deployment of
the bomb, the ethics of science, and the significance of this event for art and literature. Other
cases will include topics chosen from the natural
sciences (e.g., Darwin and the theory of evolution), the social sciences (e.g., the development
and application of intelligence testing) and
philosophy (e.g., the conflict between love and
duty in different cultures). In the fall and winter
quarters, students will read significant works,
participate in seminar discussions, write research
papers, and develop scientific and quantitative
skills. Three weeks will be devoted to each case
study. Beyond talking about the disciplines,
students will learn how scientists think and
work by doing simple biological and physical
experiments. Similarly, they will learn how
historians approach their work by doing history.
During the spring quarter, students will undertake a significant research project of their own
choosing, using the methods of several disciplines. This project will be the culmination of
each student's work in the program.
Credit awarded in history, literature,
writing, history of science, science and
other areas depending on the case studies
selected.
Total: 16 credits per quarter.
Program is preparatory for careers and
future studies in the humanities, social
science and science.
This program is also listed under Culture,
Text and Language and Scientific Inquiry.

This program is also listed under Culture,
Text and Language.
Someprograms may be cancelled
andothers added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog.

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

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Waste and Want: The Science,
Psychology and Business of
Consumption
Fall and Winter quarters
Faculty: Sharon Anthony, Cynthia Kennedy,
Sonja Wiedenhaupt
Enrollment: 69
Class Standing: This is a Core program
designed for first-year students.
Special Expenses: Approximately $125
for one overnight field trip per quarter.
Fees are due during the first week of class
each quarter.
Mmmm. Mmmm. Yeah! Boy was that good! Need
a refill? Ever wonder what went into that 15
minutes ofmoming satisfaction? "I drink two
cups a day. At that rate, I'll down 34 gallons of
java this year, made from 18 pounds of beans.
Colombian farms have 12 coffee trees growing
to support my personal addiction. Farmers
will apply II pounds of fertilizers and a few
ounces of pesticides to the trees this year. And
Colombia's rivers will swell with 43 pounds of
coffee pulp stripped from my beans ... " (Stuff:
The Secret Life of Everyday Things, Ryan &
Duming, 1997). Then there is the labor, the
transportation, the water, the electricity, the
cup, the sugar, the cream and, of course, all the
resources that are involved in producing and
caring for each of these items in tum. Is one
dollar the right price for all that goes into that
cup of coffee (and its refill)? And what, for that
matter, are the social and environmental impacts
of engaging in this daily ritual?
In this program we will address these issues
through the lenses of business, psychology
and environmental science to study both the
upsides and the downsides oftoday's fast-paced,
consumer society. We will also ponder how
cultural and historical contexts have shaped our
habits of consumption.
Case studies, student research and community
service projects will provide a context for
exploring the program's questions. Throughout
the program we will develop a set of skills
including: library research, information technology, quantitative reasoning, oral and written
communication, leadership and group dynamics.
Credit awarded in economics, environmental science, psychology, statistics, leadership
and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in environmental studies,
psychology, public policy, business and
waste management.

BEGINNING

WINTER QUARTER

H20
Winter and Spring quarters
Faculty: Ken Tabbutt, Andrew Brabban
Enrollment: 46
Class Standing: This is a Core program
designed for first-year students.
Special Expenses: $250 spring field trip fee
must be paid by April I, 2005.
Water is the universal solvent, essential for life,
critical in geological cycles, and simply put, it
makes Earth a unique planet. Throughout history, water has been used and abused with little
thought for where it comes from and where it
goes. It is one of the Earth's most important and
endangered natural resources. This program will
examine this simple compound in an integrated
manner; introducing students to the scientific
disciplines (chemistry, microbiology and hydrogeology) that are needed to grasp a fundamental
understanding of water, as well as some of the
public policies that govem the resource. This
will be an applied study of water with a strong
emphasis on experimental work. Students will be
involved in a range offield and case studies from
wetlands and riverine systems to groundwater
contamination and remediation methods.
In winter quarter, several daylong field trips
will examine water issues within Thurston
County. Monitoring programs will be conducted
in the campus' natural reserves. We will also
focus on developing skills such as the use of
field and laboratory analytical instrumentation.
Quantitative analysis using computer applications will be stressed but a wide range of writing
assignments will also be included to improve
students' writing skills.
In spring, the program will build on winter's
work, applying our understanding of water to
a wide variety of topics. An extended field trip
will focus on regional issues to allow students
the opportunity to see first-hand, remediation
methods at the Hanford site, acid mine-drainage
in Idaho, hydrothermal systems in Yellowstone
National Park, and water allocation by the
Columbia Basin Project. The program will
involve extensive in-lab analysis using samples
drawn by the students from a variety of pristine
and compromised bodies of waters collected on
field trips.

Self and Culture: Studies
in Japanese and American
Literature and Cinema
Winter quarter
Faculty: Harumi Moruzzi
Enrollment: 24
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Special Expenses: Approximately $30
for a field trip.
It is often said that American and Japanese
cultures represent the mirror images of human
values. For instance, while American culture
emphasizes the importance of individuals over
groups, Japanese culture dictates group cohesion.
Certainly, the reality is not as simple as these
stereotypes indicate; nevertheless, this dichotomized comparative cultural frame presents an
interesting context in which we can explore
many human issues. Thus, in this program we
will explore the concept of self through the
critical examination of American and Japanese
literature, cinema and popular media.
At the beginning of the quarter, students will
be introduced to the major literary theories to
familiarize themselves with varied approaches to
literature. Then, students will examine representations of individuals and cultures in American
and Japanese literature through seminars and
critical writings. Films and seminars will accompany our study of literature, which will facilitate
a deeper exploration of the topics and issues
presented in the literary works. Students will also
be introduced to the rudiments of film analysis
in order to develop a more analytical and critical
attitude to the film-viewing experience.
Credit awarded in Japanese literature,
American literature, cultural studies, film
studies and expository writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in cultural studies, film
studies and the humanities.
This program is also listed under Culture,
Text and Language.

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Credit awarded in introductory hydrogeology, aqueous chemistry, general
biology, seminar, field methods, writing
and public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in environmental sciences,
hydrology, chemistry and biology.

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

OFFERINGS BEGINNING SPRING QUARTER

T
Visualizing Ecology
Winterand Spring quarters
Faculty:Amy Cook, Lucia Harrison
Enrollment:46
ClassStanding: This is a Core program
designed for first-year students.
SpecialExpenses: Approximately $250 for
overnight field trip to the Friday Harbor
labson San Juan Island in late winter
quarter;$150 for art supplies.
Thisprogram combines the study of visual art
andecology. We will explore the terrestrial and
marine environments of the Pacific Northwest.
Students will develop a basic understanding of
ecological concepts, field identification of plants
andanimals and methods offield ecology. They
willgain skills in beginning drawing, printmakingand book arts. Students will have a chance
to express their ideas in expository and creative
nonfiction essays. They will learn to represent
ecological concepts visually as well as to use
nature as inspiration for personal expression.
Theprogram combines on-campus lectures,
seminars, labs and work discussions as well
asoff-campus field work.
Students will participate in a three- to fourdayfield trip to the Friday Harbor labs in the
SanJuans. We will examine the range of
terrestrial and marine environments on San
Juan Island, including second-growth Douglas
firforests (high and low elevation), cedar
swamp, salt marsh, meadow, and rocky and
sandyintertidal beaches. During the field trip,
wewill visit several of these to give students an
opportunity to observe and draw a variety of
plantsand animals and their interactions in their
natural environment.
Creditawarded in ecology, field identification of plants and animals, field ecology,
drawing,book arts and printmaking,
expositorywriting and creative nonfiction
writing.
Total:16 credits each quarter.
Programis preparatory for careers and
futurestudies in art, environmental studies,
ecology,science, education, public policy
andjournalism.

The American Civil War in
Modern Memory

Climate Change, Action
and Influence

Spring quarter
Faculty: Jerry Lassen, TBA
Enrollment: 48
Class Standing: This all-level program
accepts up to 25 percent first-year students.
The American Civil War of 1860-65, was the
first modem war in which an economically
mightier, more populous, and more technologically advanced section of the country would
overwhelm the other in a grinding war of attrition. It was a defining moment in the history
of the United States. Indeed, it was a world
historical event of such magnitude that it is still
difficult for us to understand it even with the
benefit of retrospect. Had the Southern states
won the war, the history of the world would
surely have developed very differently. The
victorious Northern states went on to establish
the economic and political foundations of the
United States as a world power.
The war is of such historical significance
that it still fascinates historians and lay people
alike. Each year there are a multitude of books
and articles written about the war. In addition,
there are a number of excellent movies and
documentaries that have recently been produced.
Through historical texts, films and literature this
program will explore the historical roots, the
major causes, the long-term consequences and
the enduring mystique of this great conflict.

Spring quarter
Faculty: Sharon Anthony,
Sonja Wiedenhaupt
Enrollment: 46
Class Standing: This is a Core program
designed for first-year students.
Special Expenses: Approximately $125 for
an overnight field trip during week three.
Fee is due during the first week of class.
Is it really getting hotter? How do we make sense
of what different people are saying about global
warming? Ifwe need to do something about it,
how could we better use what we know about
climate change to impact people's behavior?
Through this program, we will analyze and
interpret data to see what all the commotion
is about. We will learn what factors scientists
believe are responsible for climate change.
For example, we will use chemistry both to
understand how greenhouse gases influence
the climate and to examine what our personal
contributions are to the rise in greenhouse gas
concentrations.
We will also examine the issue from a
psychological perspective by looking closely
at the types of images and information about
climate change that are presented in the public
domain, such as advertisements, newspaper and
magazine articles. We will learn about tools of
persuasion, and develop some theories about the
psychological factors that make climate change
such a contested issue.
Finally, we will work in teams to decide what
we should do about climate change and then
design effective and persuasive strategies for
informing the public.

Credit awarded in American history,
American economic history and American
literature.
Total: 16 credits.
Program is preparatory for careers and
future studies in the humanities and social
sciences.
This program is also listed under Society,
Politics, Behavior and Change.

Credit awarded in environmental science,
psychology and writing.

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Total: 12 or 16 credits.
Program is preparatory for careers and
future studies in environmental studies,
psychology and public policy.

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Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Designing

Languages

Spring quarter
Faculty: Susan Fiksdal, Judith Cushing
Enrollment: 46
Class Standing: This is a Core program
designed for first-year students.
Prerequisites: No previous expertise in
mathematics, computing or linguistics is
required.
Since the dawn of mathematics and philosophy,
humans have studied the nature of language
(linguistics) and used artificial languages as well
as natural languages. Only relatively recently,
however, have we begun to think of work in the
sciences and mathematics as "language design,"
and to apply linguistic concepts to mathematical and scientific parlance. This program will
investigate such questions as: What skills are
we using when we learn our native language?
How should we teach a second language? Is
mathematics a language? When we are learning
programming or biology, are we learning a new
language? What principles from the study of
natural language provide exemplars for designing the "artificial" languages of science and
mathematics?
Students will learn more about both natural
and artificial languages. We will study theories
of natural language acquisition and examine the
challenges of learning both natural and artificial
languages and how the latter differs from the
former. Another focus will be the structure and
function of natural languages, for example,
principles of phonetics, phonology, morphology,
syntax, semantics, and pragmatics. Students will
learn to "speak" a computer language, Logo,
and solve problems using that language. As part
of an exploration of language design, students
will be involved in a practicum, tutoring for two
hours each week in a language they know, e.g.,
English, Spanish, ASL, math, or dance (1). We
hope to work with students from a wide range
of backgrounds who are interested in expanding
their knowledge of all languages within a better
understanding of natural language.

Farm to Table: Topics in Local
and Global Food Production
Spring quarter
Faculty: Martha Rosemeyer,
Martha Henderson Tubesing
Enrollment: 48
Class Standing: This all-level program
accepts up to 2S percent first-year students.
Special Expenses: $7S per student for field
trip, food and other program expenses.
Internship Possibilities: With faculty
approval.
This program offers students a flavorful buffet
laden with local and global food systems topics.
Students will explore the U.S. food system, grow
food at Evergreen's organic farm, investigate
issues in agricultural and food system policy,
compare Olympia food systems with urban food
systems in Central America, and learn cooking
skills at weekly program meals.
Students will participate in lectures, workshops, field trips, films, program meals and
seminar. Students are expected to maintain a
weekly activities journal, write several brief
themes and complete a library research project
resulting in an annotated bibliography and a
seven- to ten-page paper.
Specific activities will include: local farm
tours, visits to a farmers' market and community
supported agriculture farmls, composting and
organic gardening workshops, a food preservation workshop, a U.S. farm policy workshop
and weekly meals involving students' cooking,
among others.
Credit awarded in topics of community food
systems and sustainable agriculture.
Total: 16 credits.
Program is preparatory for careers and
future studies in community and urban food
systems, food system policy and sustainable
agriculture.
This program is also listed under
Environmental Studies.

Credit awarded in introduction to
linguistics, introduction to programming
and computer graphics, and programming
languages and language acquisition.

Faulkner and Friends
Spring quarter
Faculty: David Hitchens, Tom Grissom
Enrollment: 48
Class Standing: This all-level program
accepts up to 2S percent first-year students.
William Faulkner was one of many significant
writers who emerged from the American South
to prominence in the 20th century. Faulkner
was noted for his creative, original work with
language, time, consciousness and the influence
of history upon humans. Many others populate
the pantheon of Southern writers, such as Eudora
Welty, Carson McCullers, Flannery O'Connor,
Peter Taylor, James Weldon Johnson, Jean
Toomer, Robert Penn Warren, Richard Wright,
Tennessee Williams, Ralph Ellison, James Agee,
Walker Percy and Shelby Foote. Faulkner and
his "friends" offer the discerning reader important insights into the relationship between culture
and art, and the lasting impact of the struggle for
racial equality in the region.
We will conduct a close study ofFaulkner and
other selected Southern authors to see how the
past has affected art and continues to influence
American culture. While exploring such issues,
we will use history, economics, sociology,
literature, literary analysis and popular culture to
help us understand the Southern contribution to
national letters and its place in the last century.
Students will be challenged to read closely, write
effectively and develop projects to refine their
skills and contribute to the collective enrichment
of the program. A program-wide symposium at
the end of the quarter will provide a means of
rounding out our work and will provide students
with valuable experience in public speaking and
presentation.
Credit awarded in U.S. social and
intellectual history, American studies and
American literature.
Total: 16 credits.
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 Culture,
Text and Language.

Total: 16 credits.
Program is specifically preparatory for
careers and future studies in linguistics,
languages, mathematics and computer
science, but is appropriate for any student
interested in learning more about language
or science.

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

Masculinities and Femininities
in the U.S.: Sex Is Fun, but
Gender Is a Drag
Spring quarter
Faculty: Toska Olson, [an Kido
Enrollment: 48
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Special Expenses: Approximately $50 for
mandatory program retreat.
Internship Possibilities: With faculty
approval.
This program is an exploration of gender, masculinity and femininity as expressed in various
cultures and communities in the United States.
Media representations of gender, masculinity
and femininity and their implications for crosscultural communication will be part of this
exploration. We will examine questions such
as: How do expectations of masculine and
feminine behavior manifest themselves in the
United States in social institutions such as work,
families, schools and the media? How do social
theorists explain the current state of gender
stratification? How does gender intersect with
issues of race, ethnicity, sexual orientation and
social class identity? How do images function as
"signs" in human interactions? What effects do
gender and gender expectations have on interpersonal and intercultural communication?
During the quarter, we will study crosscultural variation in women's and men's experiences and opportunities within several different
social institutions. We will study meaning
making; the construction and maintenance of
reality through the use of "signs" such as images,
sounds, words, gestures and objects. Lectures,
workshops, 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 cultures other than
their own.
As part of this program, students will be
involved in extensive student-initiated research
with a heavy emphasis on public speaking and
advanced group work. They will be encouraged
to produce a research paper that represents their
best thinking and writing on an issue related to
gender studies.

Nature/Image

Popular Economics

Spring quarter
Faculty: Susan Aurand
Enrollment: 23
Class Standing: This is a Core program
designed for first-year students.
Special Expenses: Approximately $150$200 for art supplies.
This program will focus on building skills at
making images from our experiences of, and
thoughts about, nature. Students will learn studio
art skills in drawing, painting and other 2-D
media, the natural history skills of observation
and recording using a nature journal, and basic
skills in scientific illustration. Over the course
of the program, each student will build a body
of images that investigates and responds to
a particular aspect of nature; for example, a
particular species, habitat or phenomenon.
Each student will complete a research project on
his/her selected topic. Together, we will study
how artists, writers and scientists have thought
about and depicted nature in various times and
cultures, how our own culture represents nature
now, and the politics of those representations.
This study will inform our own work as observers in nature and as artists and writers responding
to nature.
Program activities will include lectures,
seminars and group time, studio workshops,
writing workshops and individual conferences.
All students will complete weekly writing
assignments, readings, a research project, a
nature journal and a body of work on an aspect
of nature of their choice.

Spring quarter
Faculty: Peter Bohmer
Enrollment: 24
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Economics is often mystified and used as a
weapon to serve the powerful and the wealthy.
The aim of this program is to make economics
accessible; so our learning and teaching of it can
be used to further economic equality and social
justice rather than justify the status quo. We will
study popular education as conceptualized by
Paolo Freire; some of our learning will use this
pedagogy. We will examine lesson plans that use
popular economics methods and develop our
own materials to share our learning with others.
Students will carefully study assumptions,
logic, conclusions, public policy and social
implications of neoclassical economics. In
microeconomics, concepts such as scarcity,
efficiency, demand and supply and opportunity
cost will be analyzed. How labor markets function, and the determination of prices and output
in differing market structures will be studied. In
macroeconomics, concepts such as aggregate
demand, investment, the consumption function
the multiplier and fiscal and monetary policy
will be studied. So will inflation, unemployment
and economic growth. International trade will
be introduced.
Political economy will be contrasted to neoclassical economics. We will analyze the nature
and logic of capitalism. Concepts of power, the
role of institutions and the need for historical
and cultural specificity in determining economic
behavior will be introduced. We will compare
these approaches with regard to poverty, racial
and gender discrimination, economic inequality,
labor unions, globalization and health care.
This program will develop awareness about
the values and assumptions inherent in the
paradigms we study and in their own values. It
will further quantitative reasoning and introduce
students to economic history, changes and
continuities in economic thought, and challenge
them to consider alternative economic systems in
the future.

Credit awarded in 2-D studio art, art
history, natural history, humanities
and writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in art, art history, humanities,
writing and ecology.

Credit awarded in micro- and macroeconomics and political economy.

Creditawarded in areas such as sociology,
culturalstudies, public speaking, interculturalcommunication and library research.

Total: 16 credits.
Program is preparatory for careers and
future studies in political economy,
economics, social sciences, organizing,
social teaching and working for social
justice.

Total:12 or 16 credits.
Programis preparatory for careers and
futurestudies in the humanities and social
sciences.

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

Thisprogram is also listed under Society,
Politics,Behavior and Change.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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Puppet and Object Theater

Ready Camera One

Spring quarter
Faculty: Ariel Goldberger
Enrollment: 24
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Special Expenses: Approximately $50
for workshop materials; $40 for theater
tickets; and project expenses depending on
individual work.
The goal of this program is to investigate,
through performance, the nature of experimental
puppet theater and object theater. In this exciting
community of artists and scholars, emphasis will
be placed on imaginative risk-taking, experimentation and self-directed work. Participants
will create their own scripts or storyboards, learn
about construction and performance techniques,
and design, direct and perform student-originated
performances. Exploration of new and innovative materials and tools will be encouraged.
The faculty will facilitate student-originated
work, offer workshops and assist with
technical questions.
The program will require weekly showing of
works-in-progress to expose all participants to
different artistic processes. Weekly presentations
will focus on issues related to contemporary
puppetry, technical issues and/or manipulation
techniques. Depending upon student demand,
a movement workshop will be offered. The
work of established and emerging American and
world puppeteers that work in an experimental
approach will be discussed and examined
through a variety of media.

Spring quarter
Faculty: Sally Cloninger
Enrollment: 24
Class Standing: This program is designed
for 50 percent first-year and 50 percent
sophomore students.
Prerequisites: Two quarters of college-level
work.
Special Expenses: Approximately $50 for
videotape and supplies.
This program is designed for first- and secondyear students interested in exploring visual
literacy, video production and media criticism.
Students will be introduced to both media
deconstruction and media production skills
through a series oflectures, workshops, seminars
and design problems that focus primarily on
studio video. We will focus our work on the
development of a critical perspective on contemporary media. In both theoretical discussions
and production workshops we will consider the
parameters and influences of television, video
art, video activism, music videos and video
documentaries.
We will investigate the politics of representation, i.e., who gets the camera, who appears on
the screen and who has the power. Therefore,
students who choose to enroll in this program
should be vitally and sincerely interested in the
issues and ideas concerning the representation of
gender, race, ethnicity, class and sexual orientation in the media. Activities will include training
in the multi-camera TV studio, instruction in
basic digital field production and editing, an
introduction to media research techniques and
a survey of visual design principles.

Credit awarded in puppet and object
theater, performing arts, performance,
design and other areas depending on
student work.
Total: 16 credits.
Program is preparatory for careers and
future studies in fields that require facility
with collaborative processes, imagination,
creative writing, research skills, artistic
processes, intuitive and visual thinking,
design and performing arts.
This program is also listed under Expressive
Arts.

Credit awarded in media studies, media
literacy, communications and television
production.
Total: 16 credits.
Program is preparatory for careers and
future studies in media arts, humanities,
social sciences and communications.
This program is also listed under Expressive
Arts.

So You Want to Be a
Psychologist?
Spring quarter
Faculty: Carrie Margolin
Enrollment: 24
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Prerequisites: Knowledge of statistics is
helpful but not required.
Special Expenses: Membership in Western
Psychological Association (WPA) plus
WPA convention registration fees total
approximately $65 (payable to WPA
before March 31, 2005. Contact faculty at
margolin@evergreen.edu for exact fees and
deadline); shared hotel lodging at convention plus food, approximately $175.
Travel Component: Travel to WPA Annual
Convention, Portland, Oregon, April 14-17,
2005.
This program is designed to be an exploration
and preparation for those students planning a
career in psychology or social work. We will
cover typical activities of psychologists who
work in academia, schools, counseling/clinical
settings, social work agencies and applied
research settings. We will look at the academic
preparations necessary for these careers.
We will discuss ethical quandaries in psychology, and the ethics of human and animal experimentation. We will cover history and systems of
psychology. Students will read original source
literature from the major divisions of the field,
covering both classic and contemporary journal
articles and books by well-known psychologists.
Library research skills, in particular the use
of PsyclNFO and Science and Social Science
Citation Indexes, will be emphasized. Students
will gain expertise in the technical writing style
of the American Psychological Association
(APA). The class format will include lectures,
guest speakers, workshops, discussions, films
and a field trip.
There's no better way to explore the range
of activities and topics that psychology offers,
and to learn of cutting-edge research in the field,
than to attend and participate in a convention of
psychology professionals and students. To that
end, students will attend the annual convention
of the Western Psychological Association, the
western regional arm of the APA.
Credit awarded in history and systems
of psychology, ethics of psychology,
scientific writing (APA format) and
general psychology.
Total: 16 credits.
Program is preparatory for careers and
future studies in psychology and social
work.
This program is also listed under Society,
Politics, Behavior and Change.

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

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Sustainable Design:
Green Furniture
Springquarter
Faculty:R. T. Leverich
Enrollment:20
ClassStanding: This all-level program
acceptsup to 25 percent first-year students.
Prerequisites: Sustainable Design: Green
Meansor two quarters of environmental
design,3-D design or sculpture and one
quarterof ecology.
FacultySignature: Students must present
a portfolio containing a minimum one-page
writingsample and photos of six to eight
examples of 2-D and 3-D work at the
Academic Fair, March 2, 2005.
For information contact Bob Leverich,
leverich@evergreen.edu or The Evergreen
State College, Lab II, Olympia, WA 98505.
Portfoliosreceived by March 2 will be given
priority.Portfolios will be accepted until the
programfills.
Special Expenses: $250 for woodworking
tools and supplies and approximately $125
forfield trip to Eugene, Oregon.
Can a table that wastes wood in its construction
be beautiful? Is an uncomfortable chair wasteful? Is it ethical to use sustainably harvested
hardwoods for high-powered rifle stocks? This
program will explore the challenges of designing
furniture and functional woodworking projects
using sustainable means and materials.
Students will study and do research in sustainable forestry practices, recycled and man-made
wood products, furniture and industrial design
history, and ergonomics. They'll use what they
learn in an integrative wood studio where they
will design and build one piece of furniture and
one small production-run prototype. Students
will be introduced to design and technical
drawing, wood characteristics and selection, the
care and safe use ofhand and power tools, joint
design and cutting, lamination and bending,
assembly and gluing, sanding and finishing.
Work discussions, readings, seminars and
writing assignments will address issues around
materialism, reuse and recycling, craft and
workmanship, user and designers, and sustaining
work and life styles.

Thinking Straight
Spring quarter
Faculty: David W. Paulsen
Enrollment: 24
Class Standing: This all-level program
accepts up to 50 percent first-year students.
Do you want to work on improving your critical
reasoning skills? This program will focus on
techniques of understanding and criticizing
arguments and theories. It will emphasize a
cooperative, dialogic approach to deciding what
to believe. Thinking Straight will cover standard
topics in informal logic including argument
reconstruction, assessment of validity and
fallacies. It will also explore reasoning in two
domains: science and ethics. The core text will
be Cederblom and Paulsen, Critical Reasoning:
Understanding and Criticizing Arguments and
Theories, 5th edition. We will apply critical
reasoning techniques to a number of contemporary, contentious issues found in a variety of
texts including full books as well as newspaper
editorials and columns, Internet documents,
and joumal articles. We will also discuss the
extent to which standards ofreasoning are
general and how patterns of reasoning might
differ in different, specific domains.
Credit awarded in informal logic, introduction to philosophy of science, introduction
to ethics and expository writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in philosophy, science and
law.
This program is also listed under Culture
Text and Language and Scientific Inquiry.

Women's Voices and Images of
Women: Studies in Literature
and Cinema
Spring quarter
Faculty: Harumi Moruzzi, Stephanie Kozick
Enrollment: 48
Class Standing: This all-level program
accepts up to 25 percent first-year students.
This interdisciplinary program is designed for
students who are interested in the cross-cultural
exploration of the concept of woman and her
voice/selfhood.
The heterogeneity of women that we encounter in literature, art and cinema, as well as in
our daily lives, often makes us wonder ifthere
is any such an entity as the universal woman.
Each woman seems to possess her individual
identity, even when she appears to conform to
the socially prescribed women's role. We will
explore the concept of woman and her selfhood
by examining the voices of women in literature,
art and philosophy, while comparing them with
the images of women presented in cinema and
media. These explorations will be conducted
through lectures, workshops, film viewing, book
and film seminars and through critical writings.
Our study will adopt an international perspective
that will add breadth and depth to our investigations of women as autonomous human beings
living in substantial social contexts.
Credit awarded human development,
gender studies, cultural studies, literature,
film studies and expository writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in human development,
gender studies, cultural studies, film studies
and literature.

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Credit awarded in drawing, design history
andtheory, environmental design, and
furniture design and construction.

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Total:16 credits.

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Program is preparatory for careers and
future studies in art, crafts, architecture
and environmental design.
This program is also listed under Expressive
Arts.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

CULTURE, TEXT
AND LANGUAGE
Affiliated Faculty:
Nancy Allen
William

Ray Arney

Marianne

Bailey

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
Babacar M'Baye

The Culture, Text and Language planning area invites students to engage in academic
study of what it means it be human and to participate in social life. Its faculty prize
rigorous reflective inquiry and integrative understanding. Through study of cultures,
students explore the webs of meaning that persons and groups use to make sense of
their experience and the world. Through study of texts, they learn to interpret the
embodiments of these meanings in forms ranging from enduring works to popular
media and the artful practices of everyday life. Through study of languages, 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 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, 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).

David Marr
Charles J. McCann
Harumi

Moruzzi

Greg Mullins
Alice A. Nelson
Steven Niva
Charles N. Pailthorp
Michael Pfeifer
Rita Pougiales
Bill Ransom
Andrew

Reece

Culture, Text
and Language

Evelia Romano
Therese Saliba
Samuel A. Schrager
Leonard Schwartz
Matthew

E. Smith

Nancy Taylor
Setsuko Tsutsumi
Sarah Williams

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 ofthe 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."

