Course Catalog, 2005-2006

Item

Identifier
Eng Catalog_2005-2006.pdf
Title
Eng Course Catalog, 2005-2006
Date
2005
Creator
Eng The Evergreen State College
extracted text
EVERGREEN
The Evergreen State College

TABLE OF
CONTENTS

[ABOUT EVERGREEN

I ACADEMIC

2

22

Beliefs
Expectations

4

Mission Statement

5

Services and Re50urce~

8

Social Contract

10

Diversity and Community

11 Campus Regulations

I ENROLLMENT SERVICES
Admissions

Registration

Programs to

28

Condensed Curriculum

30

How to Read a Program Description

31

Programs for Freshmen

SO

Culture, Text and Language

63

Environmental

73

Expressive Arts

85

Scientific

95

Society, Politics, Behavior and Change

About Evergreen

Enrollment Services

Studies

Inquiry

Academic Planning

108 Native American and
World Indigenous

15 Tuition and Fees
17

Matching Evergreen's
Your Field of Interest

3

12

PROGRAMS

and Academic Regulations

Peoples Studies

111 Tacoma Program
113 Faculty, Trustees and Administration

IACADEMIC PLANNING

Academic Programs

I GENERAL INFORMATION I

19

Planning and Curricular

Options

20

Graduate Study at Evergreen

20

Public Service at Evergreen

118 Index
122 campus Map

General Information

123 Academic Calendar

EQUAL OPPORTUNITY

EVEBOREEN
The Evergreen State College
Olympia, Washington
www.evergreen.edu/catalog

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.

Collaborative
About Evergreen

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

EXPECTATIONS
of an Evergreen Graduate

Articulate and assume responsibility

for your own work.

A successful Evergreen graduate will know how to work well with others,
not only in the workplace or social contexts, but as an active participant in
the struggle for a more just world. You will assume responsibility for your
actions as an individual and exercise power responsibly and effectively.

Participate collaboratively
diverse society.

and responsibly in our

creatively and effectively.

integrative,

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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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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

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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:
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Teaching is the central work of the faculty at both the undergraduate and
graduate levels. Supporting student learning engages everyone at Evergreenfaculty and staff.
Academic offerings are interdisciplinary and collaborative, a structure that
accurately reflects how people learn and work in their occupations and
personal lives.

• Students are taught to be aware of what they know, how they learn, and how
to apply what they know; this allows them to be responsible for their own
education, both at college and throughout their lives.
• College offerings require active participation in learning, rather than passive
reception of information, and integrate theory with practical applications.
• Evergreen supports community-based learning, with research and applications
focused on issues and problems found within students' communities. This
principle, as well as the desire to serve diverse place bound populations, guides
Evergreen's community-based programs at Tacoma and Tribal Reservations.
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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
accessible resources are available to you. We encourage you to take advantage of these services.
Academic Advising
Kitty Parker, Director

LIB2nd floor, (360) 867-6312
www.evergreen.edu/advising

Academic Advising provides advising and information on the curriculum, internship possibilities, study abroad and other educational
opportunities. Check our bulletin boards, Web page and workshop schedule for help with internships, advising tips and study abroad.
Meet with an advisor on a drop-in basis or by appointment-whichever
best suits your schedule. We also have evening and Saturday
advising and workshops. We can help you set up an internship, plan your academic pathway and answer all kinds of questions.

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Access Services for Students with Disabilities
Linda Pickering, Director
www.evergreen.edu/access

_LIB2nd floor, (360) 867-6348, TTY:867-6834
pickeril@evergreen.edu

Welcome to Evergreen! Access Services for Students with Disabilities provides support and services to students with documented
disabilities to ensure equal access to Evergreen's programs, services and activities. Appropriate academic adjustments, auxiliary aids
and specific classroom accommodations are individually based. We invite you to stop by and see us, or contact us any time if you
have questions or would like more information about how our office can assist you.

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 l l-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, track & field and women's volleyball.
There are club sports in crew, martial arts, men's lacrosse, baseball and softball. A wide array of leisure and fitness education
courses; a Challenge course; mountaineering, skiing, rafting, kayaking and mountain biking are also available.

Career Development Center
Wendy Freeman, Director

LIB2nd floor, (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

LIB3209, (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 faceto-face, the mediation process is free of charge, voluntary and confidential.

Counseling: SEM4126, (360) 867-6800

Counseling and Health Centers

Health: SEM2110, (360) 867-6200

Elizabeth McHugh, Director

www.evergreen.edu!health
The Counseling and Health centers provide safe, confidential environments for enrolled students to discuss concerns. Counseling
typically covers anxiety, depression, interpersonal relationship issues and stress management. The Health Center, a small general
practice clinic, provides a range of medical services, including acute care, chronic disease management, women's health services,
birth control and STD testing. Visits are covered by the quarterly Health and Counseling fee; there may be small charges for lab
work or prescriptions. Both centers make referrals to community providers as needed.

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Evergreen Tutoring Center
Quantitative and SymbolicReasoningCenter
VauhnFoster·Grahler,Director

CAB 108, QuASR:(360) 867·655
www.evergreen.edu/mathcent

WritingCenter
SandraYannone,Director

CAB 108, WC:(360) 867·642(
www.evergreen.edu/writingcenteJ

Evergreen's innovative curriculum demands an equally innovative support structure for undergraduate and graduate students.
Evergreen Tutoring Center includes the Quantitative and Symbolic Reasoning (QuASR) Center and the Writing Center. The
QuASR Center assists students in all programs with regard to quantitative and symbolic reasoning, math and science; the Writing
Center supports students in all genres of writing for academic and personal enrichment. Both centers provide peer tutoring and
workshops in a comfortable and welcoming environment. The Writing Center also sponsors additional activities such as Scrabble
icious and the Writers' Guild. Please check our Web sites for more detailed information.

First Peoples' Advising Services
HollyColbert, Director

LIB2nd floor,(360) 867·646i
www.evergreen.edu/multicultura

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 and Food Service
John Lauer,Director

Bldg.A, Room 301, (360) 867·613l
www.evergreen.edu/housinl

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

KEY Student Support Services
Niki Amarantides, Director

LIB2nd floor, (360) 867·6464
www.evergreen.edulke1

KEY (Keep Enhancing Yourself) Student Support Services is a federally funded TRIO program. You are eligible for KEY if: (1)
neither parent has a four-year college degree; or (2) you meet federal guidelines for low-income status; or (3) you have a physical
or documented learning disability. KEY will work with you to provide academic and personal advising; free tutoring; academic
and study skills development; financial aid advising; career guidance; cultural enrichment; advocacy and referral.

Police Services
Steve Huntsberry,Director

SEM2150, (360) 867·614(
www.evergreen.edu/policeservicel

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 communitybased, service-oriented law enforcement. Officers also assist students with everyday needs by providing escorts, transportation,
personal property identification and bicycle registration, vehicle jump-starts and help with lockouts. Information on campus safetj
and security, including statistics on campus crime for the past three years, is available from the Vice President for Student Affairs
or www.evergreen.edulstudentaffairssafety.htrn.

Student Activities
Tom Mercado,Director

CAB 320, (360) 867·622(
www.evergreen.edu/activitie!

At Evergreen, learning doesn't end when you leave the classroom. Students are involved in a wide range of activities and services
that bring the campus to life. By becoming involved, you can gain experience, knowledge and invaluable practical skills such as
event planning, budget management, computer graphics, coalition building, volunteer management and community organizing.
Our staff of professionals can provide orientation and training, guide you in developing and implementing services and activities,
and help interpret relevant policies, procedures and laws. Visit our Web site to see the list of student organizations and other
opportunities to get involved.

Student and Academic Support Services
PhyllisLane,Dean

to

LIB2nd floor,(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
Art Costantino,Vice President

LIB3236, (360) 867-6296
www.evergreen.edu/studentaffairs

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Non-Discrimination Statement

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Responsibility for protecting our commitment to equal opportunity and non-discrimination 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 every member of the college community to ensure that this policy is a functional part ofthe daily
activities of the college. Evergreen's social contract, the Affirmative Action and Equal Employment Opportunity policy and the
Sexual Harassment policy are available at www.evergreen.edu/policies. Persons who believe they have been discriminated against
at Evergreen are urged to contact the Human Resource Services Office, (360) 867-5361 or TTY: (360) 867-6834.
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USEFUL URLs
FAFSA

www.fafsa.ed.gov

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Financial Aid

www.evergreen.edU/financialaid

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Sexual Harassment
Policy

www.evergreen.edu/policies

Student Accounts

www.evergreen.edu/studentaccounts

Student Conduct Code

www.evergreen.edu/policies

Tuition Rates

www.evergreen.edu/tuition

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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.

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EVERGREEN'S
SOCIAL CONTRACT
When you make the decision to come to Evergreen, you are also making the decision to become closely
associated with its values. A central focus of those values is freedom-freedom
to explore ideas and to discuss
those ideas in both speech and print; freedom from reprisal for voicing concerns and beliefs, no matter how
unpopular. It's this freedom that is so necessary in a vibrant, dynamic learning community.
As members of the Evergreen community, we acknowledge our mutual responsibility for maintaining conditions
under which learning can tlourish-conditions
characterized by openness, honesty, civility and fairness. These
conditions carry with them certain rights and responsibilities that apply to us both as groups and as individuals.
Our rights-and our responsibilities-are
expressed in Evergreen's Social Contract, a document that has defined
and guided the college's values since its very beginning.
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that respecting
others and remaining open to others and their ideas provides a powerful framework for teaching and learning.

The Social 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 Cod~rievance

and Appeals Process

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.eduJpolicies/govemance.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.eduJpolicies/g-sexhar.htm.

EVERGREEN'S
SOCIAL CONTRACT (Cont.)
FREEDOM AND CIVILITY:
The individual members ofthe Evergreen
community are responsible for protecting
each other and visitors on campus from
physical harm, from personal threats, and
fromuncivil abuse. Civility is not just a
word; it must be present in all our interactions. Similarly, the institution is obligated,
bothby principle and by the general law,
to protect its property from damage and
unauthorized use and its operating processes
from interruption. Members of the community must exercise the rights accorded
them to voice their opinions with respect to
basic matters of policy and other issues. The
Evergreen community will support the right
of its members, individually or in groups,
to express ideas, judgments, and opinions
in speech or writing. The members of the
community, however, are obligated to make
statements in their own names and not as expressions on behalf of the college. The board
of trustees or the president speaks on behalf
of the college and may at times share or
delegate the responsibility to others within
the college. Among the basic rights of individuals are freedom of speech, freedom of
peaceful assembly and association, freedom
of belief, and freedom from intimidation,
violence and abuse.
INDIVIDUAL AND
INSTITUTIONAL RIGHTS:
Each member of the community must
protect: the fundamental rights of others in
the community as citizens; the rights of each
member of the community to pursue
different learning objectives within the
limits defined by Evergreen's curriculum or
resources of people, materials, equipment
and money; the rights and obligations of
Evergreen as an institution established by
the state ofWash-ington; and individual
rights to fair and equitable procedures when
the institution acts to protect the safety of its
members.
SOCIETY AND THE COLLEGE:
Members of the Evergreen community
recognize that the college is part of the
larger society as represented by the state
of Washington, which funds it, and by the
community of greater Olympia, in which it
is located. Because the Evergreen community is part of the larger society, the campus
is not a sanctuary from the general law or
invulnerable to general public opinion.