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America in the 20th Century

American

Falland Winter quarters
Faculty:David Hitchens, Tom Grissom,
Jerry Lassen
Enrollment: 72
ClassStanding: This all-level program will
offerappropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
The United States began the 20th century as
a second-rate military and naval power and a
debtor country. The nation ended the century
as the last superpower with an economy that
sparked responses across the globe. In between,
we invented flying, split the atom, 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 as the mightiest military
machine on the face of the earth, the United
States also experienced the central phenomenon
of mass culture: mass media, mass action,
massive destruction and massive fortunes-all
significant elements of life in the United States.
This program will be a close study of the
origins, development, expansion and elaboration of American cultural 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 oflong-standing, familiar impulses
and forces in American life. While exploring
these issues, we will use history, economics,
sociology, literature, popular culture and scientificthought to help us understand the nation
and its place in the last century. Students will be
challenged to understand their place in the scope
ofnational affairs; read closely; write effectively;
anddevelop projects to refine their skills and
contribute to the collective enrichment of the
program. There will be program-wide symposia
atthe end of each quarter. Each symposium will
providea means of rounding out our work and
willprovide students with valuable experience in
publicspeaking and presentation.

Fall, Winter and Spring quarters
Faculty: Sam Schrager, Kristina Ackley,
Matt Smith
Enrollment: 72
Class Standing: This all-level program
accepts up to 25 percent first-year students.
Special Expenses: $200 for field trips in fall
and spring quarters.
Place absorbs our earliest notice and attention,
it bestows on us our original awareness; and
our critical powers spring up from the study of it
and the growth of experience inside it. Sense of
place gives equilibrium; extended, it is sense of
direction too.-Eudora Welty
This program will explore how places in
America are created and experienced. We will
learn how they have emerged at the intersection
of geography and history, and how they are
lived in, felt about, perceived, shaped, fought
over, and transformed by persons and groups.
As Welty says, we depend on being rooted in
an actual place for our sense of who we are and
what we can do. Yet in this age of unprecedented
interchangeability of spaces, what happens to the
distinctive character of places? In the face of the
mobility, uprooting, and alienation endemic to
American society, what connections to places do
we have and can we hope to nurture?
We will study dispossession and survival of
Native American communities; experiences
of place for African Americans and immigrant
groups; place-based identities in the West, South,
Midwest, and New England. We'll look at the
interplay of nature, economics, religion, and
nationalism in urban and rural localities. We will
examine how people infuse meaning into places
through stories, literature, material culture, and
collective practices. We'll also examine moral
implications of policies regarding place. We
will conceive our subject broadly, to include not
only Olympia and Chicago, Squaxin Island and
Yosemite, but also homes and farms, classrooms
and beauty salons.
Students will develop skills as interpreters,
writers, and researchers by studying scholarly
and imaginative works and by conducting policy
research and ethnographic fieldwork (observation, interviewing, documentation of social life ).
They'll undertake an extended project on an
American place of their choice, locally or elsewhere, in spring. Faculty will give strong support
to upper-division students and seniors writing
theses. The program is also recommended for
students new to the Northwest who want to
explore it at firsthand.

Creditawarded in U.S. political and economichistory, U.S. social and intellectual
history,American economics and global
connections, scientific thought and 20thcenturyphysics and American literature.
Total:16 credits each quarter.
Programis preparatory for careers and
futurestudies in the humanities, sciences
andsocial science areas of inquiry, law,
journalism,history, economics, sociology,
literature,popular culture, cultural
anthropologyand teaching.
Thisprogram is also listed under First-Year
Programsand Society, Politics, Behavior
andChange.

Studentswho register for a program
butdo not attend the first class
meetingmay be dropped.

Places

Credit may be awarded in anthropology,
literature, policy, U.S. history and
community studies.

Contemporary Social Issues:
Analyzing Critically, Arguing
Persuasively
Fall and Winter quarters
Faculty: Stephanie Coontz,
Charles Pailthorp
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prerequisites: Students must be competent
in the mechanics of writing and reading.
Any student who demonstrates problems
with grammar, sentence structure or syntax
will need to participate in additional writing
workshops.
Special Expenses: Approximately $30 each
quarter for travel expenses.
This program will use sociological studies of
controversial contemporary issues to aid students
in analyzing and participating in current debates
over social policy. Among the topics we may
consider are such questions as the causes of
poverty, what reforms are needed in the nation's
schools, how we should evaluate and respond to
contemporary trends in marriage, divorce and
single parenthood, and what areas of personal
life and interpersonal relations are properly
subject to regulation. Students will read, outline
and evaluate a variety of viewpoints on these
issues during fall quarter, preparing themselves
to research and debate selected topics during
winter quarter.
This program stresses the development
of critical tools of analysis, observation and
argumentation, both written and oral. To hone
those skills, we expect students to acquire and
demonstrate competence in several different
arenas, including: close textual analysis of
authors' assumptions, arguments, and use of
evidence; ethnographic observations in the
public schools; use of graphs and statistics;
expository writing; and oral argumentation.
Credit awarded in sociology, expository
writing, history, debate, ethnography, social
psychology, civics, sociology of education
and family studies.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in law, sociology, social
psychology, public policy, education,
political science and journalism.
This program is also listed under First-Year
Programs and Society, Politics, Behavior
and Change.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities and
social sciences.
This program is also listed under First-Year
Programs and Native American and World
Indigenous Peoples Studies.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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Evolution of the Book
Fall and Winter quarters
Faculty: Bill Ransom, Joe Feddersen
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $200 per
quarter for printmaking tools, materials,
lab fees and field trips.
Books-whether
rolled, accordianed, sewn,
stapled, folded, boxed or glued-remain,
like
traditional jewelry or clothing, objects of care
and respect in most cultures. They were preceded
by pictographs, petro glyphs, fabric designs,
house pole carvings and hide paintings. We will
investigate mnemonic devices that merge visual
and written language into narratives and explore
oral and written storytelling. We will develop
the skills essential to the writing and making of
a variety of books and the human effort to communicate visually.
Students can expect readings in visual art,
writing, indigenous arts, book arts, storytelling
and printrnaking.
While devoting fall quarter to skill-building
workshops in a variety of printrnaking and
writing techniques, we will reserve winter
quarter to pursue individual projects of significant scope and substance.
Credit awarded in creative writing, editing,
publishing, printmaking, bookbinding and
history of the book.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in visual art, printmaking,
book editing, design and production
and writing.
This program is also listed under First-Year
Programs and Expressive Arts.

Light and Terror: France in the
Age of Voltaire and Robespierre

Memory of Fire: Spain and
Latin America

Fall quarter
Faculty: Stacey Davis
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
This program will probe the links between
the European Enlightenment and the French
Revolution. We will start with a study of ancien
regime French society beginning with the reign
of Louis XIV, then we will turn to critiques
of the monarchy and its nobles during the
Enlightenment. Finally, we will explore the
French Revolution from its origins with the fall
of the Bastille through the violent days of the
Terror and the rise of the powerful Napoleonic
Empire. Throughout, our main question will be:
To what extent did the political theory, philosophy and literature ofVoitaire, Rousseau and their
more humble "grub street" imitators influence
the course of the Revolution?
To aid our inquiries, we will read literature
of all stripes, from the lofty Persian Letters by
Montesquieu to the sexual intrigue of Laclos'
Dangerous Liaisons to the frankly bawdy
popular pamphlets satirizing the life of MarieAntoinette. We will study the political theory of
Rousseau, Voltaire and Montesquieu. We will
examine the fine arts, including paintings from
Watteau to David, as well as architecture and
decorative style. Finally, we will cement our
studies with a variety of historical texts, both
secondary works and primary sources, which
will allow us to uncover the lives and passions of
common folk throughout this tumultuous time.
Although France will be our primary focus,
we will also look at related European trends,
from the Scottish Enlightenment to Kantian
philosophy to the British reaction to the French
Revolution and the Napoleonic wars.
Students will work both with primary source
material and secondary scholarly essays. They
will complete intensive writing assignments,
lead seminars, and give oral presentations.

Fall, Winter and Spring quarters
Faculty: Nancy Allen, Alice Nelson
Enrollment: 50
Class Standing: Sophomore, transfer
students welcome.
Prerequisites: Some study of history or
literature.
Special Expenses: Approximately $3,500
for optional spring quarter trip to Spain
or Latin America.
Internship Possibilities: Spring quarter only.
Travel Component: Optional travel to
Granada, Spain, and Santo Tomas,
Nicaragua.
Memory of Fire, the title of Eduardo Galeano's
historical/fictional trilogy on Latin America,
captures the human need to create memories
of the past in order to understand the present.
The image of fire embodies the violent relations among ethnic and religious groups on the
Spanish peninsula that led to the violence of
the Conquest: fires of the Inquisition, fires of
imperialism. Yet, the image of fire also embodies
the brilliant enduring spirit of the convivencia
among Muslims, Jews and Christians, which
preceded the violence, and the creative religious
fervor ofa 16th-century Spanish mystic like
Santa Teresa de Jesus. This image also conveys
the ingenious spark of Latin American resistance
in Guaman Poma's drawings, representative of
many such actions by indigenous and mestizo
people in the Americas past and present. The
convivencia and resistance are works of the
imagination.
In this program, students will engage in an
intensive study of the Spanish language as well
as study the literature remembered, imagined
and recorded by Spaniards and Latin Americans
in historical context. We will critically analyze
selected literary texts from medieval times to the
present. Every week will include seminars on
readings in English translation, Spanish language
classes, a lecture delivered in Spanish and a film
in Spanish. Spring quarter will offer opportunities to study abroad in Santo Tomas, Nicaragua,
or Granada, Spain, as well as internships with
local Latino organizations for those who stay
on campus. All classes during the spring will be
conducted in Spanish.

Credit will be awarded in European history,
political philosophy, literature and art
history. Upper-division credit will be
awarded for upper-division work.
Total: 16 credits.
Program is preparatory for careers and
future studies in history, literature, art
history, philosophy and cultural studies.

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Credit awarded in Spanish, history and
literature of medieval Spain, history and
literature of colonial Spanish America,
contemporary Latin American literature
and culture, research, writing and additional equivalencies depending on students'
projects completed during spring quarter.
Total: 16 credits fall and winter quarter;
8, 12 or 16 credits spring quarter.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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

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Program is preparatory for careers and
future studies in languages, history, litera'
ture, writing and international studies.

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Postmodernity and
Postmodernism: Barth, Pynchon,
Delillo, Murakami and World
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Fallquarter
Faculty:Harumi Moruzzi
Enrollment:25
ClassStanding: Sophomore or above,
transferstudents welcome.
SpecialExpenses: Up to $30 for a field trip.
The 19th century was a heady century for the
Westand Japan that embraced the utopian notion
ofthe perfectibility of human society through
science and technology. By the beginning of
the20th century, however, this giddy sense of
making human perfect was severely diminished
byvarious iconoclastic ideas, such as Freudian
psychoanalytical theory, Einstein's theory of
relativity and Heisenberg's uncertainty principle.
A sense of confusion, anarchy and dread,
expressed in various art works in the early 1900s,
isstrikingly similar to that of our time. It suffers
perhapsa more radical and real disillusionment
regarding humanity and its future through the
experience of the Nazi holocaust and the atomic
bombexplosions in Hiroshima and Nagasaki.
Our time, at the dawn of the 21 st century, is
generally and vaguely called the postmodern
timeor postmodernity. But, what is postmodemity? What is postmodernism? We will
examinethe state of our contemporary world,
postmodernity, as manifested in the literary
worksof John Barth, Thomas Pynchon, Don
DeLilloand Haruki Murakami, as well as in the
filmsdirected by Godard, Bufiuel, and other
contemporary filmmakers. We will explore the
significanceand implications of such literary and
cinematicworks through the various theoretical
worksof Baudrillard, Lyotard, Jameson,
Habermas,and the like.

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Creditawarded in literary theory, cultural
theory,Japanese culture, Japanese literature,American literature, film studies,
psychologyand sociology.

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Total:16 credits.

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Thisprogram is preparatory for careers and
futurestudies in literature, cultural studies,
filmstudies and sociology.
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Religion, Race and law in
America

Renaissance Studies:
Literature and Identity

Fall and Winter quarters
Faculty: Lance Laird, Babacar M'Baye,
Jose Gomez
Enrollment: 72
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prayer in the classroom, federal agents inside
mosques, ritual peyote use, animal sacrifice,
homosexuality, Roe v. Wade, polygamy, the
Waco tragedy, the Christian Coalition, the
Nation of Islam, the Faith-Based Initiative and
the Patriot Act all have raised issues of what
it means to live in a religiously plural, secular
democratic nation. This program will introduce
students to the historical religious diversity in
what is now the United States and examine the
ways that shifting constructs of religion, race and
liberty have interacted dynamically in shaping
culture, literature and politics. We will follow
the major constitutional conflicts that have arisen
from making real the First Amendment's guarantees of both freedom of religion and freedom
from religion. To examine the entanglement of
government and religious entities in a variety of
contexts, students will analyze landmark cases,
prepare legal briefs and present oral arguments.
We will also examine the historic and present role of religion among ethnic and racial
groups and analyze the interaction of religion,
racism and the movements for abolition, civil
rights, social justice and equality under the law.
Particular attention will be devoted to religion
in the African American community and to
American Muslims within the larger narratives
of American religious and racial history. Through
documentary, literary and ethnographic study,
students will consider how American culture,
law and racial classifications shape the practice
and public presence of both dominant and nondominant religious traditions. They will consider
how these forces shape the various narratives of
American national identity.

Fall quarter
Faculty: Hilary Binda, Thad Curtz
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Two years of college,
including some work in literature.
Special Expenses: Approximately $75
for theater tickets, depending on available
performances.
During the 16th and 17th centuries, with the
spread of the printing press, the Reformation's
emphasis on the written word, and a new
scholarly interest in classical poetry, there was
an explosion of new writing that resulted in what
we now consider some of the richest literature in
the western tradition. Many historians believe
that people's psychological experience also
changed during this period with the formation of
a new humanist sense of "self," one that seems
so natural to us today that we can hardly see it.
How did Shakespeare and his contemporaries
reflect this shift toward modem subjectivity?
Did the sudden outpouring of drama and the
invention of the public stage affect or reflect
this new "self'? Why were there such fervent
protests against the new theater: what was so
threatening about it, and perhaps about literature
more broadly, during what we now call the early
modem period? How did the regular crossdressing of male actors on stage challenge and
reflect the culture's sense of gender identity?
These are some of the questions we'll
explore as we read Shakespeare, Marlowe,
Spenser, Donne and several other Renaissance
writers, as well as secondary historical sources
on the Protestant Reformation, the rise of
scientific thought, the culture of the royal court,
and the rise of the public theater. Students
should be prepared to engage and struggle with
the unfamiliar language and ideas presented in
a variety of early modem genres, including
lyric and epic poetry, drama, and some early
fiction. We will view and analyze adaptations
of Shakespeare, some historical films about
the culture out of which this rich literary
tradition arose, and thematically related
contemporary films about shifts in media
technology and identity.
Students can continue in winter by enrolling
in The Novel: Life and Form; it will explore
what happens to fiction and the self from the
1800s to the present.

Credit awarded in Constitutional Law,
American religious history, legal advocacy,
ethnography, comparative religion,
American literature and expository and
argumentative writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in religion, public policy, law,
ethnic studies, literature, American studies
and cultural anthropology.

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This program is also listed under First-Year
Programs and Society, Politics, Behavior
and Change.

Studentswho register for a program
but do not attend the first class
meetingmay be dropped.

Credit awarded in literature, history
and film.
Total: 16 credits.
Program is preparatory for careers and
future studies in the humanities, social
science, psychology, business, law and
teaching.

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Meditations

Fall, Winter and Spring quarters
Faculty: Mukti Khanna, Terry Setter,
Sarah Williams
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: $25 each quarter for
art supplies; $25 each quarter for yoga
workshop; $25 for drumming workshop.
Internship Possibilities: With faculty
approval.
This interdisciplinary, yearlong, intentional
learning community will explore rhythm in relation to mind, consciousness and creativity. Half
our work will take place in experientially based,
all-program studio sessions. Individual and small
group work including seminar and studentoriginated research projects will comprise the
other half of each student's credits.
This program will explore and is committed
to alternative pedagogues including personcentered learning, open space technology,
emotional and spiritualliteracies,
transformative education and somatic studies. Students
will select an appropriate faculty and research
focus each quarter.
Mukti Khanna studies transpersonal psychology, expressive arts therapy and image theater.
She is interested in the relationship between
personal transformation and social change.
Terry Setter studies music and its tribal,
contemporary and historical practice. He is interested in studying rhythm, particularly drumming,
in relation to human behavior.
Sarah Williams studies feminist theory, cultural
studies and yoga. She is interested in exploring
rhythms of the energetic body including vibrations of heart, thought and breath.
Credits awarded in cultural studies,
psychology, women's studies, somatic
studies, music history, theory and
composition and education.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and
future studies in education, cultural studies,
expressive arts, psychology, women's
studies, music and somatic studies.
The program is listed under Expressive Arts
and Society, Politics, Behavior and Change.

Russia: Empires and Enduring
Legacies

Student Originated
Humanities

Fall, Winter and Spring quarters
Faculty: Patricia Krafcik, TBA
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Join us on an extraordinary journey as we
explore the diverse peoples, cultures, and histories of the region that was once demarcated by
the borders of the Russian and Soviet empires.
While we focus on the Russians, we will take a
multicultural approach in our examination of
other peoples who from ancient times have
populated the vast expanses of Eurasian and
Siberian steppelands and forests.
In fall quarter, we will investigate Slavic,
Turkic and Scandinavian contributions to early
Russian society up to Russian imperial expansion in its 19th-century zenith and the rise of the
Russian Empire's radical revolutionary intelligentsia. Winter quarter will emphasize the great
transformations of 20th-century Russia-the
Bolshevik Revolution, the Stalin terror and the
unanticipated collapse of the Soviet Union.
Readings will include historical texts, epics and
the literature of Pushkin, Gogol, Lermontov,
Turgenev, Dostoevsky, Tolstoy, Chekhov,
Solzhenitsyn, Akhmatova, Pasternak, Rasputin
and Petrushevskaya.
Spring quarter provides an opportunity to
pursue individual research and to explore in
depth selected topics from Russia's Eurasian
culture through a series of workshops. These
may be determined in part by the students
and may include a study of the following: the
cultures of distinctive ethnic groups, such as the
Vikings, Mongols or Cossacks; Russian folklore;
the Soviet Union in World War II; the Cold War;
Soviet environmental practices; and the literature
of one writer of the student's choice.

Fall quarter
Faculty: Marianne Bailey
Enrollment: 25
Class Standing: Junior or senior.
Prerequisites: Students must be prepared
to carry out advanced study or wish to
write a senior thesis in the humanities.
Faculty Signature: Students must submit
individual contract proposals to Marianne
Bailey. Contract proposals received by May
10, 2004, will be given priority. Additional
contract proposals will be accepted until
the program fills. For more information
contact Marianne Bailey, (360) 867-6438, or
baileym@evergreen.edu, or The Evergreen
State College, Lab II, Olympia, WA 98505.
Student Originated Studies (SOS) offers opportunities for advanced students to create their own
course of study and research. Prior to the beginning of fall quarter, interested individual students
or small groups of students must consult with the
faculty sponsor about their proposed projects.
The project is then described in an Independent
Learning Contract. The faculty sponsor will
support students to do research in world literatures (sponsor is expert in French, German,
African and Caribbean literature and thought),
continental philosophy, theater, comparative
religions and mythology and ritual studies.

Studies:

Credit awarded will reflect the students'
individual course of study and research.
Total: 16 credits.
Program is preparatory for careers and
future studies in the humanities, theater,
language and cultural studies, teaching,
law, business and the arts.

Credit awarded in Russian history,
literature, culture and writing. Upperdivision credit will be awarded for
upper-division work.

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Total: 12 credits each quarter. Students
may enroll in a separate and optional fourcredit course in Beginning Russian through
Evening and Weekend Studies.
A similar program is expected to be offered
in 2006-07.
Program is preparatory for careers and
future studies in the diplomatic service,
international business, graduate studies
in international affairs, and Russian studies.

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OFFERINGS BEGINNING WINTER QUARTER

Tellingthe Truth
Falland Winter quarters
Faculty:William Ray Arney,
SaraHuntington
Enrollment:48
ClassStanding: This all-level program
willoffer appropriate support for first-year
studentsas well as supporting/encouraging
thoseready for advanced work.
Tellingthe truth is a matter of craft. Students
willleam an approach to writing and reading
(andtalking and editing) that is guided by the
ideathat writing is a persuasive act. They will
developski lls through constant practice and
willstrive to master well-defined rhetorical
techniques and forms. We will ground our work
inthe conflicting ideas of truth in Aristotle and
Plato.We will explore standards of discourse
infiction, history, and science, examining how
realism has become the style most associated
withtruth, whether embedded in facts or narrative or synthetic analysis. We will confront the
truth in different literary forms, from comedy
andsatire to science and sociology. Of every
piece of writing, we will ask, How was this
puttogether?
We will work against romantic notions of
"voice"-which wrongly assume that there is a
latent, essential self-and "inspiration"-which
requires a heavy-breathing higher power-and
against the Western metaphysics of truth.
Students' writing will aim, simply, at telling the
truth. In achieving mastery of rhetorical forms
anddeveloping their individual style, students
will learn to fail well. They will know that telling
thetruth is hard work-more
difficult than target
practice, or other stochastic activities, and more
exacting than self-analysis, or other therapeutic
indulgences-and that notable failures are
valuable. Students in this program may, at times,
feel good about their work, but that will happen
only when they have done work that everyone
knows is good-because
they have told the truth.
Successful students will never again have to
write a single word that is not their own.
We're not kidding around here. We are
offering an un-ironic invitation to students who
want to know what it takes to write well and
thus to join serious conversations about truth,
conversations that are guided by the idea that,
even though it's not much, language is all we've
gotso it makes sense to use it well. If you're
tough and smart and determined, we want you to
join us in telling the truth. If you're longing for a
lifebeyond relativistic maundering, sign up!
Credit awarded in writing, rhetoric,
philosophy, and sociology.
Total:16 credits each quarter.
Program is preparatory for careers and
future studies that require telling the truth.
Thisprogram is also listed under First-Year
Programs.

Uncertain World, Uncertain
Knowledge
Fall, Winter and Spring quarters
Faculty: Donald Morisato, John Cushing,
Nancy Taylor
Enrollment: 72
Class Standing: This all-level program
will offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
How do human beings make sense of the
complex and uncertain world in which we live?
What conceptual frameworks do we use to
impose order on our chaotic impressions?
In this program, we will present a series of
case studies that explore different ways of
apprehending the world. These cases will reveal
how different ways of thinking ("disciplines")
go about their work, often leading to quite
different ways of seeing the same events.
The approach is illustrated by a case study on
the emergence of modem physics in the first
half of the 20th century, leading to the creation
of the atomic bomb. We will examine the underlying physics, the social and political context
surrounding the development and deployment
of the bomb, the ethics of science, and the
significance of this event for art and literature.
Other cases will include topics chosen from the
natural sciences (e.g., Darwin and the theory of
evolution), the social sciences (e.g., the development and application of intelligence testing) and
philosophy (e.g., the conflict between love and
duty in different cultures). In the fall and winter
quarters, students will read significant works,
participate in seminar discussions, write research
papers, and develop scientific and quantitative
skills. Three weeks will be devoted to each case
study. Beyond talking about the disciplines,
students will learn how scientists think and work
by doing simple biological and physical experiments. Similarly, they will learn how historians
approach their work by doing history. During
the spring quarter, students will undertake
a significant research project of their own
choosing, using the methods of several disciplines. This project will be the culmination of
each student's work in the program.

V
Changing Minds,
Changing Course
Winter quarter
Faculty: Virginia Hill
Enrollment: 2S
Class Standing: Junior or senior, transfer
students welcome.
Rhetoric and propaganda are nearly as old as
language itself, yet now the mass media and the
Internet extend a communicator's persuasive
reach still more deeply into the lives of others,
magnifying and distorting that influence. This
program examines a wide range of planned
influence attempts, from cults and brainwashing
to political campaigns and Internet advertising,
asking how communications media in concert
with persuasive messages re-form the social
landscape. We will study the psychology of
persuasion, as well as the ways in which various
communications media encourage or inhibit
particular forms of discourse. We will also
discuss how telecommunications policy and
media ownership might affect the persuasion
process. To better understand the interplay of
media and mind changing, students will learn
production techniques in print, video and the
Internet, and they will closely analyze propaganda campaigns.
Credit awarded in persuasion and
propaganda, mass media and society,
public relations and campaign strategy.
All upper-division credit.
Total: 16 credits.
Program is preparatory for careers
and future studies in communications,
law, public relations and campaign
management.

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writing, history of science, science and
other areas depending on the case studies
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Total: 16 credits per quarter.
Program is preparatory for careers and
future studies in the humanities, social
science and science.

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Programs and Scientific Inquiry.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

European Environmental History

Nietzsche: Life, Times, Work

The Novel: Life and Form

Winter quarter
Faculty: Stacey Davis, Frederica Bowcutt
Enrollment: SO
Class Standing: Junior or senior, transfer
students welcome.
Special Expenses: Approximately $30 for
museum field trips.
This program will probe the complex and changing relationship between Western Europeans and
their environment from the 17th century to the
present, as seen through the lens of the larger
social, cultural and artistic histories ofthose eras.
Some of the subjects we will consider include:
the impact of the early modem enclosure
movement and increased land privatization
across Europe; the importance of the Protestant
reformation on Dutch land reclamation and
the notion of humans' relationship to the sea;
the link between 18th-century concepts of art,
sociopolitical power and trends in garden design;
the influence of both the Enlightenment and
Romanticism on European attitudes towards
nature; the larger environmental ramifications
of European voyages of discovery and colonization; and the environmental impact of changes
in scientific theory and methods, particularly in
the 18th and 19th centuries. Finally, we will cap
our quarter with a look at contemporary issues
in the 21 st century, particularly the impact of
both new European Union regulations and
the popular rejection of genetically modified
foodstuffs on Europeans' attitudes towards the
environment today.
To aid our inquiries, we will read both
secondary works of history and primary sources.
We will study paintings, drawings and garden
designs, and dip into poetry and period novels.
Each student will complete intensive written
assignments and give oral presentations. In
addition, each student will write an extensive
individual research paper using multiple
scholarly sources.

Winter quarter
Faculty: Marianne Bailey
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Core program and one year
of humanities studies or two years college,
during which students took at least three to
four quarters of humanities courses.
Friedrich Nietzsche, artist-philosopher, first
modernist and first postmodern philosopher,
called himself a posthumous man, and said his
readers were yet to be born. Nietzsche struggled
physically to write; struggled financially to
be published; and suffered the isolation of a
self-exiled nomad. Born before his time, unread
in his lifetime, his writings have influenced
nearly every interesting mind since his death. A
consummate stylist, Nietzsche saw philosophy
as an art form; under his pen, philosophy danced
over systematizing and rules of argumentation
becoming essay, epigram, aphorism, parable,
performance and puzzle.
Students in this program must be prepared for
difficult readings, sustained hard independent
work and high expectations. They will read,
discuss and write about Nietzsche's major works.
Each student will be responsible for the formal,
oral presentation of a major Nietzsche interpreter and for a public reading and analysis of
a passage from Nietzsche's work. Groups of
students will create presentations/performances
based on major concepts in Nietzsche's writings.

Winter quarter
Faculty: Thad Cum, Hilary Binda
Enrollment: SO
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Two years of college,
including some work in literature.
From its beginning in the 1700s, the novel has
aspired to give the effect of real life, to serve as
a mirror of reality. For almost as long, perhaps
because of this ambition, sophisticated readers
and novelists have felt dissatisfied with its artificiality-its
exhaustion and imminent death have
been proclaimed again and again. Nonetheless,
its aspirations and its features have made it the
literary form in which central issues about how
to live modem life-issues
of morality and
politics and money and love-have
been most
extensively explored. In fact, some argue that
novels have helped invent and shape our
changing impulses about those issues.
In this program, we'll trace the history of the
form by reading a major novel a week, including
works by Defoe, Austen, Dickens, Eliot, James
and Woolf, as well as looking closely at
technique in selections from others. Novels are
often long, and we will also be paying some
attention to their social and historical contexts;
students should be prepared to read relatively
large amounts each week. However, a good
deal of our attention will be devoted to careful
analysis of short passages. We'll expect to spend
at least as much time looking at and carefully
discussing the language through which the
stories create their worlds as we talk about what
happens to the "people" in them.

Credit awarded in environmental history,
European social and cultural history and
art history.

Credit awarded in philosophy, aesthetics
and literature.
Total: 12 or 16 credits.
Program is preparatory for careers and
future studies in the humanities and
the arts.

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future studies in the humanities, social
sciences, psychology, business, law and
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Upper-division credit will be awarded
for upper-division work.
Total: 16 credits.
Program is preparatory for careers and
future studies in environmental studies,
history, art history and cultural studies.
This program is also listed under
Environmental Studies.

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

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OFFERINGS BEGINNING SPRING QUARTER

Selfand Culture: Studies
in Japanese and American
Literature and Cinema

After Nietzsche: Arts, Literature
and Philosophy in the
Wanderer's Shadow

Winterquarter
Faculty:Harumi Moruzzi
Enrollment:24
ClassStanding: This all-level program will
offerappropriate support for first-year
studentsas well as supporting/encouraging
thoseready for advanced work.
SpecialExpenses: Approximately $30 for a
fieldtrip.
It is often said that American and Japanese
culturesrepresent the mirror images of human
values.For instance, while American culture
emphasizes the importance of individuals over
groups,Japanese culture dictates group cohesion.
Certainly,the reality is not as simple as these
stereotypes indicate; nevertheless, this dichotomizedcomparative cultural frame presents an
interesting context in which we can explore
manyhuman issues. Thus, in this program we
willexplore the concept of self through the
criticalexamination of American and Japanese
literature,cinema and popular media.
At the beginning of the quarter, students will
beintroduced to the major literary theories to
familiarizethemselves with varied approaches to
literature.Then, students will examine representationsof individuals and cultures in American
andJapanese literature through seminars and
criticalwritings. Films and seminars will accompanyour study of literature, which will facilitate
adeeperexploration of the topics and issues
presentedin the literary works. Students will also
beintroduced to the rudiments of film analysis
inorderto develop a more analytical and critical
attitudeto the film-viewing experience.

Spring quarter
Faculty: Marianne Bailey
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Participation is based on
prior reading of Nietzsche's work, at
least of Birth of Tragedy, Zarathustra, The
Gay Science and fcce Homo, or successful
completion of winter quarter's Nietzsche:
Life, Time, Work.
Nietzsche's writings have intrigued artists and
writers since his death in 1900. Today, more
than ever, he speaks to us and shapes intellectual
discourse. His Birth oJ Tragedy from the Spirit oj
Music shaped both modernist experimentation in
ritualized theater performance, and through the
aesthetic tension of Apollinian and Dionysian
forces, established a context for modernist
aesthetic debate. His work placed the artist in
the center of aesthetic metamorphosis; that
is, the artist became a "work of art," shaping
20th-century artists' self-conception. Finally,
his philosophical annexation of issues of styles
and language, his "dancing philosophy" and his
self-description as "artist-philosopher" made
possible the postrnodern theories most influential
today. We will consider major writers marked
by Nietzsche's work, including Gide, Rilke,
Mann, Hesse, Sartre, Yeats, Mishima, Bataille,
Foucault, Deleuze, Derrida and Iriguaray, as well
as visual and performing artists.
Students will research and present a writer
or artist of choice; they will demonstrate the
relationship of that author to Nietzsche's thought.
In addition, they will also complete a body of
creative or analytical work reflecting their
encounter with Nietzsche, and with the works
under study this quarter.

Creditawarded in Japanese literature,
Americanliterature, cultural studies, film
studiesand expository writing.
Total:16 credits.
Programis preparatory for careers and
futurestudies in cultural studies, film
studiesand the humanities.
Thisprogram is also listed under First-Year
Programs.

Business in Action
Spring quarter
Faculty: Cynthia Kennedy, Virginia Darney,
William Bruner
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
This program will serve as both an introduction
to business for students with little or no knowledge of the topic and as an opportunity to
connect theory and practice for those who have
studied business in the past. The program will
begin with intensive examinations of business
strategy and of the economics of business
decisions. Then, all students will have an opportunity to put their business knowledge to the test
in The Business Strategy Game, a remarkably
realistic business simulation involving the
manufacture of athletic shoes for world markets.
We will also consider several alternative views
of American business and the U.S. economic
system as presented in literature and film.
Whether you are an aspiring capitalist, a critic
of corporate capitalism or just curious about
what makes the economy run, this program
might be for you. You can expect to gain knowledge of business terminology, a grasp of the
fundamentals of business practices, experience
with business strategy, appreciation for business
economics, and a sense of how businesses bave
been portrayed in American literature and film.
Credit awarded in business, economics
and literature.

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Total: 16 credits.

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Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Democracy

and Free Speech

Spring quarter
Faculty: Jose Gomez
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
May racists bum crosses to express their supremacist views? May protesters bum flags to express
their opposition to government policy? The First
Amendment is most vulnerable to erosion when
we fail to protect expression that some or many
may find "unpopular," "offensive," "repugnant,"
"indecent," "subversive," "unpatriotic," "heretical," "blasphemous," etc. This program will be
a comprehensive and critical examination of
the wide range of issues implicated by the
protection and censorship of expression.
We will use the case method to study every
major free speech opinion issued by the courts.
This intensive study focuses on the last 75
years, since it was not until well into the 20th
century that the U.S. Supreme Court began to
protect speech from governmental suppression.
Our study of controversies will include the
new challenges presented by hate speech,
government-subsidized
art, political campaign
spending and new technologies such as
the Internet.
Students will be expected to examine critically
the formalist free speech paradigms that have
evolved and to question the metaphor of the
continuing viability of the "free marketplace of
ideas." Reading for the program will include
court opinions, Internet resources and various
books and journal articles that explore First
Amendment theory and its application. Working
in legal teams, students will develop appellate
briefs on real free-speech cases decided recently
by the U.S. Court of Appeals and will present
oral arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to
read their peers' appellate briefs, hear arguments
and render decisions.
Credit awarded in First Amendment Law:
Free Speech, critical legal reasoning,
legal research and writing and oral
appellate advocacy.
Total: 16 credits.
Program is preparatory for careers
and future studies in social science,
constitutional law, education, journalism,
public policy, political theory, history and
political science.

Faulkner and Friends
Spring quarter
Faculty: David Hitchens, Tom Grissom
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
William Faulkner was one of many significant
writers who emerged from the American South
to prominence in the 20th century. Faulkner
was noted for his creative, original work with
language, time, consciousness and the influence
of history upon humans. Many others populate
the pantheon of Southern writers, such as Eudora
Welty, Carson McCullers, Flannery O'Connor,
Peter Taylor, James Weldon Johnson, Jean
Toomer, Robert Penn Warren, Richard Wright,
Tennessee Williams, Ralph Ellison, James Agee,
Walker Percy and Shelby Foote. Faulkner and
his "friends" offer the discerning reader important insights into the relationship between culture
and art, and the lasting impact of the struggle for
racial equality in the region.
We will conduct a close study of Faulkner and
other selected Southern authors to see how the
past has affected art and continues to influence
American culture. While exploring such issues,
we will use history, economics, sociology,
literature, literary analysis and popular culture
to help us understand the Southern contribution
to national letters and its place in the last century.
Students will be challenged to read closely, write
effectively and develop projects to refine their
skills and contribute to the collective enrichment
of the program. A program-wide symposium at
the end of the quarter will provide a means of
rounding out our work and will provide students
with valuable experience in public speaking
and presentation.
Credit awarded in U.S. social and
intellectual history, American studies
and American literature.
Total: 16 credits.
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.

Image Conscious:
The Emergence of the Self in
Early Modern Europe
Spring quarter
Faculty: Stacey Davis, Hilary Binda
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Special Expenses: Approximately $50 for
field trips and theater tickets.
What does it mean to be an individual? For most
of us, our sense of ourselves as unique beings
with special identities, goals and desires is one of
the fundamental cornerstones of our existence.
We spend much of our lives searching to define
and redefine ourselves as individuals, looking to
find, explain and explore that core of our being
that sets us apart from the rest of the world. But,
what if the notion of "self' we hold so dear was
itself a creation of social and historical forces?
This program explores the ways that the
modem sense of self emerged in Western Europe
between the Reformation and the Enlightenment.
In an era rocked by earth-shattering changes in
religion, literature, art, philosophy, science and
society, common people and intellectuals alike
developed a new "image consciousness" that
went hand-in-hand with both the "emergence of
subjectivity" and the "discovery" of sexuality
and sexual identity.
How do Shakespeare's plays highlight these
new concerns about sexuality and identity? What
does the very existence of the modem literary
form owe to new ideas of the self? What does the
new obsession with perspective in painting, with
maps, grids and imperialism say about the rise of
the "individual?" And how do new discoveries in
science and new political and social realities tie
into the early modem "image consciousness"?
We will trace the links between the religious
Reformation and new styles of drama, literature
and art. Students will complete substantial
research projects as a capstone to their studies.
Readings might include Shakespeare's
Cymbeline and The Winter s Tale, the poetry of
John Donne, studies of Rembrandt, Rubens and
Vermeer, and histories of gender and the body
in early modem Europe. Students should expect
to do close reading of works of literature and art
and to weave a study of historical context into
their investigations.
Credit awarded in literature, Renaissance
studies, literary criticism, art history,
intellectual history, philosophy and history
of science and early modern European
history.
Total: 16 credits.
Program is preparatory for careers and
future studies in literature, art history,
history and writing.

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

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Siavery in Africa and the
Americas

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Springquarter
Faculty:Babacar M'Baye, Michael Pfeifer
Enrollment:50
ClassStanding: Junior or senior, transfer
studentswelcome.
Between 1619 and 1863, the "peculiar institution"of slavery profoundly shaped American
cultural, social, economic and political
institutions. Almost 244 years after the Dutch
merchants brought the first African slaves to
Virginia,African Americans transformed
America's institutions by making the Civil War
intoa war for freedom, thereby compelling the
UnionArmy and President Abraham Lincoln to
recognize their emancipation. Perhaps slavery's
most important legacy was how it shaped racial
ideologies and racist notions and practices that
have profoundly influenced American history.
These ideologies and concepts of "race" are
traceable to the transatlantic slave trade that
radically transformed institutions and societies
in the United States, Africa, the Caribbean,
Europe and other places in the world.
Taking a comparative approach, we will
study the history of American slavery through
cultural and social lenses by examining West
African cultures and history. We will explore
the rise of the transatlantic slave trade and the
Africans' experience of the Middle Passage,
slavery in the northern and southern colonies,
the formation of American racism, slavery in the
American Revolution, slave folklore and cultural
expression, slave resistance, the slave-holding
class in Antebellum America, the abolitionist
movement, and the process of the emancipation
of the slaves. At times, we will also compare the
experience of the African diaspora in slavery and
emancipation in North America with that in the
Caribbean and Latin America.
We will read intensively in historical studies,
folklore, slave narratives and oral history, travel
narratives and literary expression. Employing
an approach that is thoroughly analytical and
historically contextualized, we will discuss
these readings and write about them. We will
also listen to music that reflects the hybridity
of the African American and American cultures
that resulted from the encounter of African and
European American cultures in slavery.

Student Originated Studies:
American Studies and
Humanities
Spring quarter
Faculty: David Marr
Enrollment: 25
Class Standing: Junior or senior or for
sophomores prepared to carry out
advanced study.
Faculty Signature: Students must draw
up an Independent Learning Contract in
consultation with David Marr. Contract
proposals received between January I0
and March I, 2005, will be given priority.
For more information contact David Marr,
(360) 867-6751, or The Evergreen State
College, Lab II, Olympia, WA 98505 or
marrd@evergreen.edu
Student Originated Studies (SOS) offers
opportunities for advanced students to create
their own course of study and research. Prior
to the beginning of spring quarter, interested
individual students or small groups of students
consult with the faculty sponsor about their
proposed projects. The project is then described
in an Independent Learning Contract. The faculty
sponsor will support students to do research
in American literature, American history and
American philosophy, as well as other area of
the humanities.
Previous SOS projects by Evergreen students
have been centered on such topics as Utopia, the
Blues, comedy and tragedy, George Orwell, the
sense of place in American writing, the concept
of ideology, American pragmatism, the Harlem
Renaissance and the Emerson-Ellison axis in
American thought.
Credit awarded will reflect the students'
individual course of study and research.

Thinking

Straight

Spring quarter
Faculty: David W. Paulsen
Enrollment: 24
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Do you want to work on improving your critical
reasoning skills? This program will focus on
techniques of understanding and criticizing
arguments and theories. It will emphasize a
cooperative, dialogic approach to deciding what
to believe. Thinking Straight will cover standard
topics in informal logic including argument
reconstruction, assessment of validity and
fallacies. It will also explore reasoning in two
domains: science and ethics. The core text will
be Cederblom and Paulsen, Critical Reasoning:
Understanding and Criticizing Arguments and
Theories, 5th edition. We will apply critical
reasoning techniques to a number of contemporary, contentious issues found in a variety of
texts including full books as well as newspaper
editorials and columns, Internet documents, and
journal articles. We will also discuss the extent
to which standards of reasoning are general and
how patterns of reasoning might differ in different, specific domains.
Credit awarded in informal logic, introduction to philosophy of science, introduction
to ethics and expository writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in philosophy, science and
law.
This program is also listed under First-Year
Programs and Scientific Inquiry.

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Total: 16 credits.
Program is preparatory for careers and
future study in the humanities, American
studies, teaching, law, business and the arts.

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Credit awarded in West African history,
American history, African American
literature, African American folklore and
the history of American music. Upperdivision credit will be awarded for upperdivision work.

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Total: 16 credits.
Program is preparatory for careers and
future studies in the humanities, teaching,
law and other professions.

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Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Women's Voices and Images of
Women: Studies in Literature
and Cinema
Spring quarter
Faculty: Harumi Moruzzi, Stephanie Kozick
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
This interdisciplinary program is designed for
students who are interested in the cross-cultural
exploration of the concept of woman and her
voice/selfhood.
The heterogeneity of women that we encounter in literature, art and cinema, as well as in
our daily lives, often makes us wonder if there
is any such an entity as the universal woman.
Each woman seems to possess her individual
identity, even when she appears to conform to
the socially prescribed women's role. We will
explore the concept of woman and her selfhood
by examining the voices of women in literature,
art and philosophy, while comparing them with
the images of women presented in cinema and
media. These explorations will be conducted
through lectures, workshops, film viewing, book
and film seminars and through critical writings.
Our study will adopt an international perspective, which will add breadth and depth to our
investigations of women as autonomous human
beings living in substantial social contexts.
Credit awarded human development,
gender studies, cultural studies, literature,
film studies and expository writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in human development,
gender studies, cultural studies, film studies
and literature.
This program is also listed under First-Year
Programs.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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

ENVIRONMENTAL

Affiliated Faculty:

STUDIES

Sharon Anthony
Frederica Bowcutt

Environmental Studies at Evergreen offers broadly interdisciplinary academic studies
withinand across three distinctive thematic areas. In any year, each of the three
thematicareas will explore some of the specific topics listed in each category.
{I} Human Communities and the Environment-addresses
environmental policy,
ethicsand human relations with, and ways of thinking about, the natural world. It
includescommunity studies, political economy, geography, environmental economics,
environmental health, history and planning.
{II} Natural History-focuses
on observation, identification and interpretation of
floraand fauna using scientific field methods as a primary approach to learning how
thenatural world works. It includes ecology, ornithology, mammalogy, herpetology,
entomology,botany and mycology, with exploration of issues in biodiversity.
{III} Environmental Sciences-deals
primarily with the study of the underlying
mechanisms and structures of natural systems, both living and nonliving.
Environmental sciences often involve significant laboratory and field work. They
includechemistry, biology, geology, hydrology, oceanography, climatology,
physiological ecology, evolutionary biology, forest ecology, biogeochemistry and
marinebiology.

PaulR.Butier
Gerardo

Chin-Leo

Robert Cole

Amy Cook
Carolyn Dobbs
Russell R. Fox
Martha
Heather

Henderson

Tubesing

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

Oscar H. Soule
Ken Tabbutt
Erik V. Thuesen
Ted Whitesell
Tom Womeldorff

Each of these thematic areas will always be offered for students who wish to focus
ona particular theme, although there will also be significant overlap. Programs will be
interdisciplinary among themes, as well as within a particular theme. Students should
alsoconsider offerings in political economy, physical science and mathematics.
Please note that if you intend to pursue graduate studies in environmental studies
orscience, a minimum of one full year of undergraduate study in biology, chemistry
andstatistics is recommended. Some graduate programs also require physics. These
subjectsmay also be prerequisites to some of the upper-division environmental studies
programs.Students should also consider gaining research experience by participating
inAdvanced Research in Environmental Studies, this can serve as a capstone to their
academicwork in this planning unit.
To help you pick your programs, the descriptions on the following pages list
thesignificant content and credits in each of the three thematic areas. Additionally,
allEnvironmental Studies faculty can advise you on your choice of program. The
EnvironmentalStudies coordinator will also be aware of changes and additions to the
catalogthat occur because of the two-year lag between the creation of the catalog and
theactual offerings.
It is important to realize that program titles and content change from year to year.
Everyyear we offer one or two versions ofIntroduction to Environmental Studies
intendedfor 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.
TemperateRainforests and Tropical Rainforests are offered on an alternate basis with
programsfocused on the Pacific Northwest. Programs focusing on human communities
andenvironmental policy are also offered every year, although the program titles
change.The Masters in Environmental Studies (MES) program shares faculty with
theundergraduate curriculum, and frequently MES electives, which are taught in the
evenings,allow advanced undergraduates to enroll.

Environmental
Studies

Advanced Research in
Environmental Studies
Fall, Winter and Spring quarters
Faculty: Gerardo Chin-Leo,
Martha Henderson Tubesing,
Heather Heying, Lin Nelson,
Ken Tabbutt, Erik V. Thuesen
Enrollment: 25
Class Standing: Junior or senior.
Prerequisites: Negotiated individually with
faculty sponsor.
Faculty Signature: Students must contact
individual faculty to work out arrangements. Graduate students must also get
signature of MES director.
Special Expenses: There may be transportation costs involved in field work.
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
want 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.
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
of Puget Sound phytoplankton. In addition, he
is investigating the role of marine bacteria in the
geochemistry of estuaries and hypoxic fjords.

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 environment-labor 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.
Ken Tabbutt is a geologist with two areas of
interest, using GIS to reconstruct Pleistocene
landscapes in the southern Puget Sound and
aqueous chemistry. He would welcome conversations with students interested in doing research
along these lines, but would expect some background in GIS, geology, hydrology or chemistry,
consistent with the research topic.
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 2005-06.
Program is preparatory for careers and
future studies in botany, ecology, entomology, environmental studies, marine
science, zoology and taxonomy.

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.
Heather Heying studies the evolution, ecology
and behavior of amphibians and reptiles.
Students with a strong interest in field work 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.

Community Food Systems
in Cuba and Costa Rica
Fall and Winter quarters
Faculty: Martha Rosemeyer,
Martha Henderson Tubesing
Enrollment: 50
Class Standing: Junior or senior.
Prerequisites: Experience with agriculture
or rural development is desirable. By the
beginning of winter quarter, intermediate
conversational Spanish is required.
Enrollment in fall quarter does not
guarantee enrollment in winter quarter.
Winter quarter enrollment is contingent
upon a successful study abroad application
submitted during fall quarter.
Special Expenses: Approximately $3,400 for
airfare, living expenses and transportation
to Cuba and Costa Rica.
Internship Possibilities: With faculty
approval if students remain in Costa Rica
at the end of the program.
Travel Component: Seven weeks during
winter quarter in Cuba and Costa Rica.
Community food systems have been used to
describe an ideal food system in which there
is local production and consumption that
maximizes human and ecosystem health.
Cuba stands out as the world leader in tropical
sustainable agriculture and urban production
-Havana
is reported to produce some 90
percent of the vegetables consumed in the city.
Costa Rica provides the contrasting situation
where food for urban subsistence is mainly
produced in rural areas. What can we learn
from the Cuban and Costa Rican experience in
community food systems that can be applicable
here? How does community food security
contribute to development?
After studying Latin American tropical
agriculture, geography, development, Spanish
and community food systems during fall
quarter, winter quarter we will travel to Cuba
and Costa Rica for seven weeks to explore their
experiences with urban and organic agriculture.
Students will carry on their own research projects in Costa Rica. We will return to Olympia
to finish our research writing the last two weeks
of the quarter. The spring quarter Farm to
Table program will allow us to compare Latin
American community food systems with those
of Olympia, Washington.
Credit awarded in topics in community
food systems, urban agriculture, tropical
cropping systems, Latin American geography and development.
Total: 16 credits each quarter.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Program is preparatory for careers and
future studies in development, tropical
sustainable agriculture and community
food security.

Environmental Analysis:
Chemistry and Geology of
Aqueous Ecosystems

Forests in Space and Time:
Introduction to Environmental
Studies

Introduction to Environmental
Studies: Communities and Their
Environment

Fall,Winter and Spring quarters
Faculty:Jeff Kelly, Clyde Barlow,
James Stroh
Enrollment: 45
ClassStanding: Junior or senior, transfer
students welcome.
Prerequisites: One year of college chemistryand college algebra required; and
trigonometry strongly recommended.
Special Expenses: Approximately $250
forone-week field trip to Sun Lakes in
Eastern Washington.
Internship Possibilities: Under special
circumstances with faculty approval.
Baseline assessment of natnral ecosystems
and their environmental contamination require
accurate chemical and geological measurements.
Students will stndy geology and chemistry of
ecosystems, using theoretical and experimental
methods. This program will integrate chemical
and physical applications of geology to aquatic
systems. Instrumental techniques of chemical
analysis will be developed in an advanced laboratory and technical writing will be emphasized.
During fall and winter quarters, topics in
physical geology, hydrology, geochemistry,
analytical chemistry, GIS, statistics and instrumental methods of chemical analysis will be
addressed. Stndents will begin group projects
working on the physical and chemical properties
of natural water systems, especially lakes, bogs
and streams. Methods and procedures based on
EPAguidelines will be developed to analyze for
trace materials using atomic absorption spectroscopy, inductively-coupled plasma spectroscopy,
polarography, ion chromatography and GC-mass
spectrometry. Computers and statistical methods
will be used extensively for data analysis and
simulation as well as for work on GIS.
Spring quarter will be devoted largely to
project work and completing stndies of statistics
and analytical chemistry. Presentation of project
results in both oral and written form will conclude the year.

Fall and Winter quarters
Faculty: Paul Przybylowicz, Heather Heying
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $150 for
overnight field trips in Washington and
through Oregon and California to study
western forests.
Why do forests look the way they do? What
forces in current time and in history have shaped
the forest ecosystems and the organisms within
them? This program will examine these forces
that operate on many different levels of scalefrom landscape to organism. These include
abiotic factors such as the underlying geology
and climatic influences, as well as biotic factors
such as competition, succession and resource
availability. In addition, we will consider evolutionary forces that shape organisms and their
behavior, both in plants and animals, and attempt
to explain current observations in terms of evolution and adaptations. A wide range of forest
ecosystems-from
tropical to boreal-will
be
used as examples to explore various processes.
All of the world's forests have been impacted
to varying degrees by humans. We will examine
some of the underlying social and political forces
that have shaped forests.

Fall and Winter quarters
Faculty: Amy Cook, TBA
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prerequisites: High school algebra
presumed.
Local communities can have a tremendous
influence in the protection or development of
their local environments, both urban and rural.
This program will examine the range of ways
that communities become involved in conservation and in doing so, explore the relationships
among science, policy and community. Grassroots organizations generate a voice and are a
vehicle for involvement; they are an important
link between the individual and the community.
This program will use a series of case stndies to
explore this topic, paying particular attention to
grassroots organizations and their influence in
environmental enhancement.
In fall quarter, the program will focus on
biotic systems. Ecology and conservation
biology will be the general themes. A variety
of issues including salmon ecology and marine
protected areas will be addressed. In winter
quarter, the focus will shift to environmental
chemistry and issues consistent with aqueous
chemistry, biogeochemical cycles and atmospheric pollution. The cause of acid rain, global
warming and nitrogen loading will be covered
as will the policies regarding these problems and
the role of community involvement.
This program is designed to introduce stndents
to the principles of ecology, public policy and
community development. Our stndies will serve
as a foundation for more advanced work in
environmental stndies. This is an excellent
entry point for transfer stndents interested in
gaining a broad, integrated introduction to
environmental stndies.

Credit awarded in forest ecology, evolutionary biology, scientific writing and research,
botany and zoology.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in field biology, evolution,
ecology and other life sciences.
This program is also listed under First-Year
Programs.

Credit awarded in ecology, conservation
biology, community studies, introductory
environmental chemistry and writing.

Credit awarded in geochemistry*,
geohydrology*, analytical chemistry*,
Geographic Information Systems*,
statistics*, chemical instrumentation*
and group projects*. Students leaving at
the end of fall quarter will receive lowerdivision credit. Students who satisfactorily
complete at least fall and winter quarters
will receive upper-division credit for
both quarters.

Total: 16 credits each quarter.
A similar program is expected to be offered
in 2005-06.
Program is preparatory for careers
and future studies in environmental
science, environmental policy, community
development, planning and environmental
education.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in geology, hydrology,
chemistry, environmental analysis and
environmental fieldwork.
This program is also listed under Scientific
Inquiry.

This program is also listed under First-Year
Programs.
Students who register for a program
but do not attend the first class
meeting may be dropped.

* Indicates

upper-division credit

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Local Knowledge: Community,
Media Activism, Public Health
and the Environment
Fall, Winter and Spring quarters
Faculty: Anne Fischel, Lin Nelson
Enrollment: SO
Class Standing: Junior or senior, transfer
students welcome.
Faculty Signature: See faculty at the
Academic Fair, May 12, 2004. For more
information contact Anne Fischel,
fischela@evergreen.edu
or (360) 867-6416,
or Lin Nelson, nelsonl@evergreen.edu
or
(360) 867-6056. Qualified students will be
accepted until the program fills.
Special Expenses: Approximately $100 or
more for research, local travel and media
production expenses.
Internship Possibilities: Spring quarter with
faculty approval.
Local Knowledge is a program in communitybased work using video, oral history, participatory research and other forms of activist learning.
It is offered every few years, and builds on work
and relationships that faculty, students, staff and
community members have developed. Our goal
is to develop strategies for collaborating with
local communities as they respond to change and
crisis. We will learn how to research and analyze
locally held knowledge and resources, support
community initiatives and implement projects
for sustainable community development.
In the fall, we will explore regional and national
case studies, popular education, communitybased research and environmental, public health
and social justice issues. We will examine
community projects creating economic, cultural
and ecological sustainability. We will familiarize ourselves with community resources, visit
archives, observe projects and develop relationships with community members. We will learn
skills in video, media literacy, historical research,
oral history and use of government documents.
Through these studies we will build a base for
collaborative community work.
In winter quarter, we will deepen skills in video
production, oral history, research and community
education and organizing. We will plan projects
to implement in spring quarter. In spring, we will
work on community-based, collaborative projects
that put in practice the skills, knowledge and
relationships we developed. The focus of our
projects might include education, social justice,
media, environment, public health, public art,
food systems or public policy.
Credits awarded in environmental and
labor studies, history, media analysis and
media production.

Political Ecology of Land

Sustainable

Design: Green Means

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Fall and Winter quarters
Faculty: Ralph Murphy, Carolyn Dobbs
Enrollment: SO
Class Standing: Sophomore or above,
transfer students welcome.
This upper-division program will provide an
interdisciplinary, in-depth focus on how land has
been viewed and treated by humans historically
and in contemporary times. We will pay special
attention to the political, economic, social!
cultural and environmental contexts of land use.
We will also look at land ethics, concepts of land
ownership and efforts to regulate land uses and
protect lands that have been defined as worthy
by society.
To understand the context, role and purposes
ofland policy and regulation, several social
science disciplines will be explored. Selected
aspects of the following topics will be used to
evaluate human treatment of land primarily in
the United States: history and economic development; the structure and function of American
government and federalism; public policy
formation and implementation; land-use planning and growth management; elements of
environmental and land-use law and economics;
fiscal analysis of state and local governments;
and selected applications of qualitative and
quantitative research methods. Taken together,
these topics examine the diversity of ideas and
skills required for developing an in-depth
analysis of land issues.
Our goal is to have students leave the program
with a comprehensive understanding of the complexity of issues surrounding land. The program
will include lectures, seminars, guest speakers,
research workshops, field trips in Western
Washington, and individual and group research
projects and presentations.

Fall and Winter quarters
Faculty: R. T. Leverich, TBA
Enrollment: 40
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $1 SOeach
quarter for design studio equipment and
supplies; $125 each quarter for overnight
field trips.
What means do we use to shape the Earth and
its living systems, and to live, work and move
about? Are these means ethical, sustainable and
beautiful? Ecological design proposes means
that are responsive and responsible to place
and community, that reuse and renew materials
and energy, and that draw lessons from natural
systems and forms and longstanding human
responses to them.
Students will study and do research in
landscape ecology, energy systems and
environmental design history, and bring lessons
from these disciplines to an integrative design
studio-the locus of activities for the program.
Studio projects will address drawing and design
fundamentals, thinking in three dimensions, site
survey and analysis, programming, user involvement, ecological design responses, buildingscience basics, energy use, and presentation
skills. Projects may range in scale and focus,
from a comic strip promoting safe disposal
of hazardous household wastes to portable,
self-sustaining shelters for disaster victims, or
from a strip-mine restoration plan to an energy
conserving hairdryer. Students will augment their
graphic means of study and expression
with computer workshops. Work discussions,
readings, seminars and writing assignments
will address how we, as individuals and as
communities, can design spiritually and physically sustaining means of coexisting with the
living systems of our home planet.