All members of the Evergreen community
should strive to prevent the financial, political
or other exploitation of the campus by an
individual or group.
Evergreen has the right to prohibit individuals and groups from using its name, its
financial or other resources, and its facilities for
commercial or political activities.
PROHIBITION AGAINST
DISCRIMINATION:
There may be no discrimination at Evergreen
with respect to race, sex, age, handicap, sexual
orientation, religious or political belief, or
national origin in considering individuals'
admission, employment or promotion. To this
end the college has adopted an affirmative
action policy approved by the state Human
Rights Commission and the Higher Education
Personnel Board. Affirmative action complaints
shall be handled in accordance with state law,
as amended (e.g., Chapter 49.74 RCW; RCW
28B.6.100; Chapter 251-23 WAC).
RIGHT TO PRIVACY:
All members of the college community have
the right to organize their personal lives and
conduct according to their own values and
preferences, with an appropriate respect for
the rights of others to organize their lives
differently.
All members of the Evergreen community
are entitled to privacy in the college's offices,
facilities devoted to educational programs and
housing. The same right of privacy extends
to personal papers, confidential records and
personal effects, whether maintained by the
individual or by the institution.
Evergreen does not stand in loco parentis for
its members.
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.

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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 of the
larger society, in political affairs, in any way
that they may elect within the provision of the
general law.

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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 and county responsibilities.

ALCOHOLIC BEVERAGES

FIREARMS

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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.

The college discourages anyone from
bringing any firearm or weapon onto campus.
Weapons and firearms as defmed 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.

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USE OF COLLEGE PREMISES

PETS

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 allcollege events, then for events related to
special interests of groups of students,
faculty or staff, and then for alumnisponsored events. Last priority goes to
events sponsored by individuals and
organizations outside the college.
All private and student vendors must
schedule tables in the College 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 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 allowed
within apartments, with roommates'
permission, and outside the buildings only.
Smoking is not permitted in all public areas,
including lobbies, balconies, the Housing
Community Center, laundry rooms, elevators,
enclosed entryways and hallways. Residents
and guests must abstain from smoking in
Smoke Free Housing.
Members of the campus community are
expected to respect smoking restrictions and
accept shared responsibility for enforcement.

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ADMISSIONS

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Complete and updated information regarding admissions criteria and standards are available on Evergreen's

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Admissions Web site www.evergreen.edu/admissions.

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Eligibility for Admission
Applicants are initially 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 until the entering class has been filled.
The most important factor in the admissions process is academic preparation, demonstrated by the nature and distribution of academic coursework. Grade point average or narrative evaluation progress, and scores from ACT or SAT are also evaluated. 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

Enrollment

Services

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 freshman or transfer
student, or if you are unsure whether all the credits you earned will be transferable, you
should submit all of the materials required for both freshman and
transfer applicants. By taking this precaution, you can avoid unnecessary delays and reduce
the chance of not completing your file on time.

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GENERAL TRANSCRIPT IN FORMATlON
Official college transcripts from each and every institution attended must be submitted. An
official high school transcript for freshman applicants must be sent from the high school
from which you graduated. 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.
RETENTlON 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.
NOTlFICATlON 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 ensure your place at the college for the quarter
of admission. The deposit, which is 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
FreshmanApplicants
ACCEPTABLE COLLEGEPREPARATORY COURSEWORK
English: Four years of English study are
required,at least three of which must be
incompositionand literature. One of the
fouryears may be satisfied by courses in
publicspeaking, drama as literature, debate,
journalisticwriting, business English or
Englishas a Second Language (ESL).
Coursesthat are not generally acceptable
includethose identified as remedial or
applied(e.g., developmental reading,
remedialEnglish, basic English skills,
yearbook/annual/newspaper staff, acting,
library).
Mathematics: Three years of mathematics,at the level of algebra, geometry and
advanced(second-year) algebra, are
required.Advanced mathematics courses,
suchas trigonometry, mathematical analysis,
elementaryfunctions and calculus,
arerecommended.Arithmetic, pre-algebra
andbusinessmathematics courses will not
meetthe requirement. An algebra course
takenin eighth grade may satisfy one year
oftherequirement if second-year algebra is
completedin high school.
SocialScience: Three years of study are
requiredin history or in any of the social
sciences(e.g., anthropology, contemporary
worldproblems, economics, geography,
government,political science, psychology,
sociology).Credit for student government,
leadership,community service or other
appliedor activity courses will not satisfy
thisrequirement.
Foreign Language: Two years of study
ina singleforeign language, including
NativeAmerican language or American
SignLanguage, are required. A course in
foreignlanguage, Native American language
orAmericanSign Language taken in the
eighthgrade may satisfy one year of the
requirementif the second year of study is
completedin high school. The foreign languagerequirement will be considered satisfiedfor students from non-English-speaking
countrieswho entered the U.S. educational
systemat the eighth grade or later.

Science: Two years are required. One full
year-both semesters in the same field-of
biology, 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.

Nontraditional high schools must provide
transcripts that indicate course content and
level of achievement.

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, printrnaking 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.

Additional Information for
Transfer Applicants

High school students who have
earned college credit or participated in
Washington's Running Start program are
considered for admission under the first-year
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.

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. only need to 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) oflower-division (100-200
level) coursework will transfer.
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 IB work on a case-by-case
basis, as long as the credits do not duplicate
credit earned at other institutions, including
Evergreen. Other national credit-byexamination options are reviewed on a
case-by-case basis. To have your CLEP,
AP or IB 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 direct-transfer agreement with a Washington state community
college.
AP examinations: a minimum test score of
3 is required to receive credit.
CLEP general and subject examination
may also generate credit. Minimum test
scores vary by subject area.

International Baccalaureate (IB):
Evergreen will award up to 45 credits of IB
work, based on a minimum of three higherlevel subject marks and three subsidiarylevel subject marks with scores of 4 or better.
Students without the [mal IB diploma and
with scores of 4 or better on the exams may
be eligible to receive partial credit.

Special Students
Students wishing to enroll on a part-time
basis prior to seeking admission to
Evergreen may register as "special students"
for a maximum of 8 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.

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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 mus
day
application process.
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AND FEES
RESIDENCY STATUS FOR
TumON AND FEES

BILLING AND PAYMENT
PROCEDURES

Tobe considered a resident for tuition and
feepurposes, you must be (1) a financially
independent non-resident, (2) a financially
dependent student with a parent residing
inWashington state or (3) meet certain
conditionsas a non-citizen.
As a fmancially independent
non-resident, you must first establish a
domicilein the state of Washington in
compliancewith state regulations. You
mustalso establish your intention to be
inWashington for purposes other than
education.Once established, the domicile
mustexist for one year prior to the first
dayof the quarter in which you plan to
applyas a resident student.
As a fmancially dependent student,
youmust prove dependence as well as
provingthat your parent has an established
domicilein the state of Washington.
As a non-citizen, you must have
residedin Washington state for three years
immediatelyprior to receiving a high
schooldiploma, and completed the full
senioryear at a Washington high school;
orcompleted the equivalent of a high
schooldiploma and resided in the state
forthe prior three years and continuously
residedhere since earning the diploma or
itsequivalent.
Contact Evergreen's Office of
Registrationand Records directly
at(360) 867-6180 should you have
specificresidency questions. Residency
informationand application for a change
ofstatusare available at www.evergreen.
eduJregistrationor in the Office of
Registrationand Records.
Applications to change residency status
mustbe made no earlier than four to six
weeksprior to the quarter in which you
maybecome 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 pre-registered. 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 fmancial
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 may 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 2004-05 nine-month academic year.
RESIDENT
Tuition and Fees

NON-RESIDENT

$3,900

$14,514

Books and sueelies

780

780

Housing and meals

5,784

5,784

Personal needs

2,101

2,112

Transportation

1,434

1,707

Total

$13,999

$24,897

Note: Full-time undergraduate tuition figures do not include the quarterly health or transit fees,
which are mandatory for students attending the Olympia campus.

Refunds/ Appeals
Refunds of tuition and fees are allowed if you withdraw from college or are called into
military service. If you change your credit load, the schedule below will determine
what refund, if any, you will receive. If you follow proper procedures at the Office of
Registration and Records, we refund:
• 100 percent to Friday of the first week of the quarter
• 50 percent to the 30th 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 mad e 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 2004-05 academic year. Visit www.evergreen.edujtuition
or call Student Accounts to verify tuition rates at (360) 867-6447.
ENROLLMENT
STATUS

QUARTER
CREDIT HOURS

WASHINGTON
RESIDENT TUmON*

NONRESIDENT
TumON*

Full-time undergraduate

10-18
19
20

$1.300 per quarter
$1,411
$1.522

$4.838 per quarter
$5.288
$5.738

Part-time undergraduate

9 or fewer

$130 per credit;
2 credits minimum

$483.80per credit;
2 credits minimum

Full-time graduate
10-12 MPAand MES**

16MIT;

$2.167 per quarter

$6.646 per quarter

Part-time graduate

90rfewer**

$216.70 per credit;
2 credits minimum

$664.60 per credit;
2 credits minimum

For other fees, see the Miscellaneous Fees chart below.
*Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
** For financial aid purposes, 8 MPA and MES quarter credit hours are considered full-time, 7 or fewer, part-time

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Miscellaneous Fees
Mandatory health fee (quarterly)

$40

Mandatory bus pass (quarterly)

$1 per credit up to $12

WashPIRG (quarterly. waivable)

$6

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Housing/administrative fee
Rental contract
Unit lease

$45
$45

Transcript. per copy

$10

ID card replacement
With meal plan

$5
$25

Returned check

$15

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Application fee (nonrefundable)

$37

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Undergraduate admission deposit (nonrefundable)

$50

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Graduate admission deposit (nonrefundable)

$100

Reinstatement/late-registration

$50

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Graduation fee

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Specialized facility use fee (varies)

$5-$150

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AUTOMOBILES

MOTORCYCLES

Daily

$1.25

$1.25

Quarterly

$32

$16

Academic year

$90

$45

Fullyear

$96

$48

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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
Eachquarter, prior to the Academic Fair, registration information is available for the upcoming quarter, on
the Web using the Evergreen Gateway at www.evergreen.edufgateway. You are responsible for looking up your time
ticketto register, researching the curriculum information and registering. New students may be asked to participate in an
academicadvising session. Registration priority is based on class standing. Early registration may increase your chances of
gettinginto the program of your choice. Late registration begins the first week of the quarter and requires faculty signature.
Latefees begin the second week of the quarter for all transactions.
Someprograms require a faculty interview or audition for entry. For those programs, you will need to obtain faculty
approvalin the form of an override in order to register using the Evergreen Gateway. You may be required to specify the
numberof credit hours you are registering for in a term.
Individual Learning Contracts, internships and credit exceptions are processed in the Office of Registration and Records.
Changes in enrollment or credits must be done in the Office of Registration and Records and may result in a reassessment
oftuition, fees and eligibility for financial aid.
Specialregistration periods are held for those enrolling as non-degree-seeking special students. These special registration
periods,which usually follow the registration period for continuing students, are announced in publications distributed on and
offcampus.