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Credit awarded in land-use planning and
growth management*, policy analysis*,
natural resource management*,
statistics, principles of economics,
American government and federalism,
literature, case studies in environmental
policy and implementation*, research
methods and projects*.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in land use and environmental planning, policy development and
fiscal analysis, environmental and natural
resource management.
This program is also listed under Society,
Politics, Behavior and Change.

Credit awarded in environmental design,
ecology and natural sciences, visual art and
expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in environmental studies,
environmental design, architecture and the
visual arts.
This program is also listed under First-Year
Programs; Expressive Arts; and Scientific
Inquiry.

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Program is preparatory for careers and
future studies in community development,
public policy, media, and nonprofit and
social justice organizations.
This program is also listed under Expressive
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upper-division credit

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

OFFERINGS BEGINNING WINTER QUARTER

••••

Teaching Gardens

European Environmental History

Fallquarter
Faculty: Frederica Bowcutt
Enrollment: 12
Class Standing: Junior or senior.
Faculty Signature: Students must submit a
portfolio of botanical illustrations or graphic
arts work, a writing sample, and a letter
of recommendation or evaluation from
their last Evergreen program to Frederica
Bowcutt, bowcuttf@evergreen.edu
or
The Evergreen State College, Lab II,
Olympia, WA 98505. Portfolios received
by May 5, 2004 will be given priority.
Special Expenses: Approximately $1 50
forfield tri ps.
Wewill link theory and praxis in the creation
of an arboretum on Evergreen's campus. We
will reflect on the following questions: How
might we increase the educational value of
the "green fringe" around our buildings? How
might an arboretum or botanic garden look
that fosters values such as social justice and
multiculturalism? To develop a historical context
forunderstanding arboreta, we will consider the
relationship between people and gardens, includingthe influence of Buddhism on Asian garden
design; the influence of Persian gardens on
Europeans; the impact of Christianity on garden
designand land use; the link between imperialismand Renaissance collections of plants; the
influenceof Romanticism on European attitudes
towardsnature; the importance of social justice
issuesin relation to botanic gardens; and Native
American approaches to gardening. To aid our
inquiries,we will read about theory and praxis in
landscape architecture, garden design and environmentaleducation. We will visit local arboreta
andbotanic gardens, including Chinese scholar
andJapanese gardens.
Students will learn about land-use planning
fora public space. Each student will complete
amajorwork in connection to the articulation
ofteaching gardens on Evergreen's campus.
Studentswill present designs to the Campus
Land-UseCommittee for approval, give public
oralpresentations and help to publicize the
openingof the teaching gardens. They will learn
howto fund raise and write grant proposals. In
addition,students will help to install the primitiveplant garden or phase II of the water-wise
pollinatorgarden.

Winter quarter
Faculty: Stacey Davis, Frederica Bowcutt
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Special Expenses: Approximately $30 for
museum field trips.
This program will probe the complex and changing relationship between Western Europeans and
their environment from the 17th century to the
present, as seen through the lens of the larger
social, cultural and artistic histories of those eras.
Some of the subjects we will consider include:
the impact of the early modem enclosure
movement and increased land privatization
across Europe; the importance of the Protestant
reformation on Dutch land reclamation and
the notion of humans' relationship to the sea;
the link between 18th-century concepts of art,
sociopolitical power and trends in garden design;
the influence of both the Enlightenment and
Romanticism on European attitudes towards
nature; the larger environmental ramifications of
European voyages of discovery and colonization;
and the environmental impact of changes in
scientific theory and methods, particularly in
the 18th and 19th centuries. Finally, we will cap
our quarter with a look at contemporary issues
in the 21 st century, particularly the impact of
both new European Union regulations and
the popular rejection of genetically modified
foodstuffs on Europeans' attitudes towards the
environment today.
To aid our inquiries, we will read both
secondary works of history and primary sources.
We will study paintings, drawings and garden
designs, and dip into poetry and period novels.
Each student will complete intensive written
assignments and give oral presentations. In
addition, each student will write an extensive
individual research paper using multiple
scholarly sources.

Creditwill be awarded in environmental
education,garden design and history, and
teachinggarden practicum.

Credit awarded in environmental history,
European social and cultural history and
art history.
Upper-division credit will be awarded for
upper-division work.
Total: 16 credits.
Program is preparatory for careers and
future studies in environmental studies,
history, art history and cultural studies.

Introduction to Environmental
Modeling
Winter quarter
Faculty: Robert Cole
Enrollment: 25
Class Standing: Sophomore or above.
Prerequisites: Good math skills through
pre-calculus.
This program will present a broad survey of
environmental and ecological systems that
lend themselves to modeling methods. This
rapidly expanding field is becoming an essential
component of environmental restoration projects,
wildlife management and enhancement, understanding biogeochemical cycles, designing
sustainable resource economic systems, and
developing better tools for ecological management. We will use a series of case studies to
illuminate the process of building and modifying
mathematical models of the environment. Topics
will include population models such as competition and predation models; metapopulation
analysis; energy flows; hydrologic phenomena;
primary production; and pollution models. The
tools we will develop can be applied to a wide
variety of settings, including the study of chaos
and chaotic behavior in biological and ecological
systems. This program will be excellent preparation for any advanced environmental program.
In workshops, we will develop many of the
mathematical tools and computer skills necessary
to understand the models we'll investigate, such
as calculus, which will be offered as a modular
part ofthe program and the Stella modeling
software. No prior background in computing is
assumed. Students should, however, be willing to
learn new software and apply new mathematical
techniques to a variety of situations and case
studies. Students will be expected to complete an
independent or group project and present it to the
class at the end of the quarter.

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Credit awarded in environmental modeling,
calculus, research topics in environmental
rnedeling" and mathematical ecology",
Total: 16 credits. Students who have
completed a first course in calculus may
enroll for 12 credits.
This program is preparatory for careers and
future studies in environmental science,
natural resource management, environmental policy, hydrology, medicine and the
physical and biological sciences.

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

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Total:16 credits.
Programis preparatory for careers
andfuture studies in environmental
education,environmental art and
landscapearchitecture.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

OFFERINGS BEGINNING SPRING QUARTER

V
Marine Life: Marine Organisms
and Their Environments

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Winter and Spring quarters
Faculty: Erik V. Thuesen, TBA
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Two quarters of college
chemistry with labs; two quarters of biological sciences with labs; and college-level
algebra.
Special Expenses: Up to $150 per quarter
for overnight field trips.
Marine Life focuses on marine organisms,
the sea as a habitat, relationships between the
organisms and the physical/chemical properties
of their environments, and their adaptations to
those environments. Students will study marine
organisms, elements of biological, chemical
and physical oceanography field sampling
methods with associated statistics and laboratory
techniques. Throughout the program, students
will focus on the identification of marine organisms and aspects of the ecology of selected
species. Physiological adaptations to diverse
marine environments and comparative anatomy
will also be emphasized. The class will study
physical features of marine waters, nutrients,
biological productivity and regional topics in
marine science. Concepts will be applied via
faculty-designed experiments and studentdesigned research projects. Data analysis will be
facilitated through the use of Excel spreadsheets
and elementary statistics. Seminars will analyze
primary literature on topics from lectures and
research projects.
The faculty will facilitate identification of
student research projects, which may range from
studies of trace metals in local organisms and
sediments to ecological investigations of local
estuarine animals. Students will design their
research projects during winter quarter and write
a research proposal that will undergo class-wide
peer review. The research projects will then be
carried out during spring quarter. The scientific
process is completed when results of the research
projects are documented in written papers and
students give oral presentations during the last
week of spring quarter.
Credit awarded in biological oceanography,
marine biology, invertebrate zoology,
marine science laboratory and marine
science research. Although circumstances
may change, we anticipate that all credit
will be designated upper-division science for
those students completing both quarters of
the program.
Total: 16 credits each quarter.
A similar program is expected to be offered
in 2006-07.
Program is preparatory for careers and
future studies in marine science, environmental science and other life sciences.

Animal Behavior
Spring quarter
Faculty: Heather Heying
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: One year of college-level
biology; one year of college-level writing.
Students should also have background in
evolutionary and ecological theory, or be
prepared to quickly catch up with substantial readings from the texts, as described on
the program Web site, that we will not be
discussing in class.
Special Expenses: Approximately $125 for
overnight field trips; and any expenses associated with independent research projects
(in most cases $0-$100).
What do animals do? How do animals achieve
these things? Why do animals do what they
do? In this program, students will begin to
answer these questions with extensive use of the
existing literature, and by generating their own
data in independent research projects. Animals
hibernate, forage, mate, form social groups,
compete, communicate, care for their young, and
so much more. They do so with the tools of their
physiology, anatomy, and, in some cases, culture,
for reasons having to do with their particular
ecology and evolutionary history. By focusing on
the interplay between ecology and evolution, we
can understand animal behavior.
In this program, we will begin with a review
of animal diversity, and continue our studies of
behavior from both a theoretical and an empirical
perspective. Students will be expected to engage
some of the complex and often contradictory
scientific predictions and results that have been
generated in this field, as well as undertake their
own, intensive field research. After studying the
methods, statistical tests, and literature base
frequentl y used in behavioral research, students
will generate their own hypotheses, and go
into the field to test them over several weeks of
research. Research will be written up into
scientific papers and presented to the entire
program in a mini-conference in the final week.
Some topics that we will focus on include
mating systems, territoriality, female mate
choice, competition, communication, parental
care, game theory, plant/animal interactions and
convergent evolution. Seminar readings will
focus on one group of animals in particular: the
primates, including Homo sapiens.

Environmental Economics and
Natural Resource Policy
Spring quarter
Faculty: Ralph Murphy
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: One quarter of microeconomics is strongly recommended.
This program surveys the applications of
environmental economics to a variety of
environmental problems including natural
resource allocation; management and stewardship; pollution control and abatement; public
policy analysis; selected aspects of environmental law; and market failure theory and practice.
Specific case studies will provide opportunities
to develop in-depth understandings and applications of environmental economic theory. Possible
case studies include wetland protection and
mitigation, restoration of Pacific salmon stocks
in the Pacific Northwest, forest management
issues, water resource allocation/reform, the
economic context and cultural identity of natural
resource dependent communities and regulatory
reform theory and practice. Field trips will offer
practical application and demonstrations of the
work we do in class. Research projects will
allow students to explore topics of interest from
the perspective of selected environmental
economic concepts. The program will conclude
with a critical evaluation of the opportunities
and limitations of environmental economics in
environmental problem solving.
Credit awarded in microeconomics,
environmental economics, environmental
policy and environmental law.
Total: 16 credits.
Program is preparatory for careers and
future studies in environmental studies,
public policy analysis, public sector regulatory agencies, non-governmental organizations, advocacy groups, the private sector
and consulting companies.
This program is also listed under Society,
Politics, Behavior and Change.

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Credit awarded in behavioral ecology, evolution, zoology and biological anthropology.
Upper-division credit will be awarded for
upper-division work.
Total: 16 credits.
A similar program is expected to be offered
in 2006-07.
Program is preparatory for careers and
future studies in field biology, evolution,
ecology and other life sciences.

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Students who register for a program
but do not attend the first class
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Farm to Table: Topics in Local
and Global Food Production
Springquarter
Faculty:Martha Rosemeyer,
Martha Henderson Tubesing
Enrollment:48
ClassStanding: This all-level program will
offerappropriate support for first-year
students as well as supporting/encouraging
thoseready for advanced work.
SpecialExpenses: $75 per student for field
trip,food and other program expenses.
Internship Possibilities: With faculty
approval.
Thisprogram offers students a flavorful buffet
ladenwith local and global food systems topics.
Students will explore the U.S. food system, grow
food at Evergreen's organic farm, investigate
issues in agricultural and food system policy,
compare Olympia food systems with urban food
systems in Central America, and learn cooking
skills at weekly program meals.
Students will participate in lectures, workshops, field trips, films, program meals and
seminar. Students are expected to maintain a
weekly activities journal, write several brief
themes and complete a library research project
resulting in an annotated bibliography and a
seven- to ten-page paper.
Specific activities will include: local farm
tours, visits to a farmers' market and community
supported agriculture farmls, composting and
organic gardening workshops, a food preservation workshop, a U.S. farm policy workshop
and weekly meals involving students' cooking,
among others.
Credit awarded in topics of community food
systems and sustainable agriculture.
Total: 16 credits.
Program is preparatory for careers and
future studies in community and urban food
systems, food system policy and sustainable
agriculture.
This program is also listed under First-Year
Programs.

Plant Ecology and Taxonomy

Protected Areas?

Spring quarter
Faculty: Frederica Bowcutt, TBA
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Introduction to plant biology,
including evolution and morphology.
Faculty Signature: Interested students
should submit a letter outlining their
background in botany, interest in the
program and class standing by the
Academic Fair, March 2, 2005. Send letters
to Frederica Bowcutt, The Evergreen
State College, Lab II, Olympia, WA 98505
or bowcuttf@evergreen.edu.
Qualified
students will be accepted into the program
until the program fills.
Special Expenses: Approximately $250 for
field trips.
We will examine the fundamentals of plant
ecology and taxonomy. Lectures will loosely
follow the textbook readings. Students will work
in the laboratory learning how to use Hitchcock
and Cronquist's Flora of the Pacific Northwest,
a technical key for identifying unknown plants.
We will spend time in the field and laboratory
discussing the diagnostic characters of plant
families. Our seminar readings of scientific
journal articles will focus on vegetation ecology.
Students will learn basic vegetation sampling
methods that they will apply to a field project.
This project will allow students to develop data
analysis and presentation skills, in addition to
learning about field methods. Two multiple-day
field trips, a requirement of the program, will
give students an opportunity to learn about
Pacific Northwest plant communities in the field.

Spring quarter
Faculty: Carolyn Dobbs
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: At least two quarters in an
intermediate- or advanced-level program in
environmental studies.
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, concepts and realities of ecotourism, and
the role of domestic and international environmental organizations.
Class time will focus on lectures and
discussions on these topics using books such
as Continental Conservation by Michael Soule,
et aI., Preserving Nature in National Parks by
Richard Sellars, American Indians and National
Parks by Robert Keller, et aI., Parks in Peril,
edited by Katrina Brandon, Ecotourism and
Sustainable Development by Martha Honey,
Biodiversity and Conservation by Michael
Jeffries, and Our National Parks by John Muir.
We will also have guest lectures by practitioners
in the field such as representatives of Nature
Conservancy, local land trusts, state agencies that
administer protected areas and relevant federal
agencies. Students will also develop at least two
research projects. These will enable students to
gain a fuller understanding of protected areas in
other countries and to look in some depth at
critical issues in the field such as indigenous
rights and protected areas, community-based
ecotourism, the relationship between endangered
species protection and protected areas, or the
impact of conflict and war on the protected areas.

Credit awarded in plant taxonomy*,
plant ecology*, and vegetation of the
Pacific Northwest*.
Total: 16 credits.
Program is preparatory for careers and
future study in conservation, ecological
restoration, forestry, natural resource
management, plant ecology or plant
taxonomy.

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Credit awarded in environmental studies*,
protected areas*, biodiversity* and
conservation* .
Total: 16 credits.
Program is preparatory for careers and
future studies in environmental studies
especially in areas of land-use planning
and regulation, international conservation,
ecotourism, biodiversity, comparative
legal and administrative systems.

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Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edufcatalog.

*Indicates

upper-division

credit

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 - Film/Video
Doranne

Crable - Performance

Studies, Literature

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 theme-based 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 and visual arts. 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 crossdivisional programs offering the arts, such as science/arts or literature/arts.

Joe Feddersen - Visual Art
Anne Fischel - Film/Video
Ariel Goldberger
Walter

- Scenic Design

Eugene Grodzik - Theater

Bob Haft - Visual Art,
Photography
Lucia Harrison - Visual Art
Ruth Hayes - Animation
Rose Jang - Theater
Robert Leverich - Visual Art!
Architecture
Ju-Pong Lin - Film/Video
Jean Mandeberg

- Visual Art!

Sculpture
Laurie Meeker

- Film/Video

Kabby Mitchell - Dance
Ratna Roy - Dance, African
American

Studies,

South Asian Studies
Terry Setter - Music
Paul Sparks - Visual Art,
Photography

Expressive Arts

Lisa Sweet - Visual Art
Gail Tremblay - Fiber Art,
Creative Writing
Sean Williams - Ethnomusicology

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 interdisciplinary studies may also
plan independent contracts if they have at least one year of intensive coursework in media
production and theory from their former institution.
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:
(1) 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 two- and three-dimensional media. Slides,
photographs and actual pieces may be included. (2) Students who have worked in a variety of
media should include examples from each, demonstrating the range of 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.

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Evolution of the Book
Fall and Winter quarters
Faculty: Bill Ransom, Joe Feddersen
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Up to $200 per quarter
for printmaking tools, materials, lab fees
and field trips.
Books-whether
rolled, accordianed, sewn,
stapled, folded, boxed or glued-remain,
like
traditional jewelry or clothing, objects of care
and respect in most cultures. They were preceded
by pictographs, petroglyphs, fabric designs,
house pole carvings and hide paintings. We will
investigate mnemonic devices that merge visual
and written language into narratives and explore
oral and written storytelling. We will develop
the skills essential to the writing and making of
a variety of books and the human effort to communicate visually.
Students can expect readings in visual art,
writing, indigenous arts, book arts, storytelling
and printmaking.
While devoting fall quarter to skill-building
workshops in a variety of printrnaking and writing techniques, we will reserve winter quarter to
pursue individual projects of significant scope
and substance.
Credit awarded in creative writing, editing,
publishing, printmaking, bookbinding and
history of the book.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in visual art, printmaking,
book editing, design and production and
writing.
This program is also listed under First-Year
Programs and Culture, Text and Language.

Foundations of Performing
Moving Moments

Arts:

Fall, Winter and Spring quarters
Faculty: Rose Jang, Doranne Crable,
Kabby Mitchell
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: One year of interdisciplinary
studies program experience or equivalent.
Special Expenses: $50 for theater and
dance tickets each quarter.
All performing arts are made of "moments" on
stage, and every moment of performance is an
active, continuous state of presence and movement. We will analyze and experiment with the
mental and kinesthetic ingredients behind the
series of moving moments in a performance. By
"foundations," we refer to the building blocks of
every performance. These are the artist's mental
and physical abilities and tools such as the
spatial and architectural considerations of each
performance. They refer to a solid understanding
of history and theory in performance studies,
which, combined with a genuine care for contemporary society and one's community, make
every moving moment on stage meaningful and
identifiable for the audience.
We will study theater and dance as forms of
artistic integrity as well as products of social and
ethnographical phenomena. Through workshops
and group projects, we will explore the body
as the fundamental instrument for movement
and performance. The ultimate goal is to strive
for a close harmony between the body and the
mind in the conscious arts-making process and
to enhance every moving moment on stage.
Through readings, writings, lectures and films,
we will explore the historical and theoretical
progression of theater and dance in different
contexts. We will study groundbreaking performing and movement artists of the past as well as
those who are presently shaping the landscape
of performance throughout the world. We will
attend to issues of race, class and gender in our
exploration, giving special consideration to
unique moments when artists have been faced
with censorship and discrimination.
Credit awarded in skill development in theater and dance, performing arts history and
theory, multicultural studies, multicultural
performance and expository and research
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 theater, dance, performing
arts and multicultural studies.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Foundations

of Visual Arts

Fall, Winter and Spring quarters
Faculty: Lisa Sweet, Jean Mandeberg,
Joe Feddersen
Enrollment: 40
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: $50 studio use fee per
student, each quarter.
This program offers an intensive introduction
to the making of two-dimensional and threedimensional art forms, in conjunction with the
study of aesthetics and art history. This program
is designed for students who have a passion for
art, the ability to take risks, stamina and patience
to work hard for long hours, openness to new
ideas, and a willingness 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.
In fall quarter, students will be assigned to
either the two-dimensional component or the
three-dimensional component for the quarter. In
winter quarter, the groups will switch, so that
by the end of winter, each student will have had
an intensive introduction to drawing, 2-D and
3-D design. During all three quarters, students
will write analytic papers and take exams about
art history ideas and issues in contemporary
art. Students will be expected to be in class and
work in the studio at least 40 hours per week.
Students will develop a visual vocabulary, seeing
skills and an understanding of 2-D and 3-D
composition. Students will complete weekly
studio projects in mixed media, woodworking,
metalworking, printmaking and drawing-fromobservation.
In spring quarter, students will have the opportunity to deepen the technical skills they developed throughout the program and apply them to
the creation of an extensive, thematic body of
work. Art history will be covered through student
projects and lectures and emphasis will be placed
on skills in color theory and the exploration of a
range of careers in the arts through lectures and
workshops. Preparation of artist portfolio will
also be addressed.
Credit awarded in drawing, printmaking,
2-D and 3-D design, sculpture and art
history.
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 art education and the
humanities.

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

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Local Knowledge: Community,
Media Activism, Public Health
and the Environment
Fall, Winter and Spring quarters
Faculty: Anne Fischel, Lin Nelson
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Faculty Signature: See faculty at the
Academic Fair, May 12, 2004. For more
information contact Anne Fischel,
fischela@evergreen.edu
or (360) 867-6416,
or Lin Nelson, nelsonl@evergreen.edu
or
(360) 867-6056. Qualified students will be
accepted until the program fills.
Special Expenses: Approximately $100 or
more for research, local travel and media
production expenses.
Internship Possibilities: Spring quarter with
faculty approval.
Local Knowledge is a program in communitybased work using video, oral history, participatory research and other forms of activist learning.
It is offered every few years, and builds on work
and relationships that faculty, students, staff and
community members have developed. Our goal
is to develop strategies for collaborating with
local communities as they respond to change and
crisis. We will learn how to research and analyze
locally held knowledge and resources, support
community initiatives and implement projects
for sustainable community development.
In the fall, we will explore regional and
national case studies, popular education,
community-based research and environmental,
public health and social justice issues. We will
examine community projects creating economic,
cultural and ecological sustainability. We will
familiarize ourselves with community resources,
visit archives, observe projects and develop
relationships with community members. We will
learn skills in video, media literacy, historical
research, oral history and use of government
documents. Through these studies we will build
a base for collaborative community work.
In winter quarter, we will deepen skills in video
production, oral history, research and community
education and organizing. We will plan projects
to implement in spring quarter. In spring, we will
work on community-based, collaborative projects
that put in practice the skills, knowledge and relationships we developed. The focus of our projects
might include education, social justice, media,
environment, public health, public art, food
systems or public policy.
Credits awarded in environmental and
labor studies, history, media analysis and
media production.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in community development,
public policy, media, and nonprofit and
social justice organizations.
This program is also listed under
Environmental Studies.

Mediaworks: Experiments with
Movement, Light and Sound
Fall, Winter and Spring quarters
Faculty: Ruth Hayes, Laurie Meeker, TBA
Enrollment: 40
Class Standing: Junior or senior.
Prerequisites: Core or interdisciplinary
studies program. Transfer students must
complete at least one quarter of interdisciplinary studies.
Faculty Signature: Students must complete
a written application available from
Academic Advising by April 20, 2004.
Applications received by May 12, 2004, will
be given priority.
Special Expenses: Approximately $200$300 each quarter
for production supplies.
Internship Possibilities: Spring quarter with
faculty approval.
What does it mean to make moving images
in the information age? How do we critically
engage the traditions of moving image practices
while pushing beyond established forms? What
responsibilities do filmmakers have to their subjects and audiences? In this foundation program,
students will engage with these questions and
gain skills in film/video history, theory, critical
analysis and media production.
We will explore a variety of filmic modes and
communication strategies including animation,
documentary and experimental film/video,
emphasizing the materiality and specific artistic
properties of film, digital video and other sound
and moving image media, as well as the various
strategies artists and media producers have
employed to challenge traditional or mainstream
media forms.
In fall and winter quarters, students will
acquire specific critical and technical skills as
they work collaboratively to explore different
ways to design moving image works, execute
experiments in image-making and sound, and
evaluate films and video tapes. Students will read
significant amounts of media criticism and film
theory and will learn to analyze visual material
and the politics of representation through
seminars, research and critical writing. They will
link this theoretical material to their production
practices as they develop skills in drawing,
animation, cinematography, digital video, audio
and a variety of post-production techniques.
Artist statements and project proposals will be
developed in preparation for the production of
individual or collaborative projects in the spring.

Rhythmic Meditations
Fall, Winter and Spring quarters
Faculty: Mukti Khanna, Terry Setter,
Sarah Williams
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: $25 each quarter for
art supplies; $25 each quarter for yoga
workshop; $25 for drumming workshop.
Internship Possibilities: With faculty
approval.
This interdisciplinary, yearlong, intentional
learning community will explore rhythm in
relation to mind, consciousness and creativity.
Half our work will take place in experientially
based, all-program studio sessions. Individual
and small group work including seminar and
student-originated research projects will comprise the other half of each student's credits.
This program will explore and is committed
to alternative pedagogues including personcentered learning, open space technology,
emotional and spiritualliteracies, trans formative
education and somatic studies. Students will
select an appropriate faculty and research focus
each quarter.
Mukti Khanna studies transpersonal psychology, expressive arts therapy and image theater.
She is interested in the relationship between
personal transformation and social change.
Terry Setter studies music and its tribal,
contemporary and historical practice. He is
interested in studying rhythm, particularly
drumming, in relation to human behavior.
Sarah Williams studies feminist theory,
cultural studies and yoga. She is interested in
exploring rhythms of the energetic body
including vibrations of heart, thought and breath.
Credits awarded in cultural studies,
psychology, women's studies, somatic
studies, music history, theory and
composition and education.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and
future studies in education, cultural studies,
expressive arts, psychology, women's
studies, music and somatic studies.
The program is listed under Culture,
Text and Language and Society, Politics,
Behavior and Change.

Credits awarded in film theory and criticism, animation, cinematography, digital
video production, audio production, documentary history and theory, experimental
film/video history and independent projects
in film and video.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in media, visual art and
communication.

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

Shadowlands

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Falland Winter quarters
Faculty:Ariel Goldberger
Enrollment: 25
ClassStanding: Sophomore or above.
SpecialExpenses: Approximately $50 for
workshop materials fee and $40 for theater
tickets each quarter. Other expenses
depend on specific student projects.
Themain goal of this exciting program is
toinvestigate the nature of the Shadow, the
Shadowarchetype and journeys through the
mythicShadow lands, while simultaneously
buildinga learning community of scholars and
artistsengaged in multidisciplinary studies. Our
exploration will include the following questions:
Whatcan we learn about, and from, mythic
journeys through the Shadow lands? What is
theShadow aspect of the human psyche? What
doesthe Shadow reveal about our psyche and
thehuman condition? How can we reveal and
exploresome of its nature through artistic and
multidisciplinary projects?
In the fall, we will study the Shadow as it
appearsin literature, art, Archetypal and Jungian
psychology and myth, through short projects and
performances. Faculty and guests will offer
demonstrations and workshops in shadow puppetry,design and technical issues. Students will
developskills in performance, shadow-puppet
theaterand other explorations of the artistic
process.Individual and collaborative projects
willoffer opportunities for delving into individualinterests related to the themes of the class.
Exploration of experimental performance and
innovativematerials, techniques, imagery and
toolswill be a primary focus. As part of the
program,we will go on field trips to see relevant
theatricaland performance productions in Seattle
andPortland.
In the winter these skills will be directed
towardthe production of a large-scale experimentalshadow puppetry performance. Expect a
fullworkload and room for self-direction.
Creditawarded in archetypal psychology,
culturalstudies, expressive arts, experimentalart, Jungian psychology, myth studies,
performance studies, performance, theater,
puppettheater and shamanism, depending
onstudent's independent work.
Total:16 credits each quarter.
Programis preparatory for careers and
futurestudies in archetypal psychology,
culturalstudies, expressive arts, experimentalart, Jungian psychology, myth
studies,performance studies, performance,
theater, puppet theater and shamanism,
andany career that requires imagination,
collaborative skills, resourcefulness and
cross-disciplinary skills.

Student Originated Studies:
Media

Student Originated Studies:
Visual and Media Arts

Fall, Winter and Spring quarters
Faculty: Sally Cloninger, Ruth Hayes
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Mediaworks or one year
of media production, media history and
theory.
Faculty Signature: All students must submit
a portfolio (see description below) and
complete the written application available
at Academic Advising or in the Program
Office, COM 30 I. Portfolio/applications
received in May 2004 will be given
priority. For more information contact
Sally Cloninger, c1oninsj@evergreen.edu
or (360) 867-6059, or Ruth Hayes,
hayesr@evergreen.edu
or (360) 867-6890,
or The Evergreen State College, COM 30 I,
Olympia, WA 98505. Portfolios and
applications will be accepted until the
program fills.
Special Expenses: Depends upon project.
Internship possibilities: With faculty
approval.
Students are invited to join this learning community of media artists interested in media
production, design, writing, history or theory,
and to collaborate with media faculty. Students
will work with faculty during the first few weeks
of fall quarter to design small group contracts,
collaborative projects or critique groups that
will be supported by this year's SOS program.
In addition to the student-centered curriculum,
we will explore different themes each quarter.
In fall, our focus will be Building Media
Communities. The theme for winter will be the
Dynamics of Creative Processes. In spring, we
will focus again on Building Media Communities
in regard to audience and distribution.
This is not the place to do beginning studies
in media. It should be seen as an opportunity for
students who share similar skills and common
interests to do advanced work that may have
grown out of previous academic projects and
programs. To be considered for this advanced
program, you should have successfully completed Mediaworks (the entry-level program in
media studies at Evergreen) or its equivalent
(i.e., approximately one year of media skill
training, media history and media theory), or
completed another interdisciplinary media
program at Evergreen, and submit a portfolio
that includes copies of recent faculty evaluations
and a VHS tape that contains two examples of
your best work in film or video.

Fall and Winter quarters
Faculty: Paul Sparks
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: One year, or the equivalent,
of preparatory college work in the visual
arts and/or media arts. For visual arts
students this should include substantial
work in drawing. These requirements may
be waived for students with strong
portfolio work.
Faculty Signature: With portfolio review.
Students must submit expository writing
samples prior to an interview. Preference
will be given to students who interview on
May 13 and 14, 2004. For more information,
contact Paul Sparks, The Evergreen State
College, Lab II, Olympia, WA 98505 or
(360) 867-6024 or sparksp@evergreen.edu.
Portfolios and writing samples will be
accepted until the program fills.
Special Expenses: Students should expect
above-normal expenses for materials and
supplies, as well as lab fees.
Student Oriented Studies: Visual and Media Arts
is aimed at those individuals who are thinking
about graduate school or hands-on professional
work in one of the visual or media arts. This
program combines several features typical of
an intensive graduate-level studio workshop
and of the traditional conservatory master class.
Students will pursue self-defined project work in
an environment that is characterized by intensive
critique and demanding real-world standards in a
PC-free environment. Expect a heavy workload.
A capacity for tolerance and a sense of humor
are desirable but not absolutely necessary.
Credits may vary depending
student work.

upon

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the arts: digital imaging,
painting, photography, sculpture and video.

Credit awarded in media studies and
production.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and
future studies in media arts.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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OFFERINGS BEGINNING SPRING QUARTER

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Sustainable Design: Green Means

Time Rhythm Music Theater

Puppet and Object Theater

Fall and Winter quarters
Faculty: R. T. Leverich, TBA
Enrollment: 40
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $150 each
quarter for design studio equipment and
supplies; $125 each quarter for overnight
field trips.
What means do we use to shape the Earth and
its living systems, and to live, work and move
about? Are these means ethical, sustainable and
beautiful? Ecological design proposes means
that are responsive and responsible to place
and community, that reuse and renew materials
and energy, and that draw lessons from natural
systems and forms and longstanding human
responses to them.
Students will study and do research in landscape ecology, energy systems and environmental design history, and bring lessons from
these disciplines to an integrative design
studio-the
locus of activities for the program.
Studio projects will address drawing and design
fundamentals, thinking in three dimensions,
site survey and analysis, programming, user
involvement, ecological design responses,
building-science basics, energy use, and
presentation skills. Projects may range in scale
and focus, from a comic strip promoting safe
disposal of hazardous household wastes to
portable, self-sustaining shelters for disaster
victims, or from a strip-mine restoration plan
to an energy conserving hairdryer. Students
will augment their graphic means of study and
expression with computer workshops. Work
discussions, readings, seminars and writing
assignments will address how we, as individuals
and as communities, can design spiritually and
physically sustaining means of coexisting with
the living systems of our home planet.

Fall, Winter and Spring quarters
Faculty: Arun Chandra, Walter Grodzik
Enrollment: 50
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Foundations of Performing
Arts, or other college-level performing arts
courses.
This program explores experimental theater and
music of the 20th century to the present. Both
theater and music are time-based arts that address
the structures of sequence, return, counterpoint,
juxtaposition, non-sequitur and contradiction.
For example, a plot has a "sequence," music
has events that follow one another, music can
have simultaneous events, and a play can have
multiple themes running simultaneously.
Performing music and theater together suggests many intriguing possibilities. Must theater
always be in the foreground and music in the
background? Can music do more than establish
a "scene" for the actors? What can music tell us
about the characters that a dialog cannot? Can
acting change the significance of the music?
When is music "theatrical?" Can theater be
"musical?" What has happened historically to
change the relative functions of "music" and
"theater"? What were the social and political
antecedents and consequences to these attempts?
How can we speak of these events such that they
are not merely historical curiosities, of use only
to the academic or the nerd?
During fall and winter quarters, shared
concepts of theater and music will be discussed,
experimented with and rehearsed. We will
read plays, listen to music and read articles on
aesthetic theory by many different playwrights,
composers and philosophers, such as Gertrude
Stein, Tony Kushner, Bertolt Brecht, Harry
Partch, Anne Bogart and Walter Benjamin. In
the winter, students will design creative projects
that take off from the class readings, discussions,
rehearsals and experiments.
In the spring, students will perform a fullscale play directed by the faculty, with music
composed by the faculty.

Spring quarter
Faculty: Ariel Goldberger
Enrollment: 24
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $50
for workshop materials; $40 for theater
tickets; and project expenses depending on
individual work.
The goal of this program is to investigate,
through performance, the nature of experimental
puppet theater and object theater. In this exciting
community of artists and scholars, emphasis will
be placed on imaginative risk-taking, experimentation and self-directed work. Participants will
create their own scripts or storyboards, learn
about construction and performance techniques,
and design, direct and perform student-originated
performances. Exploration of new and innovative
materials and tools will be encouraged. Faculty
will facilitate student-originated work, offer
workshops and assist with technical questions.
The program will require weekly showing of
works-in-progress to expose all participants to
different artistic processes. Weekly presentations
will focus on issues related to contemporary
puppetry, technical issues and/or manipulation
techniques. Depending upon student demand,
a movement workshop will be offered. The
work of established and emerging American and
world puppeteers that work in an experimental
approach will be discussed and examined
through a variety of media.

Credit awarded in environmental design,
ecology and natural sciences, visual art and
expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in environmental studies,
environmental design, architecture and the
visual arts.
This program is also listed under First-Year
Programs; Environmental Studies; and
Scientific Inquiry.

Credits awarded in 20th-century theater,
20th-century music, music composition,
acting, directing and contemporary
aesthetics.

d

Credit awarded in puppet and object
theater, performing arts, performance,
design and other areas depending on
student work.
Total: 16 credits.
Program is preparatory for careers and
future studies in fields that require facility
with collaborative processes, imagination,
creative writing, research skills, artistic processes, intuitive and visual thinking, design
and performing arts.
This program is also listed under First-Year
Programs.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in music, theater and the
performing arts.

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

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Springquarter
Faculty:Sally Cloninger
Enrollment:24
ClassStanding: This program is designed
for50 percent first-year and 50 percent
sophomore students.
Prerequisites: Two quarters of college-level
work.
Special Expenses: Approximately $50 for
videotape and supplies.
This program is designed for first- and secondyear students interested in exploring visual
literacy, video production and media criticism.
Students will be introduced to both media
deconstruction and media production skills
through a series of lectures, workshops, seminars
and design problems that focus primarily on
studio video. We will focus our work on the
development of a critical perspective on contemporary media. In both theoretical discussions
and production workshops we will consider the
parameters and influences of television, video
art, video activism, music videos and video
documentaries.
We will investigate the politics of representation, i.e., who gets the camera, who appears on
the screen and who has the power. Therefore,
students who choose to enroll in this program
should be vitally and sincerely interested in the
issues and ideas concerning the representation of
gender, race, ethnicity, class and sexual orientation in the media. Activities will include training
in the multi-camera TV studio, instruction in
basic digital field production and editing, an
introduction to media research techniques and a
survey of visual design principles.
Credit awarded in media studies, media
literacy, communications and television
production.
Total: 16 credits.
Program is preparatory for careers and
future studies in media arts, humanities,
social sciences and communications.

t-

This program is also listed under First-Year
Programs.

Seeing the Light
Spring quarter
Faculty: Bob Haft
Enrollment: 20
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: Intermediate-level
photography.
Faculty Signature: Students must present an academic and photographic
portfolio and schedule an interview. For
more information contact Bob Haft,
haftr@evergreen.edu or (360) 867-6474.
Academic and photographic portfolios
will be accepted until the program fills.
Special Expenses: Approximately $200$300 for photo materials and $12
for museum admissions.
This program is designed for intermediate- and
advanced-level photography students. They will
work with medium- and large-format as well as
35mm cameras. Students will study the work of
historical and contemporary photographers, view
and analyze films and read texts dealing with
the history and critical analysis of the medium.
In addition to classroom work, field trips will be
taken to galleries and museums to view exhibits
and/or collections of photographs of particular
interest. There will be a series of assigned
projects designed to further technical and
aesthetic skills. As a final project, students will
work in teams to produce a theme-centered
document combining images and text. All the
projects will be formally presented and critiqued.
Credit awarded in intermediate photography, history of photography, aesthetics,
art theory and criticism, and individual
research projects.
Total: 16 credits.
Program is preparatory for careers and
future studies in art history, photography
and/or the humanities.

Sustainable Design:
Green Furniture
Spring quarter
Faculty: R. T. Leverich
Enrollment: 20
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prerequisites: Sustainable Design: Green
Means or two quarters of environmental
design, 3-D design or sculpture and one
quarter of ecology.
Faculty Signature: Students must present a portfolio containing a minimum
one-page writing sample and photos of six
to eight examples of 2-D and 3-D work
at the Academic Fair, March 2, 2005.
For information contact Bob Leverich.
levericha@evergreen.edu
or The Evergreen
State College, Lab II, Olympia, WA 98505.
Portfolios received by March 2 will be given
priority. Portfolios will be accepted until the
program fills.
Special Expenses: $250 for woodworking
tools and supplies and approximately $125
for field trip to Eugene, Oregon.
Can a table that wastes wood in its construction
be beautiful? Is an uncomfortable chair wasteful? Is it ethical to use sustainably harvested
hardwoods for high-powered rifle stocks? This
program will explore the challenges of designing
furniture and functional woodworking projects
using sustainable means and materials.
Students will study and do research in sustainable forestry practices, recycled and man-made
wood products, furniture and industrial design
history, and ergonomics. They'll use what they
learn in an integrative wood studio where they
will design and build one piece of furniture and
one small production-run prototype. Students
will be introduced to design and technical
drawing, wood characteristics and selection, the
care and safe use of hand and power tools, joint
design and cutting, lamination and bending,
assembly and gluing, sanding and finishing.
Work discussions, readings, seminars and
writing assignments will address issues around
materialism, reuse and recycling, craft and
workmanship, user and designers, and
sustaining work and life styles.
Credit awarded in drawing, design history
and theory, environmental design, and
furniture design and construction.
Total: 16 credits.
Program is preparatory for careers and
future studies in art, crafts, architecture
and environmental design.
This program is also listed under First-Year
Programs.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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SCIENTIFIC
INQUIRY
Affiliated Faculty:
Clyde Barlow - Chemistry
Dharshi Bopegedera

- Chemistry

Andrew Brabban - Biology
John Aikin Cushing - Computer
Science

The world is so full of such marvelous things that humans are drawn to wonder at it
and try to understand it. One result of that wonder is called science. The faculty of
the Scientific Inquiry area are members of the scientific community, men and women
who have devoted their professional lives to personal journeys of discovery as they
investigate the world and help their students learn about it. We are committed to the
ideal of science education in the context of liberal arts education, and science and mathematics are essential components of the modem liberal arts curriculum. We will help
students-whatever
their primary interests may be-understand
the wonders of nature
and also understand science as a force in our technological society.

Judy Bayard Cushing - Computer
Science
Jeffrey J. Kelly - Chemistry
Robert H. Knapp, Jr. - Physics
Elizabeth M. Kutter - Biology
Albert C. Leisenring Mathematics
Stuart

Matz - Biology

David McAvity - Mathematics
Donald V. Middendorf - Physics
Donald Morisato - Biology
Frank Motley - Library
Nancy Murray - Biology
James Neitzel - Chemistry
Neal Nelson - Computer Science
Janet Ott - Biology
David W. Paulsen - Cognitive
Science
Paula Schofield - Chemistry
Sheryl Shulman - Computer
Science
James Stroh - Geology
Rebecca Sunderman

- Chemistry

Brian Walter - Mathematics
E. J. Zita - Physics

Scientific Inquiry

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.
Some programs in this area allow you to learn basic science as part of your general
liberal arts education whereas 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.
In all of our offerings, however, we emphasize the application of science, and you will
use the scientific principles you learn to solve real-world problems.
Whether you are a first-year student, or more advanced, you will find a program
that fits with your academic plan. You may choose to follow a pathway of a typical
science major, or you may simply want to explore the wonder and application of science
in a broader context. Programs in Scientific Inquiry are mostly repeating: either every
year, or alternate years. These repeating programs are listed below.
Your interest or emphasis may be in biology, chemistry, computer science, math or
physics, and there are several programs that offer beginning, intermediate and advanced
work in all of these areas. You should refer to the individual catalog descriptions for
more details.
By engaging in laboratory and group problem-solving exercises, you will learn to think
like a scientist: to apply theories to experimental situations, to collect data and analyze them
in the light of underlying theory, and to use data to test hypotheses. You will do much of
your work with the same high quality, modem analytical instruments used in research laboratories, and using some of the best modem software available. In addition, you will read
current scientific journal articles and learn to write technical reports and papers.
Advanced students working in this area have many opportunities to do scientific
research, as part of an ongoing faculty research program. Research students have presented their work at scientific meetings and have become authors on technical papers.
Alumni of Scientific Inquiry programs have an excellent record of success in graduate
and professional schools, and in their chosen fields. The possibilities are limited only
by your energy and ambition.
Biology

*Indicates upper-division credit

Chemistry

Computer

Science

Mathematiu

Physics

Health and Human
Development

Intro to Natural Science!
Matter and Motion

Algebra to Algorithms

Matter and Motion!
Data to Information

Physicist's World

Introduction to
Natural Science

Molecule to Organism

Data to Information

Math Methods

Matter and Motion

Computability

Computability

Astronomy and Energy

Student Originated Software

Math Systems

Physical Systems

Molecule to Organism
Advanced Biology

Environmental

Analysis

Atoms Molecules Research

computability: The Scope and
Limitations of Formal Systems

Data to Information:
Computer
Science and Mathematics

Fall,Winter and Spring quarters
Faculty:Sheryl Shulman, Brian Walter
Enrollment:50
ClassStanding: Sophomore or above,
transferstudents welcome.
Prerequisites: Data to Information or
equivalent, programming languages, data
structures, architecture, dfscrete math.
Someof these prerequisites may be waived
forstudents with a strong mathematical
background.
FacultySignature: Students must successfullycomplete a take-home entrance
exam.To obtain the test, contact
SherylShulman, The Evergreen State
College,SE 3127, Olympia, WA 98505,
or http://grace.evergreen.edu/-sherri
or
sherri@evergreen.edu. Qualified students
willbe accepted until the program fills.
Thisprogram is designed for advanced computer
science students or students with an interest in
both mathematics and computer science. Topics
in mathematics, such as mathematical logic and
theory of computation, will be covered because
they have strong connections to computer
science. In addition, we will study the properties
of algorithms, including analyzing what kinds of
problems are intractable.
Students will study several programming
languages representing different paradigms,
including Prolog and C++. We will conclude
the study of programming languages with an
in-depth comparison of the properties and
capabilities oflanguages in the four paradigms:
functional, logic, imperative and object-oriented.
Students will also participate in a coordinated
application or theory investigation that will
vary from year to year, depending on student
and faculty interests. We will select one of the
following: formal language and its application in
compiler writing; systems and OS programming;
network protocols and their applications in
providing network services; and selected math
topics. Technical reading seminars will include
current literature on selected topics such as type
theory, programming language semantics,
philosophy related to math and computer
science, operating and distributed systems theory
and database systems.

Fall, Winter and Spring quarters
Faculty: Neal Nelson, TBA
Enrollment: 50
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: High school algebra
proficiency assumed. First-year students
with confidence in their ability to do high
school algebra are encouraged to contact
the faculty.
Faculty Signature: Entry may require an
entrance exam or other assessment of
proficiency in high-school-level algebra
and problem solving. For information
contact Neal Nelson, (360) 867-6738 or
nealn@evergreen.edu or The Evergreen
State College, SE 3127, Olympia, WA
98505. Qualified students will be accepted
until the program fills.
Special Expenses: Approximately $300
each quarter for supplies and unusually
expensive textbooks.
This is an entry-level program in computing and
mathematics with a strong emphasis on individual and collaborative problem solving. The
goal of the program is to lay a firm foundation
for more advanced work in computer science.
This program covers standard material in a core
computer science curriculum, concentrating
on mathematical abstractions and fundamental
algorithmic and data modeling concepts. There is
an intense hands-on laboratory component where
students develop their own logic, programming
and design skills.
The primary focus is problem solving, and
real-world problems often do not have clear-cut
textbook solutions. Throughout the program
students willieam to search out the necessary
information and develop the necessary skills to
effectively solve mathematical and technical
problems.
The program is organized around four, yearlong and interwoven themes: computational
organization covering computing hardware and
systems; introductory programming and data
structures; various topics in discrete mathematics; and a seminar exploring social, historical
or philosophical topics of science, technology
and society.

Creditwill be awarded in mathematical or
symboliclogic, computer programming,
formal language theory, theory of computabilityand other topics as covered during
the year. Upper-division credit will be
awardedfor upper-division work.

Credit awarded in digital logic, computer
architecture, programming, data structures
and algorithms, discrete mathematics and
social and historical implications of technology. At most, four credits will be upperdivision science.

Total:4 to 16 credits each quarter.

Total: 16 credits each quarter.

A similar program is expected to be offered
in2006-07.

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

Programis preparatory for careers and
future studies in mathematics, computer
science and teaching.

Program is preparatory for careers and
future studies in computer-related fields,
science and mathematics.

Environmental Analysis:
Chemistry and Geology of
Aqueous Ecosystems
Fall, Winter and Spring quarters
Faculty: Jeff Kelly, Clyde Barlow,
James Stroh
Enrollment: 45
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: One year of college chemistry and college algebra required; and
trigonometry strongly recommended.
Special Expenses: Approximately $250
for one-week field trip to Sun Lakes in
Eastern Washington.
Internship Possibilities: Under special
circumstances with faculty approval.
Baseline assessment of natural ecosystems
and their environmental contamination require
accurate chemical and geological measurements.
Students will study geology and chemistry of
ecosystems, using theoretical and experimental
methods. This program will integrate chemical
and physical applications of geology to aquatic
systems. Instrumental techniques of chemical
analysis will be developed in an advanced
laboratory and technical writing will be
emphasized.
During fall and winter quarters, topics in
physical geology, hydrology, geochemistry,
analytical chemistry, GIS, statistics and instrumental methods of chemical analysis will be
addressed. Students will begin group projects
working on the physical and chemical properties
of natural water systems, especially lakes, bogs
and streams. Methods and procedures based on
EPA guidelines will be developed to analyze for
trace materials using atomic absorption spectroscopy, inductively-coupled plasma spectroscopy,
polarography, ion chromatography and GC-mass
spectrometry. Computers and statistical methods
will be used extensively for data analysis and
simulation as well as for work on GIS.
Spring quarter will be devoted largely to
project work and completing studies of statistics
and analytical chemistry. Presentation of project
results in both oral and written form will conclude the year.
Credit awarded in geochemistry*,
geohydrology*, analytical chemistry*,
Geographic Information Systems*,
statistics*, chemical instrumentation*
and group projects*. Students leaving at
the end of fall quarter will receive lowerdivision credit. Students who satisfactorily
complete at least fall and winter quarters
will receive upper-division credit for
both quarters.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in geology, hydrology,
chemistry, environmental analysis and
environmental fieldwork.
This program is also listed under
Environmental Studies.

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Health and Human Development

Introduction to Natural Science

Matter and Motion

Fall and Winter quarters
Faculty: Carrie Margolin, [an Ott, TBA
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: $50 per quarter for
retreat expenses.
Health and Human Development will build a
background in human biology and psychology
affording students the knowledge to make conscious choices in their own lifestyles. We'll look
at life-span human development: in the fall from
prenatal to adolescence, and in the winter, adulthood through aging to mortality. Concurrently,
we'll cover development and aging from a
biological perspective.
In the fall, we will explore our life choices
in the areas of nutrition, exercise, living spaces
and environment to see which are healthy, and
which could use improving. Students will learn
research methodology and design and descriptive
and inferential statistics, as well as nutrition and
the biological organ systems that are involved in
nutrient processing. In winter, students will begin
a research-based examination of healthy choices
by choosing a diet and/or exercise regime to
measure change. We will continue to study the
human body, learning more about organ systems.
We will also look at the aging processes, exploring those that cannot be changed and those that
can, through lifestyle modifications.
The program format will include workshops,
lectures, films, seminars, guest presentations
and group and individual projects. We will focus
on clarity in oral and written communication,
quantitative skills, the ability to work across
significant differences and the development of an
aesthetic sensibility.

Fall, Winter and Spring quarters
Faculty: Nancy Murray, Paula Schofield,
TBA
Enrollment: 72
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prerequisites: High school algebra
proficiency assumed.
This program will offer students a conceptual
and methodological introduction to biology,
chemistry, math 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 quantitative methods to
gain additional insights into these processes.
In addition to studying current scientific
theories, we will examine the methods used
to generate these theories and consider the
historical, societal and personal factors that
influence our thinking about the natural world.
We will also examine the impacts on societies
of changes in science and technology. During
spring quarter, small student-groups will be able
to conduct an independent, scientific investigation designed in collaboration with the faculty.
Program activities will include lectures, small
group problem-solving workshops, laboratories,
field trips and seminars. Students will learn to
describe their work through scientific writing
and public presentations.
The program is designed for students who
want to take their first year of college science.
Students who simply want to get a general feel
for science will find this program quite demanding and should consult the faculty before the
program begins. Overall, we expect students to
end the program in the spring with a working
knowledge of scientific and mathematical
concepts, with the ability to reason critically and
to solve problems, and with hands-on experience
in natural science.

Fall, Winter and Spring quarters
Faculty: Rob Knapp, Rebecca Sunderman
Enrollment: 50
Class Standing: Sophomore, transfer
students welcome.
Prerequisites: Strong critical thinking skills;
proficiency in pre-calculus and trigonometry (extremely important); willingness to
sustain heavy academic workload. High
school physics and chemistry helpful but not
required.
This program is designed for students with a
keen desire for a strong background in physics,
chemistry and mathematics of the kind needed
for serious work in the physical and biological
sciences. The program's work will include
lectures, readings (both technical and general),
calculations, labs, reports and seminar discussion.
We will cover standard introductory topics
in differential and integral calculus, university
physics and university chemistry. We will attend
to conceptual understanding as well as calculational skill and practice in framing and solving
problems. In addition to work in the science
subjects, the program will involve structured
and exploratory laboratories, which will teach
standard scientific techniques as well as successful ways of defining questions and pursuing
understanding of unfamiliar physical systems.
Seminar readings and discussions will investigate the human dimensions of discovery and
cultural patterns within the physical sciences,
together with the abilities and limitations of
scientific contributions to human affairs.
Readings may be from classics in history/
philosophy of science, literature, journal articles
or other sources.
Detailed information about texts, schedules
and arrangements will be available after
May 15,2004 on the program Web page:
http://192.211.16.13/curricular/mandm2002/
home.htrn.

Credit awarded in human biology (without
lab), developmental psychology, nutrition,
research methodology and descriptive
and inferential statistics. All credit is lowerdivision.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in biology, psychology, the
health professions, human services and
education.
This program is also listed under Society,
Politics, Behavior and Change.

Credit awarded in general chemistry,
university physics, calculus and history,
philosophy and cultural studies of science.

Credit awarded in biology, chemistry,
mathematics, physics and scientific writing.

Total: 16 credits each quarter.

Total: 16 credits fall and winter quarters;
12 or 16 credits spring quarter.

A similar program will probably be available
in 2005-06.

A similar program is expected in 2005-06.

Program is preparatory for careers and
future studies in medicine, engineering,
physics, mathematics, chemistry, environmental science and philosophy of science.

Program is preparatory for careers and
future studies in physical and biological
sciences, medicine and health sciences and
environmental sciences.
This program is also listed under First-Year
Programs.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edufcatalog.

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

Methods of Applied Mathematics

Molecule to Corporation

Molecule to Organism

Fall,Winter and Spring quarters
Faculty:David McAvity
Enrollment:25
ClassStanding: Sophomore or above.
Prerequisites: One year of college-level
calculus.
Oneof the goals of scientific inquiry is to
understand the processes of nature on a quantitativebasis. In pursuit of this goal, theorists create
models to represent the order they observe,
and, in turn, devise mathematical methods for
interpreting and solving these models. This
program will provide a thorough yet engaging
introduction to such mathematical methods and
the associated techniques of model building.
Differential equations, ordinary, partial and
non-linear, will be an important component of
the program. We will study both the derivation
of these equations from physical and biological
models and their solution, using analytical,
numerical and computational methods.
In addition, we will study linear algebra
and its various applications in physics and
economics. We will study the calculus of variations with applications to finding optimal curves
and surfaces. We will also consider non-linear
systems and their role in cyclical, chaotic and
self-organising behavior. Spring quarter we will
focus on continuous and discrete mathematical
methods in biology-exploring
models of
population dynamics, competition, evolution and
the origins of life. In addition to the theoretical
work, we will also discuss questions of a more
philosophical and historical nature: Is mathematics discovered or created? Can mathematical
models represent reality? What are the historical
and cultural origins of our mathematical models?
Students will attend lectures, seminars and
computer labs. They will also be expected to
give presentations each quarter.

Fall quarter
Faculty: Andrew Brabban
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: One year of general biology
and general chemistry.
Over the centuries, human society has surged
forward during times of great innovation that
we have termed "revolutions," specifically the
agricultural, industrial and chemical revolutions.
Today, we are in a time that people in the future
will call the technological revolution, comprising
biotechnology and computers. As active participants in the biotechnology revolution, we need to
prepare ourselves with the tools of the future.
In this program, we will focus on the practical
applications of modem molecular biology and
biochemistry. Based predominantly in the lab,
students will learn the theoretical principles and
gain extensive hands-on experience using all of
the relevant techniques needed to work in this
technically and intellectually challenging field.
Within the program we will also examine many
sectors of the global biotechnology industry, and
examine the science, ethical issues and financing
involved with each industry. Student presentations will be a significant portion of the class,
such as an analysis of a U.S. biotech corporation,
including research and development, corporate
finance, stock market position, patents, sales,
market share, new technologies and outlook.
Seminar readings will be primary literature in the
field of biotechnology.
It is expected that many incoming students
will have taken Molecule to Organism and,
although this is not a prerequisite, those who
have not will need to make an extra effort to
learn the basic techniques used in working with
micro-organisms.
Students will be evaluated based on their
laboratory techniques, lab reports, class presentations, examinations and homework assignments.

Fall, Winter and Spring quarters
Faculty: Stu Matz, Jim Neitzel, TBA
Enrollment: 75
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: One year of college-level
chemistry; college-level biology preferred.
Internship Possibilities: Spring quarter with
faculty approval.
This program explores the composition of
organisms to gain insight into how they function.
It's intended for students who plan to continue
studies in chemistry, laboratory biology, field
biology and the medical sciences. This program
will include organic chemistry and upperdivision work in biochemistry, cell biology,
molecular biology and physiology in a
yearlong sequence.
Molecule to Organism integrates two themes:
one at the "organismal" level and one at the
"molecular" level. In the organismal theme, we
will start with cell and molecular biology and
proceed to studying whole organisms. We will
examine structure and function relationships at all
levels, including some anatomy and physiology.
In the molecular theme, we will examine
organic chemistry, the nature of organic compounds, and reactions that carry this theme into
biochemistry and the fundamental chemical
reactions of living systems. As the year
progresses, the two themes will merge through
studying the cellular, molecular and biochemical
processes in physiology and neurobiology.
Most aspects of this program will contain a
significant laboratory component. Students will
write papers and maintain a laboratory notebook.
All laboratory work and approximately one half
of the non-lecture time will be spent working in
collaborative problem-solving groups. The program will also contain reading and discussions
of topics of current and historical scientific
interest and controversy. Spring quarter will
allow more flexibility for students who wish to
take part of this program in conjunction with
other work.

Credit awarded in ordinary differential
equations*, partial differential equations*,
calculusof variations*, linear algebra,
numerical methods*, nonlinear systems*,
mathematical biology*, computer
modeling* and history and philosophy of
mathematics. Up to 44 credits of upperdivisionscience credit will be awarded for
upper-division work.

Credit awarded in molecular methods*,
protein biochemistry* and biotechnology*.
Total: 16 credits.
Program is preparatory for careers and
future studies in biotechnology, biology,
chemistry and health sciences.