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ADDRESSCHANGES

VETERAN STUDENTS

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

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.

TO DROP OR CHANGE A PROGRAM
If you want to change your program
or courses, you should complete your
changeof registration by the 10th day of
the quarter. During or after the second
weekof the quarter, you must petition to
changea program or course (as opposed to
changingyour credits or dropping).
Reducing credits or dropping a program
mustbe completed by the 30th calendar
dayofthe quarter. It is essential to
completeany 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 Refunds/Appeals, page 15.)

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

ACADEMIC CREDIT
General Policies
You receive academic credit for meeting
your faculty's requirements. Credit,
expressed in quarter hours, will be entered
on the permanent academic record only
if you fulfill these academic obligations.
Evergreen will not accept credit twice for
the same coursework.

Credit Limit
Students may register for a maximum
of 20 credits during any given quarter,
and a minimum of2. A full-time load is
considered to be 12 to 16 credits, although
well-prepared students may register for 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.

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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

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 surnrnative
self-evaluation-up
to one quarter after
graduation-the
specific form must be
turned in to Registration and Records
to be included. (See Expectations of an
Evergreen Graduate, page 3.)

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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 at www.
evergreen.eduJregistration.
Evergreen reserves the right to withhold
transcripts from students who are in debt to
the institution.

ACADEMIC STANDING

POLICY

Dismissal and Readmission

A student who is dismissed from the
The academic standing of each Evergreen
college for academic reasons will not be
student is carefully monitored to ensure
allowed to register for any academic
the full development of his or her
program or course at the college during
academic potential. Any student not
making satisfactory academic progress, as any subsequent quarter. A student who has
been so dismissed may only be
defined below, is informed of her or his
readmitted to the college by successfully
standing and is advised accordingly.
petitioning the academic deans. The
Formal faculty evaluation of student
petition must convince the deans that there
achievement occurs at the conclusion
are compelling reasons to believe that the
of programs, contracts, courses and
conditions that previously prevented the
internships. In addition, any student in
student from making satisfactory academic
danger of receiving less than full credit
progress at Evergreen have changed.
at mid-quarter is so notified in writing by
his or her faculty or sponsor. A student
making unsatisfactory academic progress
GRADUATION REQUIREMENTS
will receive an academic warning and may The minimum requirement for the
be required to take a leave of absence.
Bachelor of Arts or the Bachelor of
1. Academic warning. A student who
Science is 180 credits.
earns less than three-fourths of the number
If you transfer credit from another
of registered credits in two successive
college, you must earn at least 45 of
quarters will receive an academic warning
your last 90 credits while enrolled at
issued from the Office of Enrollment
Evergreen to be eligible for an Evergreen
Services. A student registered for six
degree. Credits for Prior Learning from
credits or more who receives no credit
Experience documents or CLEP tests do
in any quarter will receive an academic
not satisfy the 45-credit requirement.
warning. These warnings urge the student
If you have a bachelor's degree from a
to seek academic advice or personal
regionally accredited institution (including
counseling from a member of the faculty
Evergreen) and wish to earn a second
or through appropriate offices in Student
bachelor's degree, you must earn at
Affairs. A student will be removed from
least 45 additional credits as an enrolled
Confidentiality of Records
academic warning status upon receiving
Evergreen student.
The federal Family Educational Rights and at least three-fourths of the credit for
The Bachelor of Science degree
Privacy Act (FERPA) gives students certain which he or she is registered in two
requirement also includes 72 credits in
rights regarding their education records.
successive quarters.
mathematics, natural science or computer
You have the right to: .
2. Required leave of absence. A student
science, of which 48 credits must be in
•• Inspect and review your educational
who has received an academic warning,
advanced subjects.
records within a reasonable time period
and while in warning status received either
Concurrent awards of Bachelor of
•• Request an amendment to education
an incomplete or less than three-fourths of Arts and Bachelor of Science degrees
records you believe are inaccurate or
the credit for which she or he is registered,
require at least 225 credits, including 90
misleading
will be required to take a leave of absence, at Evergreen, and application at least one
• Consent to disclosures of personally
normally for one full year .
year in advance.
identifiable information contained in your
A waiver of required leave can be
To graduate, you must submit an
records, except to the extent
granted only by the academic dean
application form to the Office of
that FERPA authorizes disclosure without
responsible for academic standing upon
Registration and Records at least one
consent
the student's presentation of evidence
quarter in advance of your anticipated
• File a complaint with the U. S.
of extenuating circumstances. A student
graduation date. For specific information
Department of Education concerning
returning from required leave will re-enter
regarding graduation requirements for
alleged failures to comply with the
on academic warning and be expected
MPA, MES and MIT programs, please
requirements ofFERPA
to make satisfactory progress toward a
refer to the appropriate catalog.
You must contact the Office of
bachelor's degree. Failure to earn at least
For more information about academic
Registration and Records in person or by
three-fourths credit at the first evaluation
regulations, call (360) 867-6180.
telephone if you want your records kept
period will result in dismissal from
confidential. These records include your
Evergreen.
name, address, telephone number and
Part time
ENROLLMENT STATUS
Full time
student status.
Questions concerning your rights under
12-20 credits
I I credits or fewer
Undergraduate students
FERPA should be directed to the Office of Graduate students
10-12 credits
9 credits or fewer
Registration and Records.
(For graduate students' financial aid purposes, 8 credits are considered full time, 7, part time.)

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PLANNING AND
CURRICULAR OPTIONS
Selecting Your Program of Study
AtEvergreen, 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 four-year 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 an
annualreflection with your faculty, usually
atyour evaluation conference at the end
ofthe program. At the quarterly Academic
Fair,you can talk to the faculty directly
aboutthe content, style and requirements
oftheprogram you are considering. Ask
themanything. If one program is not right
foryou, they may suggest an alternative.
Fairdates are found at www.evergreen.edu/
gateway, Step 5 Registration and Advising
Information.
THEADVISING OFFICES
AcademicAdvising, First Peoples' Advising,
KEY Student Services and Access Services
areall available to assist in academic planning.Go to page 5 for more information on
whatthese offices offer.
PUBLICATIONS
Thiscatalog contains the full-time curriculumfor 2005-06, planned during the spring
of2004. Updates and changes are published
under"Review Our Catalog" on the Web
Gatewaypage. Our part-time offerings are
publishedin the Evening and Weekend
StudiesClass Listing and the Summer
Times.These publications are also accessible
throughthe Gateway page.

Special Features of
the Curriculum
Alongwith the full-time interdisciplinary
programslisted here, Evergreen also offers
otherways to earn your degree:
EVENING AND WEEKEND STUDIES
TheEvening and Weekend Studies area
offersa variety of 2- to l2-credit courses and
programswith a single or multi-disciplinary
focus.Offerings are found in the quarterly
classlistings or at www.evergreen.edu/ews.
Coursesavailable during summer sessions
arelisted 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.
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) 8676164, or visit www.evergreen.edu/priorlearning.
INDIVIDUAL LEARNING
CONTRACTS AND INTERNSHIPS
Typically reserved for junior- and seniorlevel students, these are student-generated
projects where the student works with
a faculty sponsor to complete advanced
academic work. An internship, which is a
way to gain specialized knowledge and realworld experiences, requires a field supervisor as well. Assistance with both types of
study, and more information, is available
from Academic Advising, www.evergreen.
eduJadvising under "Individual Study."
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 sponsor.
Students are required to complete
the Study Abroad Waiver, Release, and
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 Academic Advising
or visit www.evergreen.eduJadvising under
"Study Abroad."

Academic Planning

Programs in the 2005-06
curriculum with strong
international focus:
Asian Culture and Art

page 53

Japan Today:
Studies of Japanese Language,
History, Literature, Cinema
and Culture

page 55

Sacred Monsters:
Insiders and Outsiders in
French-Speaking Cultures
of Africa and the Americas

page 58

Tropical Rainforests

page 70

Rainforest Research

page 72

Transforming Consciousness:
Multimedia and Installation

page 104

Reconciliation:
A Process of Human Balance

page 109

P.
A

GRADUATE STUDY
AT EVERGREEN
Currently, Evergreen offers the following graduate programs:

MASTER OF ENVIRONMENTAL
STUDIES (MES)

MASTER OF PUBLIC
ADMINISTRATION (MPA)

John Perkins, Director
J. T. Austin, Assistant Director,
(360) 867-6225 or austinj@evergreen.edu

Laurance Geri, Director
Mary McGhee, Associate Coordinator,
(360) 867-6554 or mcgheem@evergreen.edu

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.

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, nonprofits 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.

MASTER IN TEACHING (MIT)
Scott Coleman, Director
Maggie Foran, Admissions and Advising,
(360) 867-6559 or foranm@evergreen.edu

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.

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

,

I

PUBLIC SERVICE
AT EVERGREEN
Evergreen's public service centers, funded by the Washington Legislature, address the desire to build relationships
andform networks that promote and enhance the college's integrative and collaborative approach to learning, in a variety
of settings among a variety of groups. The centers serve as a conduit between Evergreen and a wider community, enriching
and broadening the exchange of knowledge in an ever-widening circle.

:r

The Center for Community-Based
Learning and Action, Evergreen's
newestcenter, established in 2003, provides
opportunitiesfor students to gain skills
andexperience in civic engagement. It is
aprimary contact among students, faculty,
academicprograms and community organizations.The center will provide workshops,
one-on-onesupport, publications and online
resourcesto enable students to engage
effectivelyin community building work in
localcommunities. It will serve as a clearinghousefor opportunities for involvement
withthe community and an archive of past
college/community projects. Additionally,
thecenter will support scholarship in service
learning,participatory research and civic
leadershipand faculty development around
integrationof community-based learning in
theirpedagogy.
www.evergreen.edu/communitybasedlearning

The Evergreen Center for
Educational Improvement focuses
onproviding educational opportunities and
outreachto K-12 programs and schools.
Throughinnovative partnerships, joint planning,information exchanges, workshops and
conferences,the Evergreen Center collaborateswith the K-12 community throughout
thestate. The Center welcomes inquiries
andideas for innovative projects to improve
teachingand 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 unioninitiated 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 "House of Welcome"
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 ofNEDAP is to
promote education, cultural preservation
and economic development for Native
American artists residing in the Northwest.
The Longhouse, designed to incorporate the
Northwest indigenous nations' philosophy
of hospitality, 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
4J
research projects. The Institute's research
U
programs are administered in collaboration
'~
with a network of Indian community leaders, 4J
educators, professionals assisting tribal
U)
governments, service providers and public
~
agencies.

-g

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 fouryear 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.
www.wsipp.wa.gov

Q.