Credit awarded in organic chemistry*,
biochemistry*, molecular biology*, cellular
biology* and physiology*. Up to 42 upperdivision science credits.

Total:16 credits fall quarter; 12 or 16
credits winter quarter; 8 or 12 or 16 credits
springquarter.

Total: 6, I 0 or 16 credits fall and winter
quarters; 4, 8, 12 or 16 credits spring
quarter.

A similar program is expected to be offered
in2006-07.

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

Program is preparatory for careers and
future studies in mathematics, physics,
chemistry, biology, engineering and
economics.

Program is preparatory for careers and
future studies in biology, chemistry, health/
medical sciences, environmental sciences
and teaching.

*Indicates upper-division

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Physical Systems

Science Seminar

Sustainable

Fall, Winter and Spring quarters
Faculty: E. J. Zita
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Successful completion of at
least one year of college-level, calculusbased physics, such as Matter and Motion;
facility with basic calculus (integration and
differentiation); and good writing skills.
Special Expenses: Textbooks typically total
$500, required for the first week of class, to
be used all year.
How do physicists explore and describe the
physical world, from the realm of our immediate
senses of classical physics to the very small
quantum mechanics to the vast astrophysics and
cosmology? We will emphasize the nature and
formal structure of quantitative physical theories.
We will focus on the unifying concepts and
common mathematical structures that organize
diverse physical theories into a coherent body of
knowledge. Required mathematical methods will
be developed as needed, in the context of their
use in the physical sciences.
The central role of mathematics in describing
nature is one of the core intellectual issues in
this program. Quantitative problem solving
will be emphasized. Physics topics typically
include classical mechanics, quantum mechanics, electromagnetism, astrophysics and topics
in contemporary physics. Mathematical topics
typically include multivariable calculus, differential equations, vector calculus and linear
algebra. Computers will be used as appropriate
for numerical solutions, graphing and qualitative
insight into physical processes.
Students will be responsible for library
research and laboratory experiments on topics

Fall, Winter and Spring quarters
Faculty: E. J. Zita
Enrollment: 20
Class Standing: Sophomore or above.
Prerequisites: Good writing skills assumed.
Each quarter, any student is welcome to join this
seminar to learn about the history and philosophy
of science and math; we assume no background
in mathematics or physics. We will read, discuss
and write about the diverse works of science
and math. We will explore observations and
ideas about the nature, history and philosophy of
science, as well as the methods of physics and
mathematics. We will investigate questions such
as: How is knowledge created or discovered?
How can new ideas develop into testable
theories? How does scientific understanding
change? Past topics have included chaos,
quantum mechanics, infinity and cosmology.
Past readings have ranged from Kuhn's classic,
The Structure of Scientific Revolutions, to lighter
works such as The Physics of Star Trek and Alice
in Quantumland. Readings and themes vary each
quarter. Details for each quarter are available
online at http://192.211.16.13/zlzita/scisem.htrn.
The learning goals include improved critical
thinking, deeper qualitative understanding of
science, and improved communication skills,
both oral and written. Quantitative investigations are possible for interested students, but
are not required.
Seminar students work together with beginning to advanced science students to prepare
key points and questions before each seminar.
Students earn four or eight credits by participating in one or two seminars each week and
completing short essays and online assignments.
Students are encouraged to work with Writing
Center tutors and attend occasional writing
workshops.

Fall and Winter quarters
Faculty: R. T. Leverich, TBA
Enrollment: 40
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $150 each
quarter for design studio equipment and
supplies; $125 each quarter for overnight
field trips.
What means do we use to shape the Earth and
its living systems, and to live, work and move
about? Are these means ethical, sustainable and
beautiful? Ecological design proposes means
that are responsive and responsible to place
and community, that reuse and renew materials
and energy, and that draw lessons from natural
systems and forms and longstanding human
responses to them.
Students will study and do research in
landscape ecology, energy systems and
environmental design history, and bring lessons
from these disciplines to an integrative design
studio-the
locus of activities for the program.
Studio projects will address drawing and design
fundamentals, thinking in three dimensions, site
survey and analysis, programming, user involvement, ecological design responses, buildingscience basics, energy use, and presentation
skills. Projects may range in scale and focus,
from a comic strip promoting safe disposal
of hazardous household wastes to portable,
self-sustaining shelters for disaster victims, or
from a strip-mine restoration plan to an energy
conserving hairdryer. Students will augment
their graphic means of study and expression
with computer workshops. Work discussions,
readings, seminars and writing assignments
will address how we, as individuals and as
communities, can design spiritually and physically sustaining means of coexisting with the
living systems of our home planet.

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lectures, seminars, hands-on workshops and
group problem-solving workshops. Required
seminars on history, literature, philosophy and/or
cultural studies of science will stimulate ongoing
consideration of the context and meaning of
scientific knowledge systems and practices.

Credit awarded in history and philosophy
of science and math.
Total: 4 or 8 credits each quarter.
Program is preparatory for careers and
future studies in the sciences, mathematics
and physics.

Design: Green Means

Credit awarded in environmental design,
ecology and natural sciences, visual art
and expository writing.
Total: 16 credits each quarter.

Credit awarded in physics, mathematics,
numerical methods, philosophy and history
of science. Upper-division credit will be
awarded for upper-division work.

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

Total: 16 credits each quarter.

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

A similar program is expected to be offered
in 2006-07.
Program is preparatory for careers and
future studies in physical sciences, engineering and applied mathematics, and/or
philosophy, history and cultural studies
of science.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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Uncertain World, Uncertain
Knowledge
Fall,Winter and Spring quarters
Faculty:Donald Morisato, John Cushing,
Nancy Taylor
Enrollment: 72
ClassStanding: This all-level program will
offerappropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Howdo human beings make sense of the complexand uncertain world in which we live? What
conceptual frameworks do we use to impose
orderon our chaotic impressions?
In this program, we will present a series
of case studies that explore different ways of
apprehending the world. These cases will reveal
how different ways of thinking ("disciplines") go
about their work, often leading to quite different
ways of seeing the same events.
The approach is illustrated by a case study
on the emergence of modem physics in the first
half of the 20th century, leading to the creation
ofthe atomic bomb. We will examine the underlying physics, the social and political context
surrounding the development and deployment
oftbe bomb, the ethics of science, and the
significance of this event for art and literature.
Other cases will include topics chosen from the
natural sciences (e.g., Darwin and the theory of
evolution), the social sciences (e.g., the development and application of intelligence testing), and
philosophy (e.g., the conflict between love and
duty in different cultures). In the fall and winter
quarters, students will read significant works,
participate in seminar discussions, write research
papers, and develop scientific and quantitative
skills. Three weeks will be devoted to each case
study. Beyond talking about the disciplines,
students will learn how scientists think and work
by doing simple biological and physical experiments. Similarly, they will learn how historians
approach their work by doing history. During
the spring quarter, students will undertake a significant research project of their own choosing,
using the methods of several disciplines. This
project will be the culmination of each student's
work in the program.
Credit awarded in history, literature,
writing, history of science, science and
other areas depending on the case studies
selected.
Total: 16 credits per quarter.
Program is preparatory for careers and
future studies in the humanities, social science and science.
This program is also listed under First-Year
Programs and Culture, Text and Language.

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

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,
Stu Matz, Donald Morisato,
Nancy Murray, Jim Neitzel, Neal Nelson,
Paula Schofield, Sheryl Shulman,
E. J. Zita
Enrollment: 25
Class Standing: Junior or senior.
Prerequisites: Negotiated individually
with faculty.
Faculty Signature: Contact individual
faculty to make arrangements.
A number offaculty 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 three projects. (1) 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. (2) 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 the
water and explore the connections between the
minerals found in drinking water and the geological properties of the land. Students who have
completed general chemistry with laboratory
can carry out this project. (3) Science in Local
Schools (2 students): We will work with local
schoolteachers 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). Students 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 multi-platform 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
purify and characterize their protein products,
determine their specific functions, look at ways
in which they can be used to better understand
bacterial metabolism, and examine the infection process under a variety of environmental
conditions. Evergreen is the center for genomic
analysis and database development for these
phages, and work with phage ecology and
potential uses as antibiotics.
Stu Matz (biology) uses a variety of anatomical,
molecular and developmental techniques to
analyze the organization of various regions of
the brain in order to understand the behavior of
aquatic organisms. Currently, he is investigating
the Pacific salmon brain. In the past, he has
worked with zebrafish, cichlid fish and aquatic
salamanders.

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Donald Morisato and Nancy Murray are
interested in the developmental biology of
the Drosophila embryo, a model system for
analyzing how patterning occurs. Maternally
encoded signaling pathways establish the
anterior-posterior and dorsal-ventral axes.
Individual student projects will use a combination of genetic, molecular biological and
biochemical approaches to investigate the
spatial regulation of this complex process.
Neal Nelson and Sheryl Shulman are interested
in working with advanced computer topics and
current open-ended problems. Their topics
include simulations of advanced architectures for
distributed computing; advanced programming
languages and compiler support for languages
such as those that support parallel architectures;
and embedded systems/microcontrollers and
hardware modeling. Students should have
a strong computer science background and
successfully have completed the program Data
to Information or the equivalent.

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Paula Schofield (polymer chemistry, organic
chemistry) is interested in the fields ofbiodegradable 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,
OPC, FTIR, FTNMR and enzyme isolation and
purification.

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

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 2005-06.
This program is preparatory for careers
and future study in chemistry, biology,
computer science, health science,
environmental sciences, physics,
astronomy and teaching.

Astronomy

SPRING QUARTER

and Cosmologies

Spring quarter
Faculty: E. J. Zita
Enrollment: 25
Class Standing: Sophomore or above.
Prerequisites: High school algebra assumed.
Special Expenses: Approximately $50
for materials; $200-$300 for binoculars
and tripod; and up to $300 for possible
field trips.
Learn beginning-to-intermediate astronomy
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 .

*Indicates

upper-division

credit

:R
Mathematical Origins of Life

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Springquarter
Faculty:David McAvity
Enrollment:2S
ClassStanding: Sophomore or above.
Prerequisites: College-level algebra is
required.
Whatare the origins of life? The human race
hasbeen pondering this question since the dawn
ofcivilization. The question and answer are
multifaceted and have religious, philosophical
andscientific implications. The diversity and
complexity of life that inhabits the Earth would
seemto require that the answer be a complex
one,yet recent developments in science indicate
thatcomplex order can and does emerge from
random processes and simple rules. In this
program, we will investigate the mathematical
basisof the origins of life. First, it will be importantto understand how ordered structures can
emerge from random process. We will examine
the self-organising behavior of inorganic matter
occurring in chemical oscillations and other
reaction diffusion processes. We will also study
cellular automata and how they model selfreplicating structures. An essential component of
understanding the origins of life is to understand
its evolution. We will examine the mathematical
aspects of evolution including the evolution of
macro-molecules and the genetic code, the game
theoretic modeling of animal behavior and the
dynamics of population genetics.
In this interdisciplinary program, students
must have an interest in pursuing connections
between biology and mathematics. No previous
background in biology is required, but the
program will be enriched by the presence of
students with such a background. The program
will consist oflectures, workshops, computer
modeling labs and seminars. Students will be
expected to complete an independent project
with the aim of creating mathematical models of
biological processes.

Thinking Straight
Spring quarter
Faculty: David W. Paulsen
Enrollment: 24
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Do you want to work on improving your critical
reasoning skills? This program will focus on
techniques of understanding and criticizing
arguments and theories. It will emphasize a
cooperative, dialogic approach to deciding what
to believe. Thinking Straight will cover standard
topics in inforrnallogic including argument
reconstruction, assessment of validity and
fallacies. It will also explore reasoning in two
domains: science and ethics. The core text will
be Cederblom and Paulsen, Critical Reasoning:
Understanding and Criticizing Arguments and
Theories, 5th edition. We will apply critical
reasoning techniques to a number of contemporary, contentious issues found in a variety of
texts including full books as well as newspaper
editorials and columns, Internet documents, and
journal articles. We will also discuss the extent
to which standards of reasoning are general and
how patterns of reasoning might differ in different, specific domains.
Credit awarded in informal logic, introduction to philosophy of science, introduction
to ethics and expository writing.

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Total:8 or 12 or 16 credits. A background
incalculus is required to enroll for 16
credits. Upper-division credit will be
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future studies in mathematics and biology.

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Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

SOCIETY, POLITICS,
BEHAVIOR AND
CHANGE
Affiliated Faculty:
Don Bantz
Peter G. Bohmer
Priscilla V. Bowerman
William Bruner
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

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
way in which society operates in local, regional, national and international arenas. In
so doing, we place a particular emphasis on:
Society: Many of our programs examine how social groups, such as races,
genders, religions and classes, interact to construct a complex society. We also study
how that society and other social forces affect the experiences and opportunities of
the individuals and groups within.
Politics: Many of our programs consider 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 to consider positive alternatives for the future.

Ryo Imamura
Gail Johnson
Heesoon Jun
Cynthia Kennedy
Mukti Khanna
Janice Kido
Cheryl Simrell King
Gerald Lassen
Daniel B. Leahy
Carrie M. Margolin
Lawrence J. Mosqueda
Raul Nakasone (Suarez)
Alan Nasser
Dean Olson
Toska Olson
Sarah Pedersen
Gary Peterson

Society, Politics,
Behavior and Change

Yvonne Peterson
David Rutledge
Zahid Shariff
Linda Moon Stumpff
Masao Sugiyama
Michael Vavrus
Sherry L. Walton
Sonja Wiedenhaupt

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. 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 ocean transportation with our maritime studies program.
Many of 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, public policy, public administration, labor studies, management, political
science, international affairs, 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 teach regularly in the Master in
Teaching Program or the Master of Public Administration program. All our faculty
work collaboratively to develop our undergraduate curriculum.

America in the 20th Century
Falland Winter quarters
Faculty:David Hitchens, Tom Grissom,
JerryLassen
Enrollment:72
ClassStanding: This all-level program will
offerappropriate support for first-year
students as well as supporting/encouraging
thoseready for advanced work.
TheUnited States began the 20th century as
a second-rate military and naval power and a
debtorcountry. The nation ended the century
asthe last superpower with an economy that
sparked responses across the globe. In between,
weinvented flying, split the atom, sent men
tothe moon and began to explore our place in
space.Many observers have characterized the
20thcentury as "America's Century" because, in
addition to developing as the mightiest military
machine on the face of the earth, the United
States also experienced the central phenomenon
of mass culture: mass media, mass action,
massive destruction and massive fortunes-all
significant elements of life in the United States.
This program will be a close study of the
origins, development, expansion and elaboration of American cultural 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 scientific thought to help us understand the nation
and its place in the last century. Students will be
challenged to understand their place in the scope
of national affairs; read closely; write effectively;
and develop projects to refine their skills and
contribute to the collective enrichment of the
program. There will be program-wide symposia
at the end of each quarter. Each symposium will
provide a means of rounding out our work and
will provide students with valuable experience in
public speaking and presentation.
Credit awarded in U.S. political and economic history, U.S. social and intellectual
history,American economics and global
connections, scientific thought and 20thcentury physics and American literature.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities, sciences
and social science areas of inquiry, law,
journalism, history, economics, sociology,
literature, popular culture, cultural
anthropology and teaching.

Contemporary Social Issues:
Analyzing Critically, Arguing
Persuasively
Fall and Winter quarters
Faculty: Stephanie Coontz,
Charles Pailthorp
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prerequisites: Students must be competent
in the mechanics of writing and reading.
Any student who demonstrates problems
with grammar, sentence structure or syntax
will need to participate in additional writing
workshops.
Special Expenses: Approximately $30 each
quarter for travel expenses.
This program will use sociological studies of
controversial contemporary issues to aid students
in analyzing and participating in current debates
over social policy. Among the topics we may
consider are such questions as the causes of
poverty, what reforms are needed in the nation's
schools, how we should evaluate and respond to
contemporary trends in marriage, divorce and
single parenthood, and what areas of personal
life and interpersonal relations are properly
subject to regulation. Students will read, outline
and evaluate a variety of viewpoints on these
issues during fall quarter, preparing themselves
to research and debate selected topics during
winter quarter.
This program stresses the development of
critical tools of analysis, observation and argumentation, both written and oral. To hone those
skills, we expect students to acquire and demonstrate competence in several different arenas,
including: close textual analysis of authors'
assumptions, arguments, and use of evidence;
ethnographic observations in the public schools;
use of graphs and statistics; expository writing;
and oral argumentation.
Credit awarded in sociology, expository
writing, history, debate, ethnography, social
psychology, civics, sociology of education
and family studies.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in law, sociology, social psychology, public policy, education, political
science and journalism.

Health and Human Development
Fall and Winter quarters
Faculty: Carrie Margolin, [an Ott, TBA
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: $50 per quarter for
retreat expenses.
Health and Human Development will build a
background in human biology and psychology
affording students the knowledge to make conscious choices in their own lifestyles. We'll look
at life-span human development: in the fall from
prenatal to adolescence, and in the winter, adulthood through aging to mortality. Concurrently,
we'll cover development and aging from a
biological perspective.
In the fall, we will explore our life choices
in the areas of nutrition, exercise, living spaces
and environment to see which are healthy, and
which could use improving. Students will learn
research methodology and design and descriptive
and inferential statistics, as well as nutrition and
the biological organ systems that are involved in
nutrient processing. In winter, students will begin
a research-based examination of healthy choices
by choosing a diet and/or exercise regime to
measure change. We will continue to study the
human body, learning more about organ systems.
We will also look at the aging processes, exploring those that cannot be changed and those that
can, through lifestyle modifications.
The program format will include workshops,
lectures, films, seminars, guest presentations
and group and individual projects. We will focus
on clarity in oral and written communication,
quantitative skills, the ability to work across
significant differences and the development of an
aesthetic sensibility.
Credit awarded in human biology (without
lab), developmental psychology, nutrition,
research methodology and descriptive
and inferential statistics. All credit is
lower-division.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in biology, psychology, the
health professions, human services and
education.
This program is also listed under Scientific
Inquiry.

This program is also listed under First-Year
Programs and Culture, Text and Language.

This program is also listed in First-Year
Programs and Culture, Text and Language.

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

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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Latin America in a Global
Free Market

Multicultural Counseling:
An Innovative Model

Fall, Winter and Spring quarters
Faculty: Jorge Gilbert
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: Approximately $1 5 for
program materials and $2,850 for optional
spring quarter trip to Chile. A non-refundable deposit of $1 50 must be paid by
February 15, 2005.
Travel Component: Optional four weeks
in Chile.
Rich and industrialized nations from the North
assert that the new world order is bringing
democracy, progress and welfare to many nations
in the "global village." Many world events in the
21st century seem to indicate that the new global
model is forming a deep crisis and confrontation
between North and South. Terrorism, drug production and trafficking, massive illegal immigration, regional conflicts and deep environmental
damage seem to be some of the main components
of the crisis. This situation generates many
concerns among nations from the South, whose
attempts to overcome poverty and underdevelopment are challenged.
We will study the effects of international
transformations on Latin America since the
Cuban Revolution and President Kennedy's
Alliance for Progress Program up to the current
neoliberal economic and political order. We will
also study different Latin American sociopolitical
and economic formations and their impact on the
regional economic development. The insertion
of Latin America into the new world economy
will be analyzed. Comparative analyses of
regional and international trade agreements and
negotiations will be made to observe their effects
on eradication of poverty, human rights issues,
ecological concerns, unemployment and
preservation of democracy.
We will research the economies of Mexico,
Canada, Argentina, Brazil, Chile and the United
States. Spring quarter, interested students will
have the option to travel to Chile to study, in
depth, one of the economic models most praised
by international agencies and governments.
Students will complete research projects and
produce short documentaries.

Fall, Winter and Spring quarters
Faculty: Heesoon Jun
Enrollment: 25
Class Standing: Senior.
Prerequisites: At least one quarter at
Evergreen with 95% attendance in programs covering general principles in
psychology, human biology, research
methods and statistics as well as issues of
diversity and inclusiveness.
Faculty Signature: Application procedure
will be posted on the faculty's Web page,
http://academic.evergreen.edu/homepages/
home.asp by March 29, 2004. Applications
received by May 3, 2004, will be given priority. Qualified students will be accepted until
the program fills.
Internship Possibilities: 15 hours per week
required during winter and spring quarters
will provide opportunities for students to
apply their classroom learning in a practical
setting.
One of the program goals will be to increase the
multicultural counseling competency through a
non-hierarchical 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. Students will work
with ethics, psychological counseling theories,
multicultural counseling theories and psychopathology. 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 political economy,
international trade, social communication,
research methods, television production,
sociology and economics.

Credit awarded in psychological counseling,
multicultural counseling theory and skill
building, abnormal psychology, developmental psychology, personality theories,
psychological research interpretation,
studies of oppression and power, ethics in
the helping professions, and internship.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in psychological counseling,
clinical psychology, social work, school
counseling, cross-cultural studies, research
psychology, allopathic and complementary
medicine, and class, race, gender and
ethnicity studies.

Total: 12 (plus 4-credit beginning/
intermediate Spanish through Evening &
Weekend Studies) or 16 credits each
quarter.
Program is preparatory for careers
and future studies in the social sciences,
Latin American, cultural or media studies
and television production.

Organizing for Democracy:
Problems and Possibilities in
the 21st Century
Fall and Winter quarters
Faculty: Peter Bohmer, Dan Leahy,
Jeanne Hahn
Enrollment: 72
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
What did it mean when President Bush claimed
"we are bringing democracy to the Middle
East"? Is the United States a democratic country?
In the 21 st century? At its "founding"? What is
democracy, exactly? What is the relationship
between our view of what a just society is and
our view of what democracy is? How can we
organize and act to bring a deeper and more
meaningful democracy to our lives and to our
country? This program will examine how individuals and groups leam a democratic practice
and organize for a democratic life and society.
We'll focus on how to establish voice, develop
strategies, build organizations, exercise tactics
and confront obstacles to a just democracy.
We will study key areas of U.S. society such
as civil liberties, economic inequality and the
economy, gender relations, media, government,
education and youth and foreign policy. We will
look at what a democratic outcome would mean
in each of these areas and how we as individuals
and in groups and social movements can work
to make this a reality. We will examine the
relationship among the fall elections, the candidates and democracy.
We willieam how to organize for a democratic society. We will read about and view films
on individuals and social movements that have
worked for and are working for social change
and justice. We willieam how each of us can
make a difference, have our voices heard, and
become actively involved in our community and
society. There will be workshops on topics such
as how to build democratic, inclusive, effective
and sustainable organizations; organize protest
and resistance; do relevant research; change
public policy; develop effective strategy and
tactics; do fundraising; and deal with repression
and the media. Students will develop writing,
speaking and other relevant skills useful for good
organizing by selecting a community organizing
project to work on in fall and winter quarters.
Credit awarded in U.S. history, political
economy, social movements, writing and
organizing for social justice.
Total: 16 credits each quarter.

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

Program is preparatory for careers and
future studies in teaching, working for
social justice, organizing, social work,
political economy, social science and media
studies.
This program is also listed under First-Year
Programs.

Political Ecology of Land
Falland Winter quarters
Faculty:Ralph Murphy, Carolyn Dobbs
Enrollment:SO
ClassStanding: Sophomore or above,
transferstudents welcome.
Thisupper-division program will provide an
interdisciplinary, in-depth focus on how land has
beenviewed and treated by humans historically
andin contemporary times. We will pay special
attentionto the political, economic, social!
culturaland environmental contexts of land use.
Wewill also look at land ethics, concepts of land
ownership and efforts to regulate land uses and
protectlands that have been defined as worthy
bysociety.
Tounderstand the context, role and purposes
ofland policy and regulation, several social
sciencedisciplines will be explored. Selected
aspectsof the following topics will be used to
evaluatehuman treatment of land primarily in
theUnited States: history and economic development;the structure and function of American
govemment and federalism; public policy formationand implementation; land-use planning and
growthmanagement; elements of environmental
andland-use law and economics; fiscal analysis
of state and local govermnents; and selected
applications of qualitative and quantitative
research methods. Taken together, these topics
examine the diversity of ideas and skills
required for developing an in-depth analysis
ofland issues.
Our goal is to have students leave the program
with a comprehensive understanding of the complexity of issues surrounding land. The program
will include lectures, seminars, guest speakers,
research workshops, field trips in Western
Washington, and individual and group research
projects and presentations.
Creditawarded in land-use planning and
growth management*, policy analysis* ,
naturalresource management*, statistics, principles of economics, American
government and federalism, literature,
case studies in environmental policy and
implementation*, research methods and
projects*.

Political Economy, Social Change
and Globalization
Fall and Winter quarters
Faculty: Alan Nasser, Priscilla Bowerman
Enrollment: SO
Class Standing: Sophomore or above.
We will study the political, economic and
philosophical developments that set the stage for
the global spread ofThatcherismlReaganism.
These developments contributed to the present
dominance ofNeoliberal Globalization.
We will study Hobbes, Locke, Adam Smith,
John Stuart Mill, Rousseau and Marx, their place
in the history of capitalism, and their notions
of freedom, liberty, equality and the state. This
classical tradition was transformed over time
by two world wars, the Great Depression, a
global American empire, a robust period of
economic growth, the rejection of the welfare
state, and the current period of economic crisis
and permanent war. How did this come about?
Where might it go?
We will scrutinize the workings ofthe
International Monetary Fund, the World Bank,
the World Trade Organization, and their effect
upon relations between the poor and rich
countries. We conclude with an examination of a
working model of a democratic socialist market
economy. Students can expect a heavy workload.
Credit awarded in classical liberal political
philosophy, the Marxian critique of classical
liberalism, the origins of capitalism, the
rise and fall of the welfare state, the theory
and practice of neoliberal globalization
and the theory and practice of democratic
socialism.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in politics, economics,
philosophy, labor studies, sociology,
teaching and the social sciences.

Credit awarded in U.S. history, U.S.
government, U.S. foreign policy and
political economy.
Total: 16 credits.
Program is preparatory for careers and
future studies in government, public policy,
history and advanced political economy.

Total:16 credits each quarter.
Programis preparatory for careers and
futurestudies in land use and environmental planning, policy development and
fiscalanalysis, environmental and natural
resource management.
Thisprogram is also listed under
Environmental Studies.

*Indicates upper-division credit

Power in American Society
Fall quarter
Faculty: Larry Mosqueda
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
This program focuses on the issue of power
in American society. In the analysis we will
investigate the nature of economic, political,
social, military, ideological and interpersonal
power. The interrelationship of these dimensions
will be a primary area of study. We will explore
these themes through lectures, films, seminars,
a journal and short papers.
The analysis will be guided by the following
questions, as well as others that may emerge
from the discussions: What is meant by the term
"power"? Are there different kinds of power
and how are they interrelated? Who has power
in American society? Who is relatively powerless? Why? How is power accumulated? What
resources are involved? How is power utilized
and with what impact on various sectors of the
population? What characterizes the struggle
for power? How does domestic power relate
to international power? How is international
power used? How are people affected by the
current power structure? What responsibilities
do citizens have to alter the structure of power?
What alternative structures are possible,
probable, necessary or desirable?
In this period of war and economic, social
and political crisis, a good deal of our study
will focus on international relations in a systematic and intellectual manner. This is a serious
class for serious people. There will be a good
deal of reading and some weeks will be more
complex than others. Please be prepared to work
hard and to challenge your and others' thinking.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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OFFERINGS BEGINNING WINTER QUARTER

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Religion, Race and Law
in America
Fall and Winter quarters
Faculty: Lance Laird, Babacar M'Baye,
Jose Gomez
Enrollment: 72
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prayer in the classroom, federal agents inside
mosques, ritual peyote use, animal sacrifice,
homosexuality, Roe v. Wade, polygamy, the
Waco tragedy, the Christian Coalition, the
Nation ofIslam, the Faith-Based Initiative and
the Patriot Act all have raised issues of what
it means to live in a religiously plural, secular
democratic nation. This program will introduce
students to the historical religious diversity in
what is now the United States and examine the
ways that shifting constructs of religion, race and
liberty have interacted dynamically in shaping
culture, literature and politics. We will follow
the major constitutional conflicts that have arisen
from making real the First Amendment's guarantees of both freedom of religion and freedom
from religion. To examine the entanglement of
government and religious entities in a variety of
contexts, students will analyze landmark cases,
prepare legal briefs and present oral arguments.
We will also examine the historic and present
role of religion among ethnic and racial groups
and analyze the interaction of religion, racism
and the movements for abolition, civil rights,
social justice and equality under the law.
Particular attention will be devoted to religion
in the African American community and to
American Muslims within the larger narratives
of American religious and racial history. Through
documentary, literary and ethnographic study,
students will consider how American culture,
law and racial classifications shape the practice
and public presence of both dominant and nondominant religious traditions. They will consider
how these forces shape the various narratives of
American national identity.
Credit awarded in Constitutional Law,
American religious history, legal advocacy,
ethnography, comparative religion,
American literature, and expository and
argumentative writing.

Rhythmic Meditations

500 Years of Globalization

Fall, Winter and Spring quarters
Faculty: Mukti Khanna, Terry Setter,
Sarah Williams
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
Special Expenses: $25 each quarter for art
supplies; $25 each quarter for yoga workshop; $25 for drumming workshop.
Internship Possibilities: With faculty
approval.
This interdisciplinary, yearlong, intentional
learning community will explore rhythm in relation to mind, consciousness and creativity. Half
our work will take place in experientially based,
all-program studio sessions. Individual and small
group work including seminar and studentoriginated research projects will comprise the
other half of each student's credits.
This program will explore and is committed
to alternative pedagogues including personcentered learning, open space technology,
emotional and spiritualliteracies, trans formative
education and somatic studies. Students will
select an appropriate faculty and research focus
each quarter.

Winter and Spring quarters
Faculty: Jeanne Hahn
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Previous study in political
economy, political science and history.
Faculty Signature: With interview and
writing sample; transcript or evaluations
when available. Contact Jeanne Hahn for
an interview, hahnj@evergreen.edu or
(360) 867-6014. Qualified students will be
accepted until the program fills.
The world is undergoing unprecedented flux and
transformation; some argue we are in the midst
of a passage to a qualitatively different world.
How do we understand this, historically and in
the present? What is the future of the nation-state
in the face of the hypermobility of capital, the
re-emergence of nationalism, the increasing disparity and similarity between "first" and "third"
worlds, and the United States post-199l attempts
to assert global dominance? Is the public sphere
disappearing in the face of privatization and neoliberal policy? These are big questions; every
person on earth has a stake in the answers.
Winter will focus on a study of the evolution of the international political economy to
understand the historical process by which
over the past 500 years Europeans (and later
Euro-Americans) created capitalism and the
nation-state, rewrote the world map through
imperialism, established the rules of the
international system and initiated the process by
which the rest ofthe world generally became
poor and powerless. We will then assess the
rapidly changing international political economy
and geostrategic developments. We will explore
the relationship between transnational corporations and multilateral institutions, investigate
the neo-liberal agenda as expressed through
public policies in the First World and structural
adjustment programs in the Third World, explore
changing structures of power through an examination of state-market and regional trading-bloc
relationships. We will look directly at the rise
of revolutionary (often religious) nationalism,
resistance strategies and the nature of global
social change. Students will write frequently,
engage in a major research project, and analyze
world developments through the daily New York
Times and one foreign newspaper.

Mukti Khanna studies transpersonal psychology, expressive arts therapy and image theater.
She is interested in the relationship between
personal transformation and social change.
Terry Setter studies music and its tribal,
contemporary and historical practice. He is
interested in studying rhythm, particularly
drumming, in relation to human behavior.
Sarah Williams studies feminist theory,
cultural studies and yoga. She is interested in
exploring rhythms of the energetic body including vibrations of heart, thought and breath.
Credits awarded in cultural studies,
psychology, women's studies, somatic
studies, music history, theory and
composition and education.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and
future studies in education, cultural studies,
expressive arts, psychology, women's
studies, music and somatic studies.
The program is listed under Culture, Text
and Language and Expressive Arts.

Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in religion, public policy, law,
ethnic studies, literature, American studies
and cultural anthropology.

Credit awarded in globalization, world
history, political economy, geography,
sociology and world-systems analysis.
Total: 16 credits each quarter.

This program is also listed under First-Year
Programs and Culture, Text and Language.

Program is preparatory for careers and
future studies in graduate work, law school,
education and informed citizenship.
Students who register for a program
but do not attend the first class
meeting may be dropped.

OFFERINGS BEGINNING SPRING QUARTER

A Few Good Managers Wanted
Winterand Spring quarters
Enrollment:25
Faculty:John Filmer
ClassStanding: Junior or senior, transfer
students welcome.
Prerequisites: Internet access and one year
ofwork experience; microeconomics, statisticsor business mathematics desirable.
FacultySignature: For information about
obtaininga faculty signature or program
information contact John Filmer at
trade5@mindspring.comor(360)
867-6159.
Internship Possibilities: Spring quarter with
facultyapproval.
As an effective manager your services will be
in demand. Organizations, be they govemments,
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. 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 are not enough. Management
is a highly interdisciplinary profession where
generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities
or of technological advances may be as vital as
skill development in finance, law, organizational
dynamics or the latest management theory. As
an effective leader/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
arid the ability to research, sort out, comprehend
and digest voluminous amounts of material that
separate the far-thinking and effective organizationalleader/manager
from the administrator.
Class work will typically include lectures, book
seminars, projects, case studies and field trips.
Expect to read a lot, study hard and be challenged to think clearly, logically and often. Your
competence as a manager is in the balance.

Power in American Society
Winter quarter
Faculty: Larry Mosqueda
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
This program focuses on the issue of power in
American society. In the analysis we will
investigate the nature of economic, political,
social, military, ideological and interpersonal
power. The interrelationship of these dimensions
will be a primary area of study. We will explore
these themes through lectures, films, seminars,
a journal and short papers.
The analysis will be guided by the following
questions, as well as others that may emerge
from the discussions: What is meant by the term
"power"? Are there different kinds of power
and how are they interrelated? Who has power
in American society? Who is relatively powerless? Why? How is power accumulated? What
resources are involved? How is power utilized
and with what impact on various sectors of the
population? What characterizes the struggle
for power? How does domestic power relate to
international power? How is international power
used? How are people affected by the current
power structure? What responsibilities do citizens have to alter the structure of power? What
alternative structures are possible, probable,
necessary or desirable?
In this period of war and economic, social
and political crisis, a good deal of our study will
focus on international relations in a systematic
and intellectual manner. This is a serious class
for serious people. There will be a good deal of
reading and some weeks will be more complex
than others. Please be prepared to work hard and
to challenge your and others' thinking.
Credit awarded in U.S. history, U.S. government, U.S. foreign policy and political
economy.
Total: 16 credits.

T
The American Civil War in
Modern Memory
Spring quarter
Faculty: Jerry Lassen, TBA
Enrollment: 48
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
The American Civil War of 1860-65, was the
first modem war in which an economically
mightier, more populous, and more technologically advanced section of the country would
overwhelm the other in a grinding war of
attrition. It was a defining moment in the history
of the United States. Indeed, it was a world
historical event of such magnitude that it is still
difficult for us to understand it even with the
benefit of retrospect. Had the Southern states
won the war, the history of the world would
surely have developed very differently. The
victorious Northern states went on to establish
the economic and political foundations of the
United States as a world power.
The war is of such historical significance
that it still fascinates historians and lay people
alike. Each year there are a multitude of books
and articles written about the war. In addition,
there are a number of excellent movies and
documentaries that have recently been produced.
Through historical texts, films and literature this
program will explore the historical roots, the
major causes, the long-term consequences and
the enduring mystique of this great conflict.

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Credit awarded in American history,
American economic history and American
literature.
Total: 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.

Program is preparatory for careers and
future studies in government, public policy,
history and advanced political economy.

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development, economic development,
organizational leadership, international
management, marketing, small business
management, communications, project
management and public relations.

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Total: 8, 12 or 16 credits each quarter to
accommodate part-time students.
Program is preparatory for careers and
future studies in public administration,
nonprofit organizational management
and business management.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edufcatalog.

Business in Action

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Spring quarter
Faculty: Cynthia Kennedy, Virginia Darney,
William Bruner
Enrollment: 75
Class Standing: Sophomore or above,
transfer students welcome.
This program will serve as both an introduction
to business for students with little or no knowledge of the topic and as an opportunity to
connect theory and practice for those who have
studied business in the past. The program will
begin with intensive examinations of business
strategy and of the economics of business
decisions. Then, all students will have an opportunity to put their business knowledge to the test
in The Business Strategy Game, a remarkably
realistic business simulation involving the
manufacture of athletic shoes for world markets.
We will also consider several alternative views
of American business and the U.S. economic
system as presented in literature and film.
Whether you are an aspiring capitalist, a critic
of corporate capitalism or just curious about
what makes the economy run, this program
might be for you. You can expect to gain knowledge of business terminology, a grasp of the
fundamentals of business practices, experience
with business strategy, appreciation for business
economics, and a sense of how businesses have
been portrayed in American literature and film.

Environmental Economics and
Natural Resource Policy

Total: 16 credits.

Spring quarter
Faculty: Ralph Murphy
Enrollment: 25
Class Standing: Sophomore or above,
transfer students welcome.
Prerequisites: One quarter of microeconomics is strongly recommended.
This program surveys the applications of
environmental economics to a variety of environmental problems including natural resource
allocation; management and stewardship;
pollution control and abatement; public policy
analysis; selected aspects of environmental
law; and market failure theory and practice.
Specific case studies will provide opportunities
to develop in-depth understandings and applications of environmental economic theory. Possible
case studies include wetland protection and
mitigation, restoration of Pacific salmon stocks
in the Pacific Northwest, forest management
issues, water resource allocation/reform, the
economic context and cultural identity of natural
resource dependent communities and regulatory
reform theory and practice. Field trips will
offer practical application and demonstrations
of the work we do in class. Research projects
will allow students to explore topics of interest
from the perspective of selected environmental
economic concepts. The program will conclude
with a critical evaluation of the opportunities
and limitations of environmental economics in
environmental problem solving.

Program is preparatory for careers and
future studies in business, economics
and law.

Credit awarded in microeconomics,
environmental economics, environmental
policy and environmental law.

This program is also listed under Culture,

Total: 16 credits.

Credit awarded in business, economics
and literature.

T_ and Language,

Program is preparatory for careers and
future studies in environmental studies,
public policy analysis, public sector regulatory agencies, non-governmental organizations, advocacy groups, the private sector
and consulting companies.
This program is also listed under
Environmental Studies.

Marxist Theory
Spring quarter
Faculty: Larry Mosqueda
Enrollment: 25
Class Standing: Junior or senior, transfer
students welcome.
Prerequisites: Equivalent of Political
Economy and Social Change program
or one year of political science, sociology
or history.
Faculty Signature: Faculty will assess
students' ability to write at the collegelevel. Students should submit a past social
science research paper and set up an
interview appointment in February, 2005,
to receive priority. Dr. Mosqueda will
notify students of acceptance before the
Academic Fair, March 2, 2005. Qualified
students will be accepted until the
program fills.
I am not a Marxist -Karl

Marx

Sit down and read. Educate yourself for the
coming conflicts -Mary Harris (Mother) Jones
If one believes the current mass media, one
would believe that Marxism is dead, and that
the "end of history" is upon us. As Mark Twain
is reported to have said upon news account of
his demise, "The reports of my death are greatly
exaggerated." The same, of course, is true for
Marxist Theory.
Few Americans have read more than
The Communist Manifesto, if that. Very few
"educated" people have a clear understanding
of Marx's concept of alienation, dialectics,
historical materialism, or his analysis of labor
or revolutionary change.
In this program, we will examine the
development of Marx's thought and Marxist
Theory. We will read and discuss some of
Marx's early and later writings as well as
writings of Lenin and others. We will also
explore concrete examples of how "dialectics"
and "materialism" can be applied to race and
gender issues. At the end of the program students
should have a solid foundation for further study
of Marxist analysis.
Credit awarded in Marxist Theory· and
theories of social and political change",
Total: 16 credits.
Program is preparatory for careers and
future studies in political science, political
theory and history.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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

*Indicates

upper-division credit

Masculinities and Femininities

Popular Economics

in the U.S.: Sex Is Fun, but

Spring quarter
Faculty: Peter Bohmer
Enrollment: 24
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Economics is often mystified and used as a
weapon to serve the powerful and the wealthy.
The aim of this program is to make economics
accessible; so our learning and teaching of it can
be used to further economic equality and social
justice rather than justify the status quo. We will
study popular education as conceptualized by
Paolo Freire; some of our learning will use this
pedagogy. We will examine lesson plans that use
popular economics methods and develop our
own materials to share our leaming with others.
Students will carefully study assumptions,
logic, conclusions, public policy and social
implications of neoclassical economics. In
microeconomics, concepts such as scarcity,
efficiency, demand and supply and opportunity
cost will be analyzed. How labor markets function, and the determination of prices and output
in differing market structures will be studied. In
macroeconomics, concepts such as aggregate
demand, investment, the consumption function
the multiplier and fiscal and monetary policy
will be studied. So will inflation, unemployment
and economic growth. International trade will
be introduced.
Political economy will be contrasted to neoclassical economics. We will analyze the nature
and logic of capitalism. Concepts of power, the
role of institutions and the need for historical
and cultural specificity in determining economic
behavior will be introduced. We will compare
these approaches with regard to poverty, racial
and gender discrimination, economic inequality,
labor unions, globalization and health care.
This program will develop awareness about
the values and assumptions inherent in the
paradigms we study and in their own values. It
will further quantitative reasoning and introduce
students to economic history, changes and
continuities in economic thought, and challenge
them to consider alternative economic systems in
the future.

Gender Is a Drag
Springquarter
Faculty:Toska Olson, Jan Kido
Enrollment:48
ClassStanding: This all-level program will
offerappropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: Approximately $50 for
mandatory program retreat.
Internship Possibilities: With faculty
approval.
This program is an exploration of gender, masculinity and femininity as expressed in various
cultures and communities in the United States.
Media representations of gender, masculinity
and femininity and their implications for
cross-cultural communication will be part of
this exploration. We will examine questions
such as: How do expectations of masculine and
feminine behavior manifest themselves in the
United States in social institutions such as work,
families, schools and the media? How do social
theorists explain the current state of gender
stratification? How does gender intersect with
issues of race, ethnicity, sexual orientation and
social class identity? How do images function as
"signs" in human interactions? What effects do
gender and gender expectations have on interpersonal and intercultural communication?
During the quarter, we will study crosscultural variation in women's and men's experiences and opportunities within several different
social institutions. We will study meaning
making; the construction and maintenance of
reality through the use of "signs" such as images,
sounds, words, gestures and objects. Lectures,
workshops, 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 cultures other than
their own.
As part of this program, students will be
involved in extensive student-initiated research
with a heavy emphasis on public speaking and
advanced group work. They will be encouraged
to produce a research paper that represents their
best thinking and writing on an issue related to
gender studies.
Credit awarded in areas such as sociology,
cultural studies, public speaking, interculturalcommunication 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.

Credit awarded in micro- and macroeconomics and political economy.
Total: 16 credits.
Program is preparatory for careers and
future studies in political economy,
economics, social sciences, organizing,
social teaching and working for social
justice.
This program is also listed under First-Year
Programs.

So You Want to Be a
Psychologist?
Spring quarter
Faculty: Carrie Margolin
Enrollment: 24
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Prerequisites: Knowledge of statistics is
helpful but not required.
Special Expenses: Membership in Western
Psychological Association (J'IPA) plus
WPA convention registration fees total
approximately $65 (payable to WPA
before March 31, 2005. Contact faculty at
margolin@evergreen.edu
for exact fees and .
deadline); shared hotel lodging at convention plus food, approximately $175.
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ogy, and the ethics of human and animal experimentation. We will cover history and systems of
psychology. Students will read original source
literature from the major divisions of the field,
covering both classic and contemporary journal
articles and books by well-known psychologists.
Library research skills, in particular the use
of PsycINFO and Science and Social Science
Citation Indexes, will be emphasized. Students
will gain expertise in the technical writing style
of the American Psychological Association
(APA). The class format will include lectures,
guest speakers, workshops, discussions, films
and a field trip.
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and to learn of cutting-edge research in the field,
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Total: 16 credits.
Program is preparatory for careers and
future studies in psychology and social
work.
This program is also listed under First-Year
Programs.

U.S. Foreign Policy: Terrorism
and the New American Empire
Spring quarter
Faculty: Alan Nasser
Enrollment: 25
Class Standing: Junior or senior.
Prerequisites: Background in political
economy and/or 20th-century American
history preferred but not required.
Faculty Signature: Students should submit
copies of all their faculty evaluations and
samples of all their most recent writing to
Alan at the Academic Fair, March 2, 2005.
Transfer students should bring transcripts
and writing samples to the fair, or, if this
is not possible, send them to Alan Nasser,
The Evergreen State Coilege, SE 3127,
Olympia, WA 98505. Priority will be given
to applications received by March 2, 2005.
For further information call (360) 867-6759.
Qualified students will be accepted until the
program fills.
From the United States' beginning, dominant
groups have imagined the country to have a
grand destiny. Woodrow Wilson portrayed
the United States as a model of "freedom and
democracy" for the entire world. Later administrations attempted to export this model globally,
often aggressively. A prime example of this is
the Cold War. The ensuing rivalry between the
United States and the Soviet Union was one of
the powerful forces shaping both international
and intranational policy over the course of the
20th century.
We will see how the U.S. elite was led to
re-assert American global dominance more
aggressively than ever after the collapse of the
Soviet Union, the move to the political right
here, the onset of global economic stagnation,
and the terrorist attacks of September 11, 2001.
The result was the new foreign policy of the
Bush administration. The test case for these
policies was the 2003 U.S.-led invasion and
occupation ofIraq. We will analyze in detail the
origins and possible consequences, abroad and at
home, of the above developments.
Credit awarded in introduction to the
Cold War, 20th-century international
relations, 9/11, terrorism and the new
American empire.
Total: 16 credits.
Program is preparatory for careers and
future studies in government, political
science, international relations, political
economy and history.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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

NATIVE AMERICAN AND
WORLD INDIGENOUS
PEOPLES STUDIES

Affiliated Faculty:
Kristina Ackley
(Oneida/Bad

River Chippewa)

Michelle Aguilar-Wells

Native American and World Indigenous Peoples Studies (NAWIPS) programs focus
on the indigenous peoples of the Pacific Northwest, the Americas and the world.
The college offers on-campus interdisciplinary programs, and a reservation-based
program that responds to the educational goals oflocal tribal communities. All Native
American programs at Evergreen can be accessed through the NA WIPS Web site at
www.evergreen.edu/nativeprograms/.
On-campus, yearlong coordinated study programs begin with a focus on the basic
principles and concepts of the unique treaty relationship between Tribal Nations and
the U.S. government. Students explore a continuum from pre-Columbian times to the
global effects of colonialism and the political and cultural revitalization movements
of the contemporary era, with particular attention given to the tribes of the Pacific
Northwest. These programs are grounded in a recognition of the vitality and diversity
of contemporary indigenous communities.
Off campus, the reservation-based program emphasizes community-determined
education within the tribal communities where the classes are held. Students are
encouraged to value local knowledge and its place in their academic work.

Learning continues through student involvement in the activities of the Longhouse
Education and Cultural Center and the Northwest Indian Applied Research Institute.
The Longhouse Education and Cultural Center represents a living, cultural link
to the tribal communities of the Pacific Northwest. The purpose and philosophy of the
Longhouse are centered on service and hospitality to students, the college, indigenous
communities and the community at large. The functions of the facility are to provide
classroom space, house the 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.edu. NIARI works with the tribes-if they choose-to
implement those results.

(Luiseno/Soboba)
Jeff Antonelis-Lapp
Raul Nakasone
Alan Parker
(Chippewa-Cree)
Gary Peterson
(Skokomish)
Frances Rains
(Choctaw/Cherokee)

Native American and
World Indigenous
Peoples Studies

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Fall, Winter and Spring quarters
Faculty: Sam Schrager, Kristina Ackley,
Matt Smith
Enrollment: 72
Class Standing: This all-level program will
offer appropriate support for first-year
students as well as supporting/encouraging
those ready for advanced work.
Special Expenses: $200 for field trips in fall
and spring quarters.
Place absorbs our earliest notice and attention,
it bestows on us our original awareness; and
our critical powers spring up from the study of it
and the growth of experience inside it. Sense of
place gives equilibrium; extended, it is sense of
direction too.
-Eudora

Welty

This program will explore how places in
America are created and experienced. We will
learn how they have emerged at the intersection
of geography and history, and how they are
lived in, felt about, perceived, shaped, fought
over, and transformed by persons and groups.
As Welty says, we depend on being rooted in
an actual place for our sense of who we are and
what we can do. Yet in this age of unprecedented
interchangeability of spaces, what happens to the
distinctive character of places? In the face of the
mobility, uprooting, and alienation endemic to
American society, what connections to places do
we have and can we hope to nurture?
We will study dispossession and survival of
Native American communities; experiences
of place for African Americans and immigrant
groups; place-based identities in the West, South,
Midwest, and New England. We'll look at the
interplay of nature, economics, religion, and
nationalism in urban and rural localities. We will
examine how people infuse meaning into places
through stories, literature, material culture, and
collective practices. We'll also examine moral
implications of policies regarding place. We
will conceive our subject broadly, to include not
only Olympia and Chicago, Squaxin Island and
Yosemite, but also homes and farms, classrooms
and beauty salons.

Students will develop skills as interpreters,
writers, and researchers by studying scholarly
and imaginative works and by conducting policy
research and ethnographic fieldwork (observation, interviewing, documentation of social life).
They'll undertake an extended project on an
American place oftheir choice, locally or elsewhere, in spring. Faculty will give strong support
to upper-division students and seniors writing
theses. The program is also recommended for
students new to the Northwest who want to
explore it at firsthand.
Credit may be awarded in anthropology,
literature, policy, U.S. history and community studies.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in the humanities and the
social sciences.
This program is also listed under First-Year
Programs and Culture, Text and Language.

Tribal: Reservation-Basedl
Community-Determined
Fall, Winter and Spring quarters
Faculty: Michelle Aguilar-Wells,
Jeff Antonelis-Lapp, Frances Rains, TBA
Enrollment: I 12
Class Standing: Junior or senior; Northwest
Indian College Bridge students.
Faculty Signature: Students must be living
on or working for one of the reservation
sites. For information contact Michelle
Aguilar-Wells, aguilarm@evergreen.edu
or (360) 276-4598, or Jeff Antonelis-Lapp,
lappj@evergreen.edu or (253) 735-6647,
ext. 120, or the Program Secretary Office,
(360) 867-6600. Qualified students will be
accepted until the program fills.
Special Expenses: Travel expenses related
to at least four weekend visits to the
Olympia campus each quarter.
Leadership in the 21 st century, the theme of this
program, is designed for Indian students seeking
a liberal arts degree. This reservation-based and
community-determined
program seeks tribal
members and other students who work or live
on a reservation. The program emphasizes 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 program information will be presented.
Students and tribal officials design the curriculum by asking what an educated member of an
Indian nation needs to know to contribute to the
community. The interdisciplinary approach
allows students to participate in seminars and
modules 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 is taught using a tribal perspective and
issues related to tribal communities are often the
topics of discussion. Scholarship, academic gain
and critical thinking skills are assessed as part of
student evaluations.
Credit awarded in history, political science,
federal Indian policy, leadership studies and
writing.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and
future studies in human services, tribal
government and management, law, natural
resources, community development, Native
American studies, cultural studies and K-12
education.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

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

TACOMA PROGRAM

Director: Dr. W. J; Hardiman
Affiliated Faculty:

The Tacoma program is committed to providing its students with an interdisciplinary,
reality-based, community-responsive liberal arts education. The program 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 program seeks to provide a catalytic climate for intellectual,
cultural and social growth.

Eddy Brown
W. J. (Joye) Hardiman
Lowell (Duke) Kuehn
Willie Parson
Gilda Sheppard
Tyrus Smith
Artee Young

FEATURES AND BENEFITS
• Situated in an inner-city environment
• Faculty and student diversity
• Flexible class schedule
• 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

Tacoma Program

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 program, call (253) 680-3000.

Transformational Literacies

';}
n

o
3
DI
"0

a

Ul

Q1

3

Fall, Winter and Spring quarters
Faculty: Willie Parson, Eddy Brown,
Duke Kuehn, Gilda Sheppard,
Artee Young, Tyrus Smith,
Joye Hardiman, TBA
Enrollment: 225
Class Standing: Junior or senior.
Prerequisites: Formal admission to the
Tacoma program. Prospective students
must attend an intake interview. For information about admission and the application
process call (253) 680-3000.
Special Expenses: Approximately $25-$50
lab fee.
Internship Possibilities: With program
coordinator and faculty advisor approval.
This program is intended for students who
are preparing for professional advancement,
graduate or professional school and community
leadership. It will address multiple ways of
thinking, learning and doing, and is designed
for those students interested in research and
application experiences that focus on issues
and challenges within their professional lives
and communities.
In fall quarter, students will research and
critically examine multiple intelligence, the
social construction of knowledge and theories,
and approaches to various literacies. These
include but are not limited to the following types
of interdisciplinary Iiteracies: linguistic, media,
logical-statistical, sociological, environmental,
technological and legal.
In winter quarter, based upon work done in the
fall, students will identity, explore and develop
topics for further research and study using their
acquired knowledge and Iiteracies in situations
designed to transform themselves and their
communities.

Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

In spring quarter, students will use various
communications media to demonstrate the
transformations that can occur through merging
and applying multiple intelligence, literacy
studies, professional competencies and
community advocacy.
Credit awarded in urban education,
community and environmental studies,
law and public policy, science and social
science research, research methodology,
literature, 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 and environmental studies.

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

FACULTY
Following is a list of Evergreen's faculty as of summer 2003. A more extensive description of their
areas of expertise can be found on the Academic Advising Web site: www.evergreen.edufadvising.
Kristina Ackley, Native American Studies, 2000;
BA, History and Political Science, University of
Wisconsin-Madison, 1993; M,A" American Indian
Law and Policy, University of Arizona, 1995;
Ph,D" American Studies, State University of New
York at Buffalo, expected.
Michelle Aguiiar- Wells, Reservation-Based/
Community-Determined, 2001; B.A., Human
Services, Western Washington University, 1977;
M.P.A./A.B.T., University of Arkansas, 1981.
Nancy Allen, Literature and Languages, 1971;
B.A., Comparative Literature, Occidental College,
1963; M.A., Spanish, Columbia University, 1965.
Sharon Anthony, Environmental Chemistry,
1998; A.B., Mathematics and Chemistry, Bowdoin
College, 1989; Ph.D., Physical Chemistry,
University of Colorado, 1995.
Jeff Antonelis-Lapp, Reservation-Based/
Community-Determined, 2001; B.S.,
Environmental Education, Western Washington
University, 1978; M.Ed., Science Education,
University of Washington, 1982.
Theresa A. Aragon, Management, 1999;
B.A., Political Science/Philosophy, Seattle
University, 1965; M.A., Political Science/
Sociology, University of New Mexico, 1968;
Ph.D., Political 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.
Don Bantz, Public Administration, 1988;
Academic Dean, 2000-present; B.A., Management!
Marketing, 1970; M.P.A., University of Southern
California, 1972; D.P.A., University of Southern
California, 1988.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
Marcella Benson-Quaziena, Psychology, 2000;
B.S., Health and Physical Education, University
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.

Hilary Binda, English Literature, 2001; B.A.,
Women's Studies, Brown University, 1989;
M.A., Tufts University, 1997; Ph.D., Tufts
University, 2001.
Peter G. Bohmer, Economics, 1987;
B.S., Economics and Mathematics, Massachusetts
Institute ofTechnology, 1965; Ph.D., Economics,
University of Massachusetts, 1985.
Dharshi Bopegedera, Physical Chemistry, 1991;
B.S., Chemistry, University ofPeradeniya,
Sri Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
Frederica Bowcutt, Ecology, 1996; B.A.,
Botany, University of California, Berkeley, 1981;
M.S., Botany, University of California, Davis,
1989; Ph.D., Ecology, University of California,
Davis, 1996.
Priscilla V. Bowerman, Economics, 1973;
Director of Graduate Program in Public
Administration, 1986-89; Academic Dean,
1990-94; A.B., Economics, Vassar College,
1966; M.A., Economics, Yale University, 1967;
M. Philosophy, Yale University, 1971.
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.

Gerardo Chin-Leo, Marine Biology, 1991;
B.A., Reed College, 1982; M.S., Marine Studies
(Oceanography), University of Delaware, Lewes,
1985; Ph.D., Oceanography, University of
Delaware, Lewes, 1988.
Caryn Cline, Coordinator of Interdisciplinary
Media Resources, 1991; B.A., English,
University of Missouri, Columbia, 1976; M.A.,
English, University of Missouri, Columbia, 1978.
Sally J. Cloninger, Film and Television, 1978;
B.S., Syracuse University, 1969; M.A.,
Theater, Ohio State University, 1971; Ph.D.,
Communications-Film, Ohio State University,
1974.
Robert Cole, Physics, 1981; B.A.,
University of California, Berkeley,
Physics, University of Washington,
Physics, Michigan State University,

Physics,
1965; M.S.,
1967; Ph.D.,
1972.

Scott Coleman, Master in Teaching Director,
2001; B.S., Biology, State University of New York,
College at Brockport, 1973; M.A., Elementary
Education, San Diego State University, 1980;
Ph.D., Instructional Systems Technology, Indiana
University, 1989.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D., Biological
Sciences, University of California, Irvine, 1998.

s

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.