MATCHING EVERGREEN'S
PROGRAMS TO YOUR
FIELD OF INTEREST
If you are accustomed to thinking about your studies in terms of subject areas or majors, this guide can help you match
your educational interests with our offerings. For example, if you are interested in American studies, look for that category heading.
There, you will find the titles of programs that have American studies in their content. Another option for matching your interests to
Evergreen's programs is to use "Pick Your Program" from Evergreen's home page, www.evergreen.edu.
C

lACTING

William

Foundations

of Performing

Arts:

Faulkner: Yoknapatawpha

Transforming

Animated

of Resistance

Emerging Order:

Puppet Theater,

Object Theater

Sacred Monsters:

Insiders and Outsiders

French-Speaking

Cultures

in

of Africa and the

Americas
Think Abstract

AFRICAN AMERICAN
American

Frontiers:

Borders of Identity:

STUDIES

Critical

Practice

of Solidarity
Democracy

and Equality

Movement

and Resistance

Studies: Media

lII

History and Evolution of Disease

ASIAN STUDIES

Reconciliation:

Buddhist Psychotherapy

~
~

AQUEOUS CHEMISTRY

ASTRONOMY

L

Advanced

The Physicist's World

V

A Process of Human Balance

Research in Environmental

Studies

Physics of Astronomy
Undergraduate

and Art

BIOCHEMISTRY

Emerging Order:

Medicinal Chemistry

What to Make of It?

Imaging the Body

Undergraduate

The Incisive Line

BIOLOGY

Memories,
Cultural

P
C

Research in Scientific Inquiry

A
B

Drawing from the Sea

The Psychological

c

The Ecology of Harmful Algal Blooms

Dreams, Beliefs: Personal and
Explorations

"
I'

and Toxicology

Molecule to Organism

of Visual Art

Madness and Creativity:
Link

C

Research in Scientific Inquiry

Drawing from the Sea

Foundations

Academic Programs

l

Think Abstract

to 2006

Asian Culture

Forging a Critical

t

(

ART

Histories

ART/MEDIA THEORY

Student Originated

ANTHROPOLOGY
America,

and

The Incisive Line

What to Make of It?

AESTHETICS
and Dance

Multimedia

t

Visions: Allegories

Intensive: Stage Production

Experimental

Consciousness:

Installation Art in the Americas

ANIMATION

Music and Theater
Theater

Saga

History and Evolution

of Disease

of the Dynamic Psyche
Imaging the Body

AGRICULTURE

Multicultural

Ecological Agriculture:

A Systems Perspective

Counseling
Indigenous Peoples and Ecological. Change

Northwest

Crafts
Introduction

Practice of Sustainable Agriculture

Sculpture: Site Specific

AMERICAN

Think Abstract

to Natural Science

Molecule to Organism
America,

Rainforest Research
Transforming

to 2006

American
Buddhist

STUDIES

Frontiers:

Critical

Democracy
jefferson's

Written

River: Origins, Salmon and Culture

Dream:

Media and

Nature
Looking Backward:

America

in the 20th

Century
Paradigms in Local Development

to Globalization

U.S. Foreign Policy Before and After 9/ I I:
and the New American

Empire

Sl

Research in Scientific Inquiry

Tr

BOOK ARTS
Think Abstract

BOTANY

of Visual Art

The Incisive Line
Madness and Creativity:
Link

The Psychological

French-Speaking
Americas

Floristic Research

Advanced

Research in Environmental

Jefferson's American
Insiders and Outsiders
Cultures

Sculpture: Site Specific
Seeing the Light

Advanced

Ecological Agriculture:

Crafts

Sacred Monsters:

Political Economy and Social Change: From

Terrorism

Undergraduate

ART HISTORY

Northwest

Colonization

Tropical Rainforests

in Stone

Foundations

West

Legacy of the American

and

Art's Sources

and Equality
American

Multimedia

Installation Art in the Americas

Histories

Psychotherapy

Columbia

Consciousness:

in

Studies

A Systems Perspective
West

Tropical Rainforests

of Africa and the

CI

D
St

BUDDHISM
Buddhist Psychotherapy

U

BUSINESS

CONSCIOUSNESS

Business and Society: Put Your Money Where

Awareness

Your Mouth Is

Sacred Monsters: Insiders and Outsiders
French-Speaking

CONSERVATION

Paradigms in Local Development

Advanced

CALCULUS

in

Cultures of Africa and the

Americas

Research in Environmental

Studies

The Voice of the Poem and Other Musics

Rainforest Research

Matter and Minerals

Temperate

CELLBIOLOGY

Rainforests: The Forest and the Sea

Tropical Rainforests

Medicinal Chemistry

and Toxicology

CONSTITUTIONAL

Molecule to Organism

Democracy

Language and Law

Atoms, Molecules and Reactions

Thinking Straight

Matter and Minerals

Research in Scientific Inquiry

Asian Culture

and Art

Experimental

Puppet Theater, Object Theater

and Dance
and Resistance

u

DESIGN
Experimental

Puppet Theater, Object Theater

and Dance

The Physicist's World

Foundations

of Visual Art

Physics of Astronomy

Student Originated
Implementing

CHEMISTRY

Software:

Real-World

Designing and
Systems

Multicultural

Drawing

Counseling

Matter and Minerals
Central America:

Theater

A Novel Idea

Water

The Voice of the Poem and Other

Musics

COMMUNICATION
Democracy

Mediaworks

and Equality

in the 20th

Sculpture:

Memories,
Forging a Critical

Practice

of Solidarity

Dreams, Beliefs: Personal and

Cultural

Explorations

of the Dynamic Psyche

Paradigms in Local Development
Physics of Astronomy

Legacyof the American

So You Want to Be a Teacher? Exploring

Media and

Nature

of Development,
Doing Social Change

Thinking

Paradigms in Local Development
Public Works: Democracy
Student Originated

in the

Determined

Written

c::n
C

:c

in Stone

~

fa

Advanced

Research in Environmental

Columbia

River: Origins, Salmon and Culture

Studies

from the Sea

Ecological Agriculture:

Introduction
Studies

of Resistance

A Systems Perspective

in

of Africa and the

and Art
Forging a Critical Practice

Cinema and Culture
The Psychological

Link

Data to Information

Movement
Designing and
Systems

Undergraduate Research in Scientific Inquiry

Dream:

Media and

Rainforest Research
Rainforests: The Forest and the Sea

Tropical Rainforests

Looking Backward:

Japan Today: Studies of Japanese Language,

Madness and Creativity:

COMPUTER SCIENCE

Studies: Land

ECONOMICS

Buddhist Psychotherapy

History, Literature,

to Environmental

Legacy of the American

Temperate

of Solidarity

Americas

Implementing Real-World

~

LLI

Site Specific

Nature

Visions: Allegories

Borders of Identity:

ReadingJouissance as Ananda

Software:

Musics

Research in Environmental

Asian Culture

COMPARATIVE RELIGION

Student Originated

Advanced

Animated

Tribal: Reservation-Based/Community-

Sacred Monsters: Insiders and Outsiders

e'

Think Abstract

Drawing

CULTURAL STUDIES

Studies: Tacoma

French-Speaking Cultures

Learning and Schooling

CULTURAL LANDSCAPES

Public Sector
Student Originated

~

of Visual Art

The Ecology of Harmful Algal Blooms

and Design

Studies: Internships

Issues

Straight

The Voice of the Poem and Other

G.J

What to Make of It?

ECOLOGY

Cycle Makers and Cycle Breakers
Dream:

C

Imaging the Body

Century

America, to 2006

••1ft

from the Sea

Foundations

Looking Backward: America

COMMUNITY STUDIES

e

A.

DRAWING

Emerging Order:

Language and Law

Paradigms in Local Development

c::n

Intensive: Stage Production

Drawing

CRITICAL REASONING

Art of Conversation

Making a Difference:

E
l!

DIRECTING

Poetry and Politics

America

in the 20th

Century
Paradigms in Local Development
Philosophy, Society and Globalization:

How

We Got Where We Are
and Resistance

Music in Culture
Paradigms in Local Development

So You Want to Be a Teacher? Exploring
of Development,
Thinking

~

1ft

CREATIVE WRITING

Research in Scientific Inquiry

Borders of Identity:

from the Sea

Mediaworks

Molecule to Organism

••••
a..

s

DIGITAL IMAGING

Buddhist Psychotherapy

to Natural Science

~

sc
~

COUNSELING

Atoms, Molecules and Reactions

Undergraduate

DANCE

Movement

COSMOLOGY

Molecule to Organism
Undergraduate

LAW

and Equality

CHEMICAL INSTRUMENTATION

Introduction

ReadingJouissance as Ananda

STUDIES

Straight

Issues

Learning and Schooling

:E

EDUCATION

So You Want to Be a Psychologist?

Awareness

Thinking

Foundations
Leadership

ETHNIC STUDIES

on the Wild Side

Columbia

A Process of Human Balance

Res Publica: Examining the Body Politic
So You Want to Be a Teacher? Exploring
of Development,
Student Originated

Straight

Growing

R'

:::r
-.

=m

u:»

Northwest

Advanced

Crafts

ENVIRONMENTAL

tD
tD

=

Studies

DESIGN

Democracy

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ENTREPRENEURSHIP

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Research in Environmental

Evolution:

Patterns and Processes

Studies

EDUCATION

ENVIRONMENTAL
Advanced

Research in Environmental

Columbia

River: Origins, Salmon and Culture

ENVIRONMENTAL

Studies

A Systems Perspective

Studies: Internships

in the

Public Service

Studies: Land

Water

ENVIRONMENTAL
Advanced

SCIENCE

Research in Environmental

Studies

Hydrology

Advanced
Alternatives

Studies

to Capitalist Globalization

The Ecology of Harmful Algal Blooms

Awareness

GOVERNMENT

ReadingJouissance as Ananda

Paradigms in Local Development

FILM

HEALTH

japan Today: Studies of Japanese Language,

Advanced

Cinema and Culture

Peoples and Ecological Change

Introduction

to Environmental

De

INTI
Alter

Research in Environmental

Studies

Insiders and Outsiders

French-Speaking

Cultures

in

of Africa and the

Americas

Introduction

U.S.
Tel

to Natural Science

Legacy of the American

Dream: Media and

Nature
Studies: Media

Studies: Land

to Natural Science

INT
Asial

Tribal: Reservation-Based/Community-

[apai

Determined

FINANCE

Politi
Cc

Cycle Makers and Cycle Breakers
Imaging the Body

Hi

Paradigms in Local Development

Undergraduate

FOLKLORE

HERBARIUM CURATION

Rece

Advanced

Sacr

Sacred Monsters:

Insiders and Outsiders

French-Speaking

Sacred Monsters:

Cultures

in

of Africa and the

Insiders and Outsiders

French-Speaking

Research in Scientific Inquiry

Floristic Research

in

Cultures of Africa and the

Americas

Critical

Animated

Visions: Allegories

In

Histories
of Resistance

and Camus

Democracy
Forging a Critical Practice

of Solidarity

Growing

Asi.
Forging a Critical

Practice

jape

I-

and Equality

JOI

Up Global

Looking Backward: America

Up Global

Trol

JAF

of Solidarity

Awareness

Growing

Frontiers:

Borders of Identity:

to Capitalist Globalization

Borders of Identity:

Trar

American

Belief and Truth

GENDER STUDIES

Rain

Fr
A.l

HISTORY

Arendt

Alternatives

Hydrology

Introduction

Reco
Tribal

FRENCH STUDIES

Cycle Makers and Cycle Breakers

Indigenous

GEOMORPHOLOGY

America, to 2006

STUDIES

Research in Environmental

Asian

Hydrology

History, Literature,

INDI
lndigr

of the Dynamic Psyche

Americas

ENVIRONMENTAL

Studies: Land

Matter and Minerals

POLICY

to Environmental

to Environmental

FEMINIST THEORY

Student Originated

ENVIRONMENTAL

Hydrology

Explorations

Sacred Monsters:

and Design

Studies
Watel

Mediaworks

PLANNING

Democracy

Hydrc

Research in Environmental

Dreams, Beliefs: Personal and

Cultural

HISTORY

Ecological Agriculture:

HYDI

Introduction

Practice of Sustainable Agriculture

Introduction

Recor

GEOLOGY
Advanced

FAMILY STUDIES

on the Wild Side

Student Originated

Paradi

EVOLUTION

Tropical Rainforests

Site Specific

Public Works:

Multic

GEOHYDROLOGY

and Design

fit'"

0

Media and

Nature

Advanced

Memories,
Leadership

Studies

HUM
Dream:

Hydrology

ENVIRONMENTAL

Sculpture:

Research in Environmental

Legacy of the American

Practice of Sustainable Agriculture

<
tD

Mathe
Scienc

Business and SOciety: Put Your Money Where

Studies: Tacoma

Research in Environmental

Public Works:

Studies: Land

GEOGRAPHY

Issues

Learning and Schooling

to Environmental

River: Origins, Salmon and Culture
Up Global

ENTOMOLOGY
Advanced

HISTC
Advan

Introduction

Your Mouth Is

::c


Willian

Hydrology

of Visual Art

Reconciliation:

GEOGRAPHIC INFORMATION
SYSTEMS

Res
in the 20th

Century

LA

Practice of Sustainable Agriculture

GENETICS

Movement

Act

Undergraduate

Evolution:

The Physicist's World

jefl

Political Economy and Social Change: From

LA

Matter

and Minerals

Research in Scientific Inquiry

Patterns and Processes

Water

Undergraduate

EPIDEMIOLOGY

GEOCHEMISTRY

History

and Evolution

of Disease

Advanced

Research in Scientific Inquiry

Research in Environmental

and Resistance

Colonization

to Globalization
Asi

Studies

Res Publica: Examining the Body Politic
Ce
U.S. Foreign Policy Before and After 9/11:

ETHICS
Arendt

and Camus

Terrorism

and the New American

Empire

Ja~
I

William Faulkner: Yoknapatawpha

Nation and Narration:

Saga

William

Mexico

HISTORY OF SCIENCE

Political Bodies: Recent Chilean Literature

Advanced Floristic Research

Sacred Monsters:

Insiders and Outsiders

French-Speaking
Mathematical Systems

Cultures

Consciousness:

Multimedia

Tropical Rainforests

Paradigms in Local Development

LATIN AMERICAN STUDIES

Reconciliation: A Process of Human Balance

Central America:

HYDROLOGY

Nation and Narration:

and

MARINE BIOLOGY

The Ecology of Harmful Algal Blooms

MARINE SCIENCE

Poetry and Politics

Advanced

Mexico

Hydrology

Political Bodies: Recent Chilean Literature

Water

Transforming

Consciousness:

Multimedia

and

INTERNATIONAL

to Globalization

Terrorism and the New American

Empire

and Art

JapanToday: Studies of Japanese language,
History, Literature,

Cinema and Culture

Insiders and Outsiders

Business and SOciety: Put Your Money Where

Cultures

Transforming Consciousness:

of Africa and the

Multimedia

and

Installation Art in the Americas

e
e'"

Systems

The Physicist's World

Ill.

Physics of Astronomy

•..n
c

Science Seminar

Making Change Happen

MEDIA

!
e'

Paradigms in Local Development

Animated

~

UoI
Visions: Allegories

Borders of Identity:

of Resistance

Forging a Critical

Practice

of Solidarity
Legacy of the American

LITERATURE

Mediaworks

America,

Student Originated

to 2006

Animated

Dream: Media and

Nature Cycle Makers and Cycle Breakers

Visions: Allegories

of Resistance

Transforming

Studies: Media

Consciousness:

Art's Sources

JAPANESE STUDIES

Central America:

Asian Culture

Cycle Makers and Cycle Breakers

Molecule to Organism

English Renaissance Literature

Undergraduate

Japan Today: Studies of Japanese Language,

MOLECULAR BIOLOGY

and Art

Japan Today: Studies of Japanese Language,
History, Literature,

Cinema and Culture

Res Publica: Examining the Body Politic

History

Cinema and Culture

Looking Backward: America

LAND-USE MANAGEMENT

Jefferson's American

Movement
Studies

West

LANGUAGE STUDIES

Evolution:

Japan Today: Studies of Japanese Language,
History, Literature,

Undergraduate

Mexico

Sacred Monsters:

Insiders and Outsiders
Cultures

in

of Africa and the

Cinema and Culture

Understanding
Fiction

Research in Scientific Inquiry

Borders of Identity:

Literature:

Social Life through Children's

Forging a Critical

Practice

of Solidarity
Multicultural

The Sociology of Children's

and Toxicology

MULTICULTURALISM

Political Bodies: Recent Chilean Literature

Americas

Poetry and Politics

Patterns and Processes

Molecule to Organism

and Resistance

Nation and Narration:

of Disease

Research in Scientific Inquiry

Medicinal Chemistry

French-Speaking

and Art

and Evolution

in the 20th

Century
Advanced Research in Environmental

and

MICROBIOLOGY
Poetry and Politics

History, Literature,

JOURNALISM

Multimedia

Installation Art in the Americas

Arendt and Camus

Tropical Rainforests

Central America:

E

What to Make of It?

Determined

Language and Law

1-1

s.n

Tribal: Reservation-Based/Community-

Your Mouth Is

Bc
~

to Natural Science

Mathematical

Studies: Tacoma

Thinking Straight

in

Americas

Asian Culture

to

Art of Conversation

Reconciliation: A Process of Human Balance

French-Speaking

Emerging Order:
Introduction

LINGUISTICS

Rainforest Research

Sacred Monsters:

Doing Social Change

Leadership on the Wild Side

STUDIES

An Introduction

for Science and Computing

Data to Information

LEADERSHIP STUDIES

U.S. Foreign Policy Before and After 9/ I I:

INTERNATIONAL

Mathematics

j
•••
~

Algebra to Algorithms:

and Equality

Student Originated

Globalization

Political Economy and Social Change: From
Colonization

POLICY

Res Publica: Examining the Body Politic

RELATIONS

Alternatives to Capitalist

Asian Culture

LAW AND GOVERNMENT

Cycle Makers and Cycle Breakers

Making a Difference:

Determined

Rainforests: The Forest and the Sea

MATHEMATICS

Asian Culture and Art

Democracy

Studies

The Ecology of Harmful Algal Blooms
Temperate

Tropical Rainforests

Tribal: Reservation-Based/Community-

Research in Environmental

Drawing from the Sea

Installation Art in the Americas

Reconciliation: A Process of Human Balance

in the

Drawing from the Sea

Multicultural Counseling

Indigenous Peoples and Ecological Change

Studies: Internships

Public Service

Installation Art in the Americas

INDIGENOUS PEOPLES STUDIES

Paradigms in Local Development

of Africa and the
Student Originated

Transforming

HUMAN AND SOCIAL SERVICES

Saga

MANAGEMENT
in

Americas

ScienceSeminar

Faulkner: Yoknapatawpha

Reconciliation:

Counseling
A Process of Human Balance

C
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afa

2::

MUSIC

PHILOSOPHY OF SCIENCE

Asian Culture
Foundations

and Art

Emerging Order:

of Performing

Arts: Music and

Theater

Evolution:

Studies: Music
Poem and Other

MYTHOLOGY

Frontiers: Critical

Histories

Crafts

Reconciliation:

Research in Scientific Inquiry

PHYSICAL CHEMISTRY

Res Publica: Examining the Body Politic

Atoms,

So You Want to Be a Teacher? Exploring

Molecules and Reactions

of Development,

Introduction

Foundations

What to Make of It?

to Natural Science

The Physicist's World

Buddhist Psychotherapy

Physics of Astronomy

Madness and Creativity:

from the Sea
West

Rainforest Research
Undergraduate

The Psychological

Link

Science Seminar
Research in Scientific Inquiry

Rainforests: The Forest and the Sea

Making Change Happen
Memories,

PHYSIOLOGY

Tropical Rainforests

of Visual Art

PSYCHOLOGY

River: Origins, Salmon and Culture

Temperate

Issues

Learning and Schooling

PRINTMAKING

Belief and Truth

Jefferson's American

How

We Got Where We Are

Emerging Order:

Drawing

Doing Social Change

Philosophy, Society and Globalization:

Tribal: Reservation-Based/Community-

Columbia

to Globalization

Making a Difference:

of Visual Art

PHYSICS

NATURAL HISTORY

Colonization

POLITICS

A Process of Human Balance

Determined

How

Political Economy and Social Change: From

Seeing the Light

Indigenous Peoples and Ecological Change

and Equality

We Got Where We Are

Straight

Foundations

Empire

Philosophy, Society and Globalization:

PHOTOGRAPHY

NATIVE AMERICAN STUDIES

Northwest

Thinking

Undergraduate

ReadingJouissance as Ananda

American

Democracy

Science Seminar
Musics

and the New American

POLITICAL THEORY

Systems

The Physicist's World

Student Originated
The Voice ofthe

Terrorism

Patterns and Processes

Mathematical

Music in Culture

U.S. Foreign Policy Before and After 9/ I I:

What to Make of It?

Dreams, Beliefs: Personal and

Cultural

Explorations

of the Dynamic

Psyche

Imaging the Body
Multicultural

OBJECT THEATER
Experimental

Movement

and Resistance
So You Want to Be a Psychologist?

Puppet Theater, Object Theater

PLANT SCIENCE

and Dance

Advanced

ORGANIC CHEMISTRY
Medicinal Chemistry

Written

Molecule to Organism

ORGANIZATIONAL

Think Abstract

Floristic Research

PUBLIC AND NONPROFIT
ADMINISTRATION

POETRY

and Toxicology

MANAGEMENT

in Stone

Public Works:

Alternatives

Paradigms in Local Development

Legacy of the American

to Capitalist Globalization
Dream: Media and

in the 20th

Century
Philosophy, Society and Globalization:

of Performing

Arts: Music and

How

We Got Where We Are
Political Economy and Social Change: From

and Resistance

Colonization

Legacy of the American

Dream:

Media and

Paradigms in Local Development

to Globalization
Democracy

and Design

Thinking Straight
Musics

and Camus

The Physicist's World
Res Publica: Examining the Body Politic

and the New American

Empire

POLITICAL PHILOSOPHY
Philosophy, Society and Globalization:

Student Originated

Studies: Internships

in the

Student Originated
How

Studies: Tacoma

Thinking Straight

We Got Where We Are

Paradigms in Local Development

We Got Where We Are

U.S. Foreign Policy Before and After 9! II:
Public Service

Awareness

Philosophy, Society and Globalization:

Res Publica: Examining the Body Politic
Terrorism

PHILOSOPHY
Arendt

and Equality

Up Global

Public Works:

Music in Culture
The Voice of the Poem and Other

Democracy

Nature

Theater
Movement

PUBLIC POLICY

Growing

and Dance
Foundations

in the

Cycle Makers and Cycle Breakers

Looking Backward: America

Puppet Theater, Object Theater

and Design

Studies: Internships

Public Service

Nature
Experimental

Democracy

Student Originated

POLITICAL ECONOMY

Making Change Happen

PERFORMANCE

Counseling

How

RESEARCH METHODS

Thinking Straight

POLITICAL SCIENCE
Public Works:

Democracy

Advanced

Floristic Research

Advanced

Research in Environmental

and Design
Atoms,

Molecules and Reactions

Res Publica: Examining the Body Politic
Cycle Makers and Cycle Breakers

Studies

Legacyof the American

Dream:

Media and

Memories, Dreams, Beliefs: Personal and
Cultural Explorations

Consciousness:

Studies: Tacoma

Thinking Straight
Undergraduate Research in Scientific Inquiry

America, to 2006
Asian Culture and Art
Cycle Makers and Cycle Breakers

Belief and Truth

Emerging Order: What to Make of It?

Cycle Makers and Cycle Breakers

Growing

Looking Backward: America

Imaging the Body

in the 20th

Century

Thinking Straight

Introduction

Art's Sources

TAXONOMY

Foundations of Visual Art

Advanced

Legacy of the American

Dream: Media and

Nature

Research in Environmental

Studies

TECHNICAL WRITING

Written in Stone

Atoms,

Madness and Creativity:

The Psychological

Introduction

American Frontiers:

Student Originated

Critical

Histories

Looking Backward: America

Implementing

in the 20th

Real-World

Undergraduate

Century

Software:

Northwest

Designing and
Systems

Research in Scientific Inquiry

TECHNOLOGY

Movement and Resistance

Data to Information

SoYou Want to Be a Psychologist?
Issues

Learning and Schooling

TheVoice of the Poem and Other

AND SOCIETY

Musics

SOCIALSERVICES

s
Vl

A Novel Idea

E

Paradigms in Local Development

l!

Public Works:

Studies: Tacoma

Foundations

and Art

e

Arts: Music and

Intensive: Stage Production

Growing Up Global

Research in Environmental

Studies

A Systems Perspective

LookingBackward: America

in the 20th

Century

Student Originated

Studies: Media

Consciousness:

Multimedia

and

Installation Art in the Americas

SoYouWant to Be a Psychologist?
Literature:

Understanding Social Life through

Children's

Fiction

WOMEN'S

STUDIES

ReadingJouissance as Ananda

WORLD HISTORY (see also list under

ThinkingStraight

International Studies)

SOFTWAREENGINEERING

Political Economy and Social Change: From

Software:

Designing and
Systems

Colonization

to Globalization

WORLD LITERATURE (see also list under

SPANISHSTUDIES

Uterature)

CentralAmerica: Poetry and Politics

Madness and Creativity:

Mexico

PoliticalBodies: Recent Chilean Literature

The Psychological

Link
Sacred Monsters:
French-Speaking
Americas

Insiders and Outsiders
Cultures

in

of Africa and the

~

f'
~

W
Q
C

Determined
The Voice of the Poem and Other

Musics

William

Faulkner: Yoknapatawpha

Saga

Written

in Stone

Advanced

Research in Environmental

Evolution:

Patterns and Processes

:c
sfa

%

ZOOLOGY

Mediaworks

Transforming

Learning and Schooling

Forging a Critical Practice

of Solidarity
Cinema and Culture

Issues

Tribal: Reservation-Based/Community-

URBAN AGRICULTURE

Borders of Identity:

JapanToday: Studies of Japanese Language,

••Vl
C

Think Abstract

VIDEO

Beliefand Truth

So You Want to Be a Teacher? Exploring
of Development,

Ecological Agriculture:

Awareness

~

and Design

So You Want to Be a Psychologist?

of Performing

Theater

Advanced

SOCIOLOGY

Democracy

Res Publica: Examining the Body Politic

Asian Culture

Theater

Reconciliation: A Process of Human Balance

Implementing Real-World

~

Crafts

Political Bodies: Recent Chilean Literature

THEATER

SoYou Want to Be a Teacher? Exploring

TheSociology of Children's

Mexico

The Physicist's World

MakingChange Happen

f
Sc
:::I

and Resistance

Nation and Narration:

to Natural Science

tt

••••
~

Movement

Molecules and Reactions

SOCIALAND CULTURAL HISTORY

Nationand Narration:

Studies: Land

Link

Sculpture: Site Specific

StudentOriginated

to Environmental

Language and Law

Tropical Rainforests

SCULPTURE

Up Global

The Incisive Line

Buddhist Psychotherapy

History, Literature,

WRITING (see also Programs for Freshmen)

STATISTICS

Rainforest Research

StudentOriginated

and

Tropical Rainforests

RELIGIOUS AND SPIRITUAL STUDIES

of Development,

Multimedia

of the Dynamic Psyche

Paradigms in Local Development
Student Originated

Transforming

Installation Art in the Americas

Nature

Studies

CONDENSED
CURRICULUM 2005-06

1
);

t

These pages feature the program titles and the quarters of the programs
planning
unit offers
sophomores,
juniors
of college.

Advanced

You may decide
education.
planning

Core
and

Either
unit.

programs
seniors.

programs
to work

choice

KEY: F-fall quarter

planned
for the 2005-06 academic
year. Each
that are entry-level
studies designed
for freshmen.
All-level programs
are a mix of freshmen,
Intermediate
programs
are geared
toward sophomores
and above with a prerequisite
of one year

are geared

for a number

may

W-winter

quarter

PROGRAMS FOR FRESHMEN

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Core: Designed for freshmen
Columbia River: Origins, Salmon and Culture
Growing Up Global
History and Evolution of Disease
Legacy of the American Dream: Media and Nature
Madness and Creativity: The Psychological Link
Northwest Crafts
So You Want to Be a Teacher? Exploring Issues of
Development, Leaming and Schooling
Think Abstract
Written in Stone

juniors

of quarters

be appropriate,

SPECIAL FEATURES OF THE CURRICULUM
Evening and Weekend Studies
IndividualStudy
Intemational Studies and Opportunities to Study Abroad
Public Service Centers

0
~
Q.

toward

within

depending

£'
B
1
1

and seniors.
one planning
on your

academic

unit,

or you may

goals.

Some

move

from

programs

area

to area

will be listed

to broaden

under

more

your
than

one

S-spring quarter
PAGE
19
19
19
21
31

45
35
43
38
39
43
41
41
49

All-Level: A mix offreshmen, sophomores, iuniors and seniors
Algebra to Algorithms: An Introduction to Mathematics for
Science and Computing
44
American Frontiers: Critical Histories
32
Animated Visions:Allegories of Resistance
44
Art of Conversation
44
Asian Culture and Art
32
Awareness
42
Belief and Truth
33
Borders of Identity: Forging a Critical Practice of Solidarity
33
Buddhist Psychotherapy
34
Drawing from the Sea
42
Emerging Order: What to Make of It?
34
Experimental Puppet Theater, Object Theater and Dance
45
Imaging the Body
35
The Incisive Line
46
Indigenous Peoples and Ecological Change
43
Introduction to Environmental Studies: Land
36
Introduction to Natural Science
37
lefferson's American West
46
Language and Law
37
Leadership on the Wild Side
47
Looking Backward: America in the 20th Century
38
Nation and Narration: Mexico
47
The Physicist's World
39
Public Works: Democracy and Design
39
Reading louissance as Ananda
40
Res Publica: Examining the Body Politic
40
So You Want to Be a Psychologist?
47
Student Originated Studies: Intemships in the Public Service
48

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Theater Intensive: Stage Production
Thinking Straight
The Voice of the Poem and Other Musics
William Faulkner: Yoknapatawpha Saga

48
49
41
49

CULTURE, TEXT AND LANGUAGE

50

Sophomores or above (intermediate level)
A1tematives to Capitalist Globalization
Art's Sources
Central America: Poetry and Politics
Democracy and Equality
Japan Today: Studies of Japanese Language, History,
Literature, Cinema and Culture
Movement and Resistance
Political Bodies: Recent Chilean Literature
Sacred Monsters: Insiders and Outsiders in French-Speaking
Cultures of Africa and the Americas
Juniors or seniors (advanced level)
America, to 2006
English Renaissance Literature
A Novel Idea

S
S
F

W

£'
S

W
W

51
52
55
61

F
F
F

55
56
60

F
F

W
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W

S
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58

F

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51
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60

F

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S

All-Level: A mix of freshmen, sophomores, iuniors and seniors
American Frontiers: Critical Histories
52
Animated Visions:Allegories of Resistance
60
Art of Conversation
61
Asian Culture and Art
53
59
Awareness
Beliefand Truth
53
Borders of Identity: Forging a Critical Practice of Solidarity
54
Buddhist Psychotherapy
54
lefferson's American West
62
Language and Law
56
Looking Backward: America in the 20th Century
56
Nation and Narration: Mexico
62
The Physicist's World
57
Reading louissance as Ananda
57
Res Publica: Examiningthe Body Politic
58
The Voice of the Poem and Other Musics
59
William Faulkner: Yoknapatawpha Saga
62

S

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F

W

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ENVIRONMENTAL STUDIES

63

Sophomores or above (intermediate level)
A1tematives to Capitalist Globalization
EcologicalAgriculture: A Systems Perspective
Matter and Minerals
Water

64
65
68
69

F
F
F
F

W
W
W
W

Juniors or seniors (advanced level)
Advanced Floristic Research
Advanced Research in Environmental Studies

69
64

F

W
W

~
~
f
f
t
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1

t
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~
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W
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S

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~
~

TheEcologyof Harmful Algal Blooms
Evolution:Pattems and Processes
Hydrology
Practiceof Sustainable Agriculture (spring,summerand fallquarters)
RainforestResearch
TemperateRainforests: The Forest and the Sea
TropicalRainforests
All-Level:A mix of freshmen. sophomores.
Drawingfrom the Sea
Imagingthe Body
IndigenousPeoples and Ecological Change
Introductionto Environmental Studies: Land
lefferson'sAmerican West
Leadershipon the Wild Side
PublicWorks: Democracy and Design

65
66
71
72
72
69
70

juniors and seniors
70
66
70
67
71
72
68

EXPRESSIVEARTS

W

S
S
S

F
W

F
F

W
W
W
W

S
S
S
S

F

W

Juniors or seniors (advanced level)
Memories.Dreanns, Beliefs: Personal and Cukural
Explorationsof the Dynamic Psyche
MusicinCulture
Sculpture:Site Specific
StudentOriginated Studies: Media
StudentOriginated Studies: Music

74
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76

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F
F
F
F

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n
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84

All-Level:A mix of freshmen. sophomores. juniors and seniors
AnimatedVisions:Allegories of Resistance
82
AsianCulture and Art
74
Bordersof Identity: Forging a Critical Practice of Solidarity
75
Drawingfrom the Sea
82
EmergingOrder: What to Make of It?
75
ExperimentalPuppet Theater. Object Theater and Dance
83
Imagingthe Body
77
TheIncisiveLine
83
84
TheaterIntensive:Stage Production
TheVoiceof the Poem and Other Musics
81
SCIENTIFICINQUIRY

F
F
F
F

F
F
F

S
S
S
S
S

W
W

S

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8S
leveD

Juniors or seniors (advanced level)
Atoms,Moleculesand Reactions
TheEcologyof Harmful Algal Blooms
Evolution:Pattems and Processes
MedicinalChemistry and Toxicology
StudentOriginated Software: Designing and Implementing
Real-WorldSystems
UndergraduateResearch in Scientific Inquiry

All-Level: A mix of freshmen. sophomores. juniors and seniors
Algebra to Algorithms: An Introduction to Mathematics for
Science and Computing
94
Beliefand Truth
86
Emerging Order: What to Make of It?
87
Introduction to Natural Science
88
The Physicist's World
90
Public Works: Democracy and Design
90
Thinking Straight
94
SOCIETY, POLITICS. BEHAVIOR AND CHANGE

73

Sophomores or above (intermediate level)
kt'sSources
Foundationsof Performing Arts: Music and Theater
Foundationsof VisualArt
Mediaworks
Movementand Resistance
Seeingthe Light
TransformingConsciousness:
Mukimediaand Installation Art in the Americas

Sophomores or above (intermediate
Datato Information
MathematicalSystems
Matterand Minerals
Moleculeto Organism
PhysicsofAstronomy
ScienceSeminar

F
F

S
S

Sophomores

or above (intermediate

W
W
W
W
S

95

Sophomores or above (intermediate level)
Alternatives to Capitalist Globalization
96
Democracy and Equality
105
Making a Difference: Doing Social Change
106
Making Change Happen
99
Political Economy and Social Change:
From Colonization to Globalization
102
Reconciliation: A Process of Human Balance
103
Transforming Consciousness:
Multimedia and Installation Art in the Americas
104
Juniors or seniors (advanced level)
Arendt and Cannus
96
Business and Society: Put Your Money Where Your Mouth Is
98
Memories, Dreanns, Beliefs: Personal and Cultural
Explorations of the Dynamic Psyche
100
Multicultural Counseling
100
Paradigms in Local Development
101
Philosophy, Society and Globalization:
How We Got Where We Are
101
The Sociology of Children's Literature:
Understanding Social Lifethrough Children's Fiction
104
U.S. Foreign Policy Before and After 9! II:
Terrorism and the New American Empire
107
All-Level: A mix of freshmen. sophomores. juniors and seniors
Art of Conversation
105
Borders of Identity: Forging a Critical Practice of Solidarity
97
Buddhist Psychotherapy
98
Language and Law
98
Leadership on the Wild Side
105
Looking Backward: America in the 20th Century
99
Public Works: Democracy and Design
102
Res Publica: Examining the Body Politic
103
So YouWant to Be a Psychologist?
106
Student Originated Studies: Internships in the Public Service
106
Thinking Straight
107
NATIVE AMERICAN AND WORLD INDIGENOUS
PEOPLES STUDIES

S
F
F
F
F
F

F

W

F
F
F
F

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W

F

W

F
F

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S

U

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CU
en

F
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F

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F
F

W
W
W

S
S

W
S
S
S
S
S
S

109

F

W

S

Juniors or seniors (advanced level)
Tribal: Reservation-Based/Community-Determined

110

F

W

S

All-Level: A mix of freshmen, sophomores,
American Frontiers: Critical Histories
Indigenous Peoples and Ecological Change

juniors and seniors
109
110

F

W
W

S

W
W

S
S

112
112

C

CU

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Reconciliation: A Process of Human Balance

III

U

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W

108

Juniors or seniors (advanced level)
Cycle Makers and Cycle Breakers
Student Originated Studies: Tacoma

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TACOMA PROGRAM

E

F
F

C

0

U

HOW TO READ
A PROGRAM

F

DESCRIPTION
Because Evergreen's

curriculum

P
is so distinct, the college describes its academic offerings in unusual

detail. Below is a sample of a typical program description. The annotations will help you interpret all
the information packed into the listings that follow.

FACULTY -----------,

Temperate

Lists members of the faculty team scheduled to
teach the program. See faculty bios page 113.

The Forest and the Sea

ENROLLMENT--------~
Number of students who may enroll. Core
programs typically allow 23 students per faculty;
all-level allow 24; intermediate and advanced, 25.

Rainforests:

Fall quarter

a:

States which level of stud~ th~ program is ~imed
at: freshman, sophomore, junior and/or senior.

Faculty: Nalini Nadkarni, Erik V. Thuesen
Enrollment: 50
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: One year of college biology with lab

l

and one ~uarter of college chemistry wi~h lab.

Expenses for program materials and activities and/
or study abroad.

PROGRAM DESCRIPTION -----~o
How participants will approach the theme or
question at the heart of the program. For more
information, make an appointment with the
faculty, ask for a copy of the syllabus, go to the
Academic Fair or visit Academic Advising.

Temperate rainforests are a poorly understood and
highly valued ecosystem in the Pacific Northwest
and other parts of the world. They support a
complex and interconnected web of life that
encompasses a tremendous diversity of biota and
interactions, both terrestrial and aquatic. We will

Indicates suggested "credit equivalencies" based
on program content that correspond to traditional
disciplines and subjects, earned at completion of
the program. An asterisk [*] indicates upperdivision credit.

q

CLASS STANDING

temperaterainforests/signature.html.
Applications received by May 13, 2005, will be
given priority. Qualified students will be accepted
until the program fills.
Special Expenses: Up to $150 for field trips.
Internship Possibilities: None 0-0
-------

CREDIT AWARDED IN

f(

J

Fac~lty ~Ignature: St~dents ~ust submit an
application form, available onhne at
http://academic.evergreen.edu/curricular/

SPECIAL EXPENSES

(

0--

PREREQUISITES
Lists conditions for eligibility for the program,
such as studies you should have completed or a
faculty review of a portfolio.

~

A SIMILAR PROGRAM ...
T~lls when a similar, but not identical, program

A similar program is expected to be offered in
2007-08.

WIll be offered.

and sclentifle research.

A

2:

PI

POSSIBILITIES

States whether an internship is optional or
required.

Number of quarter hours that could be credited at
successful completion of the program each quarter. Fewer than 16 credits allow for other options,
e.g., an internship or language course.

0---

yc

INTERNSHIP

Total: 16 credits.

Program is preparatory for careers and future

fa
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Indicates if faculty approval must be obtained
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FACULTY SIGNATURE

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focus on the interconnections
between the forest
ecosystem and the marine coastal environment.
Unifying topics will include maritime climate
effects on forest nutrient cycling; organismal connections (e.g., salmon and Marbled Murrelets);
and mutualisms and the functional roles of
detritus. Our focus will be on the ecology of
rainforests of the Olympic Peninsula, but we will
also consider their counterparts in other parts of
the world.
Weekly seminars will focus on reading and
understanding articles from scientific literature.
Students will first undertake organized group
projects in ecology and natural history, and then
develop an independent study project that requires
the development of research and quantitative
skills. The program will take an extended field
trip to the Olympics to study natural history and
field ecological aspects of temperate rainforests
and their associated marine coastal environments.
Credit awarded in forest ecology-, marine
science", ecological field research- and
ecology seminar".

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PROGRAM IS PREPARATORY ...
Suggests that program might be a particularly
useful step for future studies or careers.

PROGRAMS FOR FRESHMEN
Freshmen have several options: Core programs, all-level programs and some
programs for sophomores and above.
Core programs are designed to give you a solid foundation of knowledge and skills to prepare you
foradvanced studies: to learn how to write more effectively, read carefully, analyze arguments, reason
quantitatively or mathematically, work cooperatively in small groups and use campus resources such
asthe library. Core programs will introduce you to Evergreen's interdisciplinary studies, in which
facultymembers from different disciplines teach together to help you explore a central theme, topic
orissue as a whole, rather than as a collection of unrelated fragments. You will be exposed to the
connectionof artistic expression to social conditions, for example, or to the relationship of biological
factsto individual psychology. These integrated study programs combine several activities: seminars,
individualconferences with faculty members, lectures, group work and, usually, field trips and laboratories.You will also learn the skills needed to design your own education.
The small student-faculty ratio in Core programs (23:1) ensures close interaction between you and
yourfaculty, and with other students.
All-levelprograms enroll a mix of freshmen, sophomores, juniors and seniors, with a typical mix of
25 percent freshmen. Like Core programs, they are interdisciplinary studies. Most students in these

programswill already have some years of college experience, so you will get less guidance about
basicskills. Faculty expectations about what you know and what you can learn on your own will be
greater.You should also be ready to work with a wide mix of students-in age, experience and stages
oflearning. Talk to Academic Advising about the background necessary to be in an all-level program.
Programs for sophomores and above may admit a particularly well-qualified freshman. These
programsare listed in their respective planning units in the remainder of the catalog. Consult the
facultyand Academic Advising if you are interested in one of these programs.

Freshman Programs

.•. O.FI"ERINGS

BEGINNING

I"ALL QUARTER

American Frontiers:
Critical Histories
Fall and Winter quarters
Faculty: Kristina Ackley, Michael Pfeifer, TBA
Enrollment: 72
Class Standing: This all-level program accepts
up to 25 percent freshmen.

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In recent years, many have challenged the frontier
thesis first articulated by Frederick Jackson
Turner-that the frontier is ''the meeting point
between savagery and civilization"-as racist and
rife with imperialism. Turner delivered the thesis
in 1893, amid rapid industrialization and urbanization following American westward expansion
to the Pacific Coast; it summed up decades of
American understanding and influenced several
generations of American historians. Now, Native
Americans, Western historians and others have
challenged many aspects of Turner's thesis and
have offered alternative histories of AngloAmerican expansion, colonization and settlement
in North America.
Focusing on culture, land and gender, we will
explore many of these histories. Considering the
points of view of the colonized and the colonizer,
we will examine the role of power and power
relations in the encounters of diverse peoples on
American frontiers. We will analyze the experiences and perspectives of indigenous peoples;
women; Anglo-American explorers, entrepreneurs
and settlers; African Americans; Latinos; and
Asian immigrants. During fall quarter, we will
explore the initial encounters of Europeans and
indigenous peoples; the culture and society
of the American backcountry and of Native
peoples in the 18th and early 19th centuries;
the development of Andrew Jackson's Indian
removal policy and the consequent transformation
of Native American society; slavery, Africans,
Native Americans and the transplantation of slave
society to the Southwestern cotton frontier; and
the Gold Rush and the American conquest of
California.

In winter quarter, we will explore events
after the Civil War, including Indian-fighting
and the American conquest of Indian nations
in the West; the society and culture of the "Old
West," including the experiences of women,
African Americans, Latinos and Asians; federal
Indian policy and Native American experience
in the West since the late 19th century; the social
transformation of the American West in the 20th
century; and images of the frontier and the West
in American culture since the early 20th century.
We will do much reading and writing on these
topics, and listen to music and watch films that
reflect important aspects of frontier experiences
and encounters.
Credit awarded in American history, American
studies and Native American studies.
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.

Asian Culture and Art
Fall, Winter and Spring quarters
Faculty: Sean Williams, Ratna Roy,
Setsuko Tsutsumi, Rose Jang
Enrollment: 96
Class Standing: This all-level program accepts
up to 30 percent freshmen.
Special Expenses: $100 for theater tickets,
makeup and art supplies; $3,000 plus international
airfare for optional travel to India during winter
quarter or China during spring quarter.

This yearlong program will explore the expressive arts and cultures of four major Asian cultural
regions: China, Japan, India and Indonesia. Our
studies will include regional histories, philosophies and languages, and the theory and practice
of Asian dance, music, theater, film, literature and
other art forms. The ultimate goals of the program
include an enhanced understanding of Asian
expressive cultural traditions and the creation of
performance pieces in the latter part of
the year.
Weekly meetings will include lectures, handson workshops in the arts, presentations by visiting
artists, films and seminars. Faculty members
will offer lectures and workshops about each of
the major cultural regions based on first-hand
knowledge and experience, and the program will
be supplemented with guest lectures and demonstrations.
Four workshops will be offered in the
following Asian artistic traditions: Chinese
opera, an ancient traditional Chinese theatrical
performance style combining dance, music and
theater; Japanese films and animation, their
aesthetic, themes and techniques; Orissi dance,
a 2,OOO-year-oldclassical dance tradition from
eastern India; and Indonesian gamelan, a musical
ensemble comprising bronze gongs, drums and
metal xylophones.
Although each student will concentrate on one
workshop, all students in the program will study
all four cultural regions. Students will gain some
experience in the major languages of each area
(Mandarin, Japanese, Hindi/Oriya and Bahasa
Indonesia). In general, the language instruction
will place more emphasis on practical conversation in each culture.

Fallquarter will begin with an introduction to
thefourmajor cultural regions and will include
bothintensivereading and skill-building. In
winterquarter, students will continue laying
foundationsin artistic skills while exploring
someof the most important cultural concepts
thatunderlieAsian expressive culture. Students
willgive a small program performance at the
endof winter quarter to demonstrate their artistic
skillsand cultural understanding. The final work
inthespring will vary by the chosen study.
Studentswill spend the first two quarters gaining
knowledgeand skills to undertake self-initiated
researchprojects that focus on anyone or more
ofthe studied cultures. These research projects
willbe the primary focus of the spring quarter for
studentswho are not studying abroad.
Theprogram will include two possibilities for
studyabroad. Those studying Orissi dance will
havethe opportunity to travel to Orissa (India)
duringwinter quarter to understand the process
ofpostcolonial reconstruction of the oral art form
fromthe sculptures on temple walls, the palm leaf
manuscriptsin the museums, and the living traditionin the villages of Orissa. They will also study
underthe foremost masters themselves. Students
willreturn with skills to write an ethnographic
researchpaper and do presentations of their
understandingof the recreation of Orissi dance.
Studentswho do not travel will continue their
studieson the Olympia campus during winter
quarter.In spring, students interested in China
maytravel to China. They will visit the major
citiesand cultural sites, as well as learn about the
artsand performance of ethnic minority groups.
Students who are a good match for this programbring an open mind, a willingness to explore
aspectsof the world beyond the parameters of
theircurrent understanding, and the ability to
recognizethe wisdom in using body, mind and
spiritin combination to deepen their knowledge
ofexpressive culture.

Belief and Truth
Fall quarter
Faculty: BillArney, E. J. Zita
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.

What do you believe and why? Can you prove it?
How, or why not? Does it matter whether you can
support what you believe? Is everything relative?
Is science just another belief system? What are
the roles of conjecture, evidence and theory in
understanding? How can you articulate beliefs?
How can you test hypotheses? What is the difference, if any? If these questions intrigue you, too,
join us.
Classes will include discussions, lectures, and
other activities. Workshops may include quantitative reasoning, science, and statistical reasoning.
Some online work may be required.
Credit awarded in sociology, history, statistics,
philosophy of science, and/or conceptual physics.
Total: 16 credits.
Program is preparatory for careers and future
studies in science, social science, policy,
philosophy, or religion.
This program is also listed under Culture, Text
and Language and Scientific Inquiry.

Creditawarded in Asian studies, Asian languages
(Mandarin,Japanese, Hindi/Oriya and Bahasa
Indonesia),Asian arts, Asian expressive culture,
performingand media arts and expository writing.
Total:16 credits each quarter.
Program is preparatory for careers and future
studies in cultural studies, Asian studies, music,
dance,theater, film, art, language and literature.
Thisprogram is also listed under Culture, Text
and Language and Expressive Arts.

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

Borders of Identity:
Forging a Critical Practice
of Solidarity
Fall, Winter and Spring quarters
Faculty: Anne Fischel, Therese Saliba,
Angela Gilliam
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: Approximately $200 for video/
installation costs.
Internship Possibilities: Spring quarter with
faculty approval.

The post-9/11 climate reinforced polarities in
U.S. nationalist discourse, stressing oppositions
between "civilization" and "barbarism," freedom
and tyranny, "us" and "them." Individual markers
of identity, like "Muslim" and "immigrant,"
have become social categories upon which U.S.
domestic and foreign policy hinge. They situate
groups and communities, marking out areas of
significant, and seemingly incompatible, differences.
By contrast, this program will examine the
borderlands where identities of nation, race,
ethnicity, religion, class and gender are challenged and converge. We will focus on identities
as being interdependent and intercommunal by
pursuing the following questions: What are the
master narratives shaping U.S. identity? How do
we understand our personal and collective identities in relation to others? How are our stories and
experiences of self, home and nation part ofthe
narratives we share with those whose power and
privilege differ from ours? How do we engage in
critical solidarity with those we learned to see as
"other" and "outside"?
We will explore how "American" identities are
positioned within structures of power, privilege
or marginality. Starting with our personal experiences of identity, we will examine how narratives
of identity have been constructed and deployed,
in our lives and in public discourse, to reinforce
notions of separateness and community.
We will develop case studies drawn from
national and international contexts. Nationally,
we will look at debates over immigration, "race"
and "whiteness," labor, and Islam--especially
as they relate to African American, Arab, Latino
and Jewish communities. Internationally, we will
examine the Israeli-Palestinian conflict through
the lenses of collective memory and constructions
of Jewish and Arab identity, historically as well as
in the present. We will examine how relationships
to power and suffering, privilege and victimization are used to construct political policies and
narratives of nationhood in the Middle East.

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

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Our exploration ofthe Israeli-Palestinian
conflict is driven by what Jewish theologian Marc
Ellis calls "the struggle for an interdependent
empowerment." We will look to social movements in Israel/Palestine and the United States
that are modeling solidarity and the narration of
a shared identity and history. We will investigate
the historical interrelations among Blacks, Jews
and Arabs, including the experiences of African
and Arab Jews in Israel, and the ways in which
the Palestinian question and Islam have influenced Black-Jewish and Black-Arab relations
in the United States, both before and after 9/11.
Wherever possible, we will collaborate with community organizations that can help our work.
In spring, students can develop programrelated projects or participate in up to 20 hours of
community internship. We will examine further
the impact ofIslam as a longstanding counternarrative, both in the Nation ofIslam and more
recently in Hip Hop culture, as well as the post9/11 phenomenon of an Islamic internationalism
in political and popular culture.
Media literacy and image-making will be
emphasized in this program. We will analyze
mass media representations, including films and
news. We will also pay close attention to experimental, activist and community-based media by
creating new representations of personal/collective identity. Finally, we will create with text and
image, using video, installation art, oral history
and storytelling/performance, to share our learning about identity and representation and move
toward the construction of shared narratives of
personhood, community and nation.
Our texts will be drawn from film, literature,
social theory and history. Our modes of analysis
will be taken from cultural studies, discourse
analysis and the politics of media representation. Our goals are to move beyond identity
politics, break down narratives of exclusion and
supremacy, and work toward a critical practice
of solidarity with those we have identified as
"other."

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Credit awarded in cultural studies, media studies,
video, Middle East studies, African American
studies, installation art and U.S. history.
Total: 12 or 16 credits each quarter. The 12-credit
option is available for students who are also
enrolled in 4 credits of language study. Freshmen
must enroll for 16 credits during fall quarter.
Program is preparatory for careers and future
studies in media, education, conflict resolution,
community organizing, international studies and
immigrant advocacy.
This program is also listed under Culture, Text
and Language; Expressive Arts; and Society,
Politics, Behavior and Change.

Buddhist Psychotherapy
Fall quarter
Faculty: Ryo Imamura
Enrollment: 24
Class Standing: This all-level program accepts
up to 25 percent freshmen.

Western psychology has so far failed to provide
us with a satisfactory understanding of the full
range of human experience. It has largely overlooked the core of human understanding-s-our
everyday mind, our immediate awareness of
being, with all of the complexity and sensitive
attunement we feel to the vast network of
interconnectedness with the universe around
us. Instead, it has chosen to analyze the mind
as though it were an object independent of the
analyzer, consisting of hypothetical structures and
mechanisms that cannot be directly experienced.
Western psychology's neglect of the living
mind-both in its everyday dynamics and its
larger possibilities-has led to a tremendous
upsurge of interest in the ancient wisdom of
Buddhism, which does not divorce the study of
psychology from the concern with wisdom and
human liberation.
In direct contrast to this approach, Buddhism
shuns any impersonal attempt to objectify human
life from the viewpoint of an external observer.
Instead, it studies consciousness as a living reality
that shapes individual and collective perception
and action. The primary tool for directly exploring the mind is meditation or mindfulness, an
experiential process in which we become attentive participants-observers in the unfolding of
moment-to-moment consciousness.
In this program, we will investigate the study
of mind that has developed within the Buddhist
tradition through lectures, readings, videos,
workshops and field trips. In doing so, we will
take special care to avoid the common pitfall of
most Western interpretations of Buddhism-the
attempt to fit Buddhist ideas and practices into
unexamined Western assumptions and traditional
intellectual categories. Lastly, we will address
how the encounter between Buddhism and
Western culture could have important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole
range of human experience and life concerns.

Emerging Order