Stephanie Coontz, History and Women Studies,
1974; B.A., History, University of California,
Berkeley, 1966; M.A., European History,
University of Washington, 1970.

Bill Bruner, Economics, 1981; Dean of Library
Services, 1992-2001; B.A., Economics and Mathematics, Western Washington University, 1967.

Doranne Crable, Expressive Arts, Performance
Theory and Practice, Comparative Mythology,
Women Studies and Laban Movement Theory
and Practice, 1981; B.A., University of Michigan,
1967; M.A., Wayne State University, 1973;
Fellow, University of Edinburgh, U.K., 1975;
Ph.D., Wayne State University, 1977; C.M.A.,
University of Washington.

Andrew Buchman, Music, 1986; Certificate,
School of Musical Education, 1971; B.A., Liberal
Arts, The Evergreen State College, 1977; M.M.,
Music Composition, University of Washington,
1982; D.M.A., Music Composition, University
of Washington, 1987.
Paul R. Butler, Geology and Hydrology, 1986;
A.B., Geography, University of California, Davis,
1972; M.S., Geology, University of California,
Berkeley, 1976; Ph.D., Geology, University of
California, Davis, 1984.
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.

s

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,
Brown University, 1972.
Judith Bayard Cushing, Computer Science,
1982; B.A., Math and Philosophy, The College
of William and Mary, 1968; M.A., Philosophy,
Brown University, 1969; Ph.D., Computer Science,
Oregon Graduate Institute, 1995.

s

Virginia Darney, Literature and Women 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,
Yale University, 1993; M. Philosophy, History,
1996; Ph.D., History, Yale University, 1998.
Elizabeth Diffendal, Applied Anthropology,
1975; Academic Dean, 1981-85; A.B., Social
Anthropology, Ohio State University, 1965; M.A.,
Cultural Anthropology, University of Cali fomi a,
Los Angeles, 1968; Ph.D., Applied Anthropology,
The Union Institute, 1986.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-91; Interim Vice President
for Student Affairs, 1991-92; Academic Dean,
1992-94; Director of Graduate Program in Public
Administration, 1994-98; B.A., History-Political
Science, Memphis State University, 1963; M.A.,
Political Science, University of Kentucky, 1966;
M., Urban Planning, University of Washington,
1968; Ph.D., Urban Planning, University of
Washington, 1971.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977; Ph.D.,
Economics, University of Massachusetts, 1987.
Joe Feddersen, Printmaking, 1989; B.F.A., Printmaking, University of Washington, 1983; M.F.A.,
University of Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996--2001; B.A., French,
Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972; M.A.,
Linguistics, University of Michigan, 1983; Ph.D.,
Linguistics, University of Michigan, 1986.
John Robert Filmer, Management and
International Business, 1972; B.S., Agriculture,
Cornell University, 1956; B.A.E., Agricultural
Engineering, Cornell University, 1957; M.S.,
Hydraulic Engineering, Colorado State University,
1964; Ph.D., Fluid Mechanics, Colorado State
University, 1966.
Anne Fischel, Film/Video, 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, Emeritus, Education and
Journalism, 1972; B.A., Journalism, University of
Tulsa, 1961; M.S.Ed., Humanities, Western Oregon
State College, 1967; Ph.D., Education, Oregon
State University, 1970.
Theresa L. Ford, 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.

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.

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.

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.

Jorge Gilbert, Sociology, 1988; Licenciado en
Sociologia, Universidad de Chile; M.A., Sociology
in Education, University ofToronto, 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 ofTennessee, 1970.
WaIter Eugene Grodzik, Theater, 2002; B.A.,
Research and Theater Studies, Hiram College,
1977; M.A., Speechffheater, Kent State University,
1983; M.F.A., Directing, Wayne State University,
1984; Fulbright Scholar, 1984-86; Ph.D., Drama,
University of Washington, expected.
Bob Haft, Expressive Arts, 1982; B.S., Psychology, Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
Jeanne E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80; B.A., Political
Science, University of Oregon, 1962; M.A.,
Political Science, University of Chicago, 1964;
A.B.D., Political Science, Chicago, 1968.
W. Joye Hardiman, Literature and Humanities,
1975; Director, Tacoma Campus, 1990-present;
B.A., Literature, State University of New York,
Buffalo, 1968; Graduate studies, Literature, State
University of New York, Buffalo, 1968-70; Ph.D.,
Applied Literary Studies and Urban Education, The
Union Institute, 1986.
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.

Patrick J. Hill, Philosophy, 1983; Provost and
Academic Vice President, 1983-90; A.B.,
Philosophy, Queens College, 1963; A.M.,
Philosophy, Boston University, 1966; Ph.D.,
Philosophy, Boston University, 1969.
Virginia Hill, Communications, 1975; B.A.,
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,
B.S., Biology,
M.S., Botany,
Plant Biology,

Environmental Science, 2001;
Michigan State University, 1979;
University of Illinois, 1982; Ph.D.,
University of Illinois, 1986.

Sara Huntington, Librarianship, 1987; B.A.,
The Evergreen State College, 1978; M.A.,
Literature, University ofPuget Sound, 1982;
M.L.S., University of Washington, 1984.
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
English,
Theater,
Theater,

(Rose) Jang, Theater, 1988; B.A.,
National Taiwan University, 1980; M.A.,
Northwestern University, 1981; Ph.D.,
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 ofWashi~gton, 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.

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, Video/Performance, The University
ofIowa, 1995; M.F.A., Intermedia Arts, Video/
Performance, The University of Iowa, 1996.

Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University
of Washington, 1985.

John T. Longino, Zoology, 1991; B.S., Zoology,
Duke University, 1978; Ph.D., Zoology, University
ofTexas, Austin, 1984.

Cheryl Simrell King, Master in Public Administration, 2000; B.A., Psychology/Sociology,
University of Texas, 1981; M.A., Experimental!
Testing Psychology, University of Colorado,
1987; Ph.D., Public Administration, University of
Colorado, 1992.

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.

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.,
Curriculum/Instruction, University of Oregon,
1980; Ph.D., Human Development/Family Studies,
Oregon State University, 1986.
Patricia Krafcik, Russian Language and
Literature, 1989; B.A., Russian, Indiana
University, Bloomington, 1971; M.A., Russian
Literature, Columbia University, 1975; Ph.D.,
Russian Literature, Columbia University, 1980.
Lowell Kuehn, Sociology and Public Administration, 1975; Acting Director, Washington State
Institute for Public Policy, 1984-85; Director
of Graduate Program in Public Administration,
1983-84; B.A., Sociology, University of Redlands,
1967; M.A., Sociology, University of Washington,
1969; Ph.D., Sociology, University of Washington,
1973.
Elizabeth M. Kutter, Biophysics, 1972; B.S.,
Mathematics, University of Washington, 1962;
Ph.D., Biophysics, University of Rochester, New
York,1968.
Patricia Labine, Emerita, Ecological Agriculture,
1981; B.A., Zoology, Mount Holyoke College,
1961; Ph.D., Biology, Stanford University, 1966.
Lance Laird, Comparative Religion, 1998;
B.A., Religious Studies, 1986; M.Div., Theology,
The Southern Baptist Theological Seminary, 1989;
Th.D., Comparative Religion, Harvard Divinity
School, 1998.
Gerald Lassen, Public Administration, 1980; B.A.,
Mathematics, University ofTexas, 1960; M.A.,
Economics, University of Wisconsin, 1967.
Daniel B. Leahy, Public Administration, 1985;
Director ofLabor Center, 1987-95; B.A.,
Economics, Seattle University, 1965; M.P.A.,
New York University Graduate School, 1970.
Albert C. Leisenring, Mathematics, 1972; B.A.,
Mathematics, Yale University, 1960; Ph.D.,
Mathematics, The University of London, 1967.

Lee Lyttle, Library Sciences, 1992; Dean of
Library Services, 200 I-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.
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, 2002.

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, Emeritus, Biology, 1971; B.A.,
Physics, Dartmouth College, 1961; Ph.D.,
Entomology, Purdue University, 1967.
Kabby Mitchell III, Dance, 2000; A.A., Contra
Costa College, 1979; M.F.A., Dance, University of
Iowa, 1998.
Donald Morisato, Genetics/Molecular Biology,
2002; B.A., Biology, The Johns Hopkins
University, 1979; Ph.D., Biochemistry and
Molecular Biology, Harvard University, 1986.
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.

Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry Making, Idaho State
University, 1977.

Frank Motley, Librarianship, 1978; Head of
Library Reference, 1972-79; B.S., Psychology,
Portland State University, 1965; M.S., Librarianship, University of Oregon, 1968.

Carrie Margolin, Psychology, 1988; B.A., Hofstra
University, 1976; Ph.D., Dartmouth College, 1981.

Greg A. Mullins, American Studies, 1998;
A.B., English, Stanford University, 1985; Ph.D.,
English, University of California, Berkeley, 1997.

David Marr, American Studies and English, 1971;
Academic Dean, 1984-87; B.A., English,
University ofIowa, 1965; M.A., English
(American Civilization), University ofIowa, 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.
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.

Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental
Studies, 1988-95; B.A., Political Science and
Economics, University of Washington, 1971;
M.A., Political Science, University of
Washington, 1973; Ph.D., Political Science,
University of Washington, 1978.
Nancy Murray, Developmental Biology, 2001;
B.S., State University of New York at Oswego,
1986; Ph.D., Neurobiology, State University of
New York at Stony Brook, 1997.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest
Resources, University of Washington, 1983.
Raul Nakasone (Suarez), Education, 1991;
Credentials for Secondary Education in
Mathematics, Physics and Chemistry, Enrique
Guzman y Valle National University of Education,
1968; M.A., Teaching (physics), Lewis and Clark
College, 1973.
Alan Nasser, Philosophy, 1975; A.B., Classical
and Modem Languages, St. Peter's College, 1961;
Ph.D., Philosophy, Indiana University, 1971.

~

::::I

U
IU
U.

James Neitzel, Chemistry, 1989; B.A., Chemistry,
Biology, Macalester College, 1977; Ph.D., Chemistry, California Institute ofTechnology, 1987.
Alice A. Nelson, Spanish Language and Culture,
1992; A.B., cum laude, Spanish, Davidson
College, 1986; A.M., Spanish, Duke University,
1989; Certification, Women's Studies, Duke
University, 1990; Certification, 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.
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.
Allen Olson, Computer Studies, 2003; B.A.,
Physics, University of Chicago, 1990; M.S.,
Mechanical Engineering, University of
Washington, 1992.
Dean Olson, Emeritus, 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;
1. 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 ~ollege, 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.

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.

John H. Perkins, Biology, History of
Technology and Environment, 1980; Director
of Graduate Program in Environmental Studies,
I999-present; Academic Dean, 1980-86; B.A.,
Biology, Amherst College, 1964; Ph.D., Biology,
Harvard University, 1969.

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 Cali fomi a,
Santa Barbara, 1992.

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 ofIowa, 1998.
Rita Pougiales, Anthropology and Education,
1979; Academic Dean, 1985-88 and 2002-present;
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,
2001-03; 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 Education-Elementary
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.
Andrew
Classical
Classical
Classical

Reece, Classical Studies, 2003; A.B.,
Studies, Earlham College, 1991; M.A.,
Studies, Indiana University, 1993; Ph.D.,
Studies, Indiana University, 1998.

Martha Rosemeyer, Ecological Agriculture, 2001;
B.S., Plant Pathology, University of Wisconsin,
Madison, 1978; M.S., Plant Sciences-Horticulture,
University of Arizona, 1982; Ph.D., BiologyAgroecology, University of California, Santa
Cruz, 1990.
Ratna Roy, Dance and English, 1989; B.A.,
English, Ranchi University, 1962; M.A., English,
Calcutta University, 1964; Ph.D., English,
University of Oregon, 1972.
David Rutledge, Psychology, 1988; B.A.,
Philosophy and Psychology, University of
Nebraska, 1970; M.S., Human Development,
University of Nebraska, 1975; Ph.D., Counseling
Psychology, University of California, Berkeley,
1986.
Sarah F. Ryan, Labor Studies, 1999; B.A., The
Evergreen State College, 1992; M.A., Labor and
Industrial Relations, Rutgers-The State University
of New Jersey, 1999.
Therese Saliba, English, 1995; B.A., English,
University of California, Berkeley, 1983; M.F.A.,
Fiction Writing, University of Washington, 1989;
Ph.D., English, University of Washington, 1993;
Fulbright Scholar, 1995.
Paula Schofield, Organic Chemistry, 1998; B.S.,
Chemistry, Manchester Metropolitan University,
1990; Ph.D., Polymer Chemistry, University of
Liverpool, 1995.
Samuel A. Schrager, Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., The Evergreen State College, 1976;
B.A., Mathematics, Western Washington
University, 1978; M.S., Software Engineering,
Seattle University, 1985; M.S., Computer Science,
University of Washington, 1996.
Leonard Schwartz, Creative Writing, 2003;
B.A., Creative Writing and Literature, Bard
College, 1984; M.A., Philosophy, Columbia
University, 1986.
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, 2001-02; M.P.A., Karachi University,
Pakistan; D.P.A., New York University, 1966.

Rebecca Sunderman, Physical Inorganic
Chemistry, 2003; B.S., Chemistry, Eastern Oregon
State College, 1996; Ph.D., InorganiclPhysical
Chemistry, Oregon State University, 2001.

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.

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.

Sheryl Shulman, Computer Science, 1997;
B.A., Natural Science, Shimer College, 1973; M.S.,
Computer Science, Illinois Institute of Technology,
1977; Ph.D., Computer Science, Oregon Graduate
Institute, 1994.
Barbara L. Smith, Political Science, 1978;
Academic Dean, 1978-94; Director, Washington
Center for Improving the Quality of Undergraduate
Education, 1985-94; Provost and Academic Vice
President, 1994-200 I; B.A., Political Science,
Lawrence University, 1966; M.A., Political
Science, University of Oregon, 1968; Ph.D.,
Political Science, University of Oregon, 1970.
Matthew E. Smith, Political Science, 1973;
Academic Dean, 1987-90; B.A., Political Science,
Reed College, 1966; M.A.T., Social Science, Reed
College, 1968; Ph.D., Political Science, University
of North Carolina, 1978.
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, Emeritus, 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., ArtPhotography, 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.

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. Walter, 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.
EdwardA. 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, World Music, 1991; B.A., Music,
University of California, Berkeley, 1981; M.A.,
Ethnomusicology, University of Washington, 1985;
Ph.D., Ethnomusicology, University of
Washington, 1990.
Thomas Womeldorff, Economics, 1989;
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; J.D.,
University ofPuget Sound School of Law, 1987.
E. J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.
Physics, University of Wisconsin-Madison, 1993.

(I)

CU

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BOARD OF TRUSTEES
SEPTEMBER 2003
Deborah Barnett
Olympia

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Stanley Flemming
University Place

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Bill Frank, Jr.
Olympia

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David E. Lamb
Hoquiam
Karen E. Lane
Bellevue
Merritt Long
Olympia
Marilee Roloff
Spokane
Anthony Sermonti
Aberdeen

ADMINISTRATION
Thomas L. Puree
President
Arthur A. Costantino
Vice President for Student Affairs
Ann Daley
Vice President for Finance and Administration
Francis C. McGovern
Vice President for College Advancement
Don Bantz
Interim Provost and Academic Vice President

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INDEX

Symbols
500 Years of Globalization 78

A
Academic Advising 5
Academic Calendar 96 .
Academic Credit 17
Academic Regulations 17
Academic Standing Policy 18
Access Services for Students with
Disabilities 5
Accreditation 96
Ackley, Kristina 30, 43, 84
Address Changes 17
Administration 91
Admissions 12
Advanced Research in Environmental
Studies 54
Advising Offices 19
After Nietzsche: Arts, Literature
and Philosophy in the
Wanderer's Shadow 49
Aguilar-Wells, Michelle 84
Allen, Nancy 44
America in the 20th Century 30,43, 75
American Places 30, 43, 84
American Civil War in Modem
Memory, The 37,79
Animal Behavior 58
Anthony, Sharon 36,37
Antonelis-Lapp, Jeff 84
Arney, William Ray 35,47
Astronomy and Cosmologies 72
Athletics and Recreation 6
Aurand, Susan 32, 39
A Few Good Managers Wanted 79

B

General Information

Bailey, Marianne 46, 48, 49
Barlow, Clyde 55,67, 71
Binda, Hilary 45, 48, 50
Board of Trustees 91
Bohmer, Peter 34,39, 76, 81
Bopegedera, Dharshi 71
Bowcutt, Frederica 48,57,59
Bowerman, Priscilla 77
Brabban, Andrew 36,69,71
Brown, Eddy 86
Bruner, William 33,49,80
Buchman, Andrew 33
Business in Action 49,80

C
Campus Map 95
Campus Regulations 11
Career Development Center 5
Center for Mediation Services 5
Chandra, Arun 64

Changing Minds, Changing Course 47
Chin-Leo, Gerardo 54
Climate Change, Action and Influence 37
Cloninger, Sally 40, 63, 65
Cole, Robert 57
Community-Based Learning 10
Community College Degrees 13
Community Food Systems in Cuba and
Costa Rica 54
Computability: The Scope and
Limitations of Formal Systems 67
Condensed Curriculum 26
Contemporary Social Issues:
Analyzing Critically,
Arguing Persuasively 30,43, 75
Cook, Amy 32,37,55
Coontz, Stephanie 30,43, 75
Counseling and Health Centers 5
Crable, Doranne 61
Credit Limit 17
Cultural Landscapes:
Peoples, Places and Power 31
CULTURE, TEXT AND LANGUAGE 42
Curtz, Thad 45, 48
Cushing, John 35,47, 71
Cushing, Judith 38,71

o
Darney, Virginia 49,80
Data to Information: Computer Science
and Mathematics 67
Davis, Stacey 44, 48, 50, 57
Democracy and Free Speech 50
Designing Languages 38
Diversity and Community 10
Dobbs, Carolyn 56, 59, 77
Drop or Change a Program 17

E
Eligibility for Admission 12
Enrollment Process 17
Environmental Analysis:
Chemistry and Geology of
Aqueous Ecosystems 55,67
Environmental Economics and Natural
Resource Policy 58, 80
ENVIRONMENTAL STUDIES 53
Equal Opportunity 1
Equal Opportunity and
Non-Discrimination 5
European Environmental History 48, 57
Evening and Weekend Studies 19
Evergreen Center for Educational
Improvement, The 20
Evolution of the Book 31,44,61
Expectations of an Evergreen Graduate 3
Expenses, Estimated 15
EXPRESSIVE ARTS 60

37

F

l

Faculty 87
Farm to Table: Topics in Local and
Global Food Production 38,59
Faulkner and Friends 38, 50
Feddersen, Joe 31,44,61
Fiksdal, Susan 38
Filmer, John 79
First-Year Applicants 13
First Peoples' Advising Services 6
Fischel, Anne 56, 62
Forests in Space and Time: Introduction
to Environmental Studies 31,55
Foundations of Performing Arts:
Moving Moments 61
Foundations of Visual Arts 61

Jang, Rose 61
Jun, Heesoon 76

G

42

Geology and Art: Getting Grounded 32
Gilbert, Jorge 76
Goldberger, Ariel 40, 63, 64
Gomez, Jose 34, 45, 50, 78
Graduate Study 20
Graduation Requirements 18
Grissom, Tom 30, 38, 43, 50, 75
Grodzik, Walter 64

H
Hp 36
Haft, Bob 33, 65
Hahn, Jeanne 34,76,78
Hardiman, Joye 86
Harrison, Lucia 37
Hayes, Ruth 62, 63
Health and Human Development 68,75
Heying, Heather 31,54,55,58
Hill, Virginia 47
Hitchens, David 30,38,43,50,
75
Housing 6
How to Read a Program Description 28
Huntington, Sara 35,47

I
Image Conscious: The Emergence of the
Self in Early Modern Europe 50
Individual Learning Contracts 19
Internships 19
Interrogating American Cultures through
theArts 32
Introduction to Environmental
Modeling 57
Introduction to Environmental Studies:
Communities and Their
Environment 32, 55
Introduction to Natural Science 33, 68

--

K
Kelly, Jeff 55,67, 71
Kennedy, Cynthia 36,49,80
KEY Student Support Services 6
Khanna, Mukti 46, 62, 78
Kido, Jan 33,39,81
Knapp, Rob 68, 71
Kozick, Stephanie 41,52
Krafcik, Patricia 34, 46
Kuehn, Duke 86
Kutter, Betty 71

L
Labor Education & Research Center 20
Laird, Lance 34, 45, 78
Lassen, Jerry 30,37,43, 75, 79
Latin America in a Global Free
Market 76
Leahy, Dan 34, 76
Learning Resource Center 6
Leave of Absence 17
Leverich, R. T. 35,41,56,64,65,
70
Light and Terror: France in the Age
of Voltaire and Robespierre 44
Lin, Ju-Pong 32
Local Knowledge: Community, Media
Activism, Public Health and the
Environment 56, 62
Longhouse Education and Cultural
Center, The 20

M
M'Baye, Babacar 34,45,51,78
Mandeberg, Jean 61
Margolin, Carrie 40,68, 75, 81
Marine Life: Marine Organisms and
Their Environments 58
Marr, David 33,51
Marxist Theory 80
Masculinities and Femininities in the U.S.:
Sex Is Fun, but Gender
Is a Drag 39,81
Master in Teaching 20
Master of Environmental Studies 20
Master of Public Administration 20
Matching Evergreen's Programs to Your
Field ofInterest 21
Mathematical Origins of Life 73
Matter and Motion 68
Matz, Stu 69,71
McAvity, David 69, 73
Mediaworks: Experiments with
Movement, Light and Sound 62
Meeker, Laurie 62

Memory of Fire: Spain and Latin
America 44
Methods of Applied Mathematics 69
Mission Statement 4
Mitchell, Kabby 61
Molecule to Corporation 69
Molecule to Organism 69
Morisato, Donald 35,47,71
Moruzzi, Harumi 36,41,45,49,52
Mosqueda, Larry 77,79,80
Multicultural Counseling:
An Innovative Model 76
Murphy, Ralph 56,58, 77, 80
Murra~Nancy 33,68,71

N
Nasser, Alan 77,82
NATIVE AMERICAN AND WORLD
INDIGENOUS PEOPLES
STUDIES 83
Nature/Image 39
Negotiating Cultural Landscapes: Money,
Music, Citizens and Stories 33
Neitzel, Jim 69,71
Nelson, Alice 44
Nelson, Lin 54, 56, 62
Nelson, Neal 67,71
Nietzsche: Life, Times, Work 48
Northwest Indian Applied Research
Institute, The 20
Notification and Deposit 12

o
Old and New Worlds: The Making of the
Western Tradition 33
Olson, Toska 33,39,81
Organizing for Democracy:
Problems and Possibilities in the
21st Century 34, 76
Ott, Jan 68, 75

p
Pailthorp, Charles 30, 43, 75
Parson, Willie 86
Paulsen, David W. 41,51,73
Pfeifer, Michael 33, 51
Physical Systems 70
Plant Ecology and Taxonomy 59
Police Services 6
Political Ecology of Land 56, 77
Political Economy, Social Change
and Globalization 77
Popular Economics 39, 81
Postmodernity and Postrnodernism:
Barth, Pynchon, DeLillo, Murakami
and World Cinema 45
Power in American Society 77, 79
Prior Learning from Experience 19

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PROGRAMS FOR FIRST-YEAR
STUDENTS 29
Protected Areas? 59
Przybylowicz, Paul 31, 55
Public Service At Evergreen 20
Puppet and Object Theater 40, 64

R
Rains, Frances 84
Ransom, Bill 31,44,61
Ready Camera One 40, 65
Record Keeping 17
Reece, Andrew 33
Refunds/Appeals 15
Registration 17
Religion, Race and Law in
America 34,45, 78
Renaissance Studies:
Literature and Identity 45
Residency Status 15
Retention of Records 12
Rhythmic Meditations 46, 62, 78
Rosemeyer, Martha 38,54,59
Roy, Ratna 32
Russia: Empires and Enduring
Legacies 34, 46

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Saliba, Therese 31
Schofield, Paula 33,68, 71
Schrager, Sam 30,43,84
Science Seminar 70
SCIENTIFIC INQUIRY 66
Seeing the Light 65
Self and Culture: Studies in
Japanese and American
Literature and Cinema 36, 49
Setter, Terry 46, 62, 78
Shadow lands 63
Sheppard, Gilda 86
Shulman, Sheryl 67, 71
Slavery in Africa and the Americas 51
Smith, Matt 30, 43, 84
Smith, Tyrus 86
Social Contract 8
SOCIETY, POLITICS, BEHAVIOR
AND CHANGE 74
So You Want to Be a Psychologist? 40,81
Sparks, Paul 63
Stroh, James 55, 67
Student Activities 7
Student Affairs 7

Student and Academic Support
Services 7
Student Originated Studies: American
Studies and Humanities 51
Student Originated Studies:
Humanities 46
Student Originated Studies: Media 63
Student Originated Studies:
Visual and Media Arts 63
Study Abroad 19
Summer Quarter 14
Sunderman, Rebecca 68
Sustainable Design:
Green Furniture 41, 65
Sustainable Design:
Green Means 35, 56, 64, 70
Sweet, Lisa 61

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Tabbutt, Ken 32,36,54
TACOMA PROGRAM 85
Taylor, Nancy 35,47,71
Teaching Gardens 57
Telling the Truth 35,47
The Novel: Life and Form 48
Thinking Straight 41, 51, 73
Thuesen, Erik V. 54, 58
Time Rhythm Music Theater 64
Transcripts 12, 17
Transfer Applicants 13
Transfer of Credit 13
Transformational Literacies 86
Tremblay, Gail 32
Tribal: Reservation-Based/CommunityDetermined 84
Tubesing, Martha Henderson 38,54,59
Tuition and Fees 15

Young, Artee 86

u
U.S. Foreign Policy: Terrorism and the
New American Empire 82
Uncertain World, Uncertain Knowledge
35,47,71
Undergraduate Research in Scientific
Inquiry 71

V
Veteran Students 17
Visualizing Ecology 37

Walter, Brian 67
Washington Center for Improving
the Quality of Undergraduate
Education, The 20
Washington State Institute for Public
Policy, The 20
Waste and Want: The Science,
Psychology and Business of
Consumption 36
Whitesell, Ted 31
Wiedenhaupt, Sonja 36, 37
Williams, Sarah 46, 62, 78
Withdrawal 17
Women's Voices and Images of Women:
Studies in Literature and
Cinema 41,52

Z
Zita, E. J. 70, 71, 72

Parking lot F

EVER(JREEN

Path to Geoduck Beach

The Evergreen State College
DRIFTWOOD RD.

Campus
Map Key
ARTS" 'Arts Annex
CAB·

. College Activities
Building

COM ... Communications
Building
CRC .... Recreation
Center
IT

·IT bus top

LAB I

Arts and
Sciences

LAB II .. Arts and
Sciences
LC ..... Longhouse
LH ..... Lecture Halls
LIB

.. Library

SEM I·· 'Seminar I
SEM II· .Seminar II

Contacting
Evergreen

Parking lot (
Construction
Staging Area

Directory Assistance
(360) 867-6000

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Parking Lot B

Using the Extension
(360) 867-ext.

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2700 Evergreen Pkwy, NW
Olympia, WA 98505 .

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campus Map

www.evergreen.edu

2004-2005
ACADEMIC CALENDAR

FALL

WINTER

SPRING

2004

2005

2005

First Session

Second Session

SUMMER

Orientation

Sept. 18-26*

Quarter Begins

Sept. 27

Jan. 3

March 28

June 20

July 25

Evaluations

Dec. 13-17

March 14-18

June 6-10

July 25-30

Aug. 29-Sept. 3

Quarter Ends

Dec. 17

March 18

June 10

July 30

Sept. 3

Vacations

Thanksgiving Break
Nov. 22-26

Winter Break
Dee. 20-Jan. 2

Spring Break
March 21-27

Commencement

June 10

No classes on Martin Luther King Day, Presidents' Day, Independence Day, Memorial Day and Labor Day holidays.
* Subject to change

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Accreditation

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The Evergreen State College is accredited
by the Northwest Commission on Colleges
and Universities, 8060 l65th Ave. NE,

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Editing:

Esme Ryan, Tom Womeldorff

Redmond, WA 98052.

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The Evergreen State College
Catalog Production Team

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DIsc airner

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.

Copyediting and Production Assistance:

This Catalog is published by The Evergreen
State College Office of Enrollment
Management. ©2003 by The Evergreen
State College
Printed on recycled paper.

Debbie Waldorf
Design:

Brian E. Mathis, Nina M. Douglas,
Judy Nufiez-Pinedo
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 2004-05 curriculum.

This catalog is updated regularly; for the most
current information please visit our Web site:
www.evergreen.eduJadvising/update.htm.
The information contained in this Catalog is
available in other media with 24 hours' notice.
TTY: (360) 867-6834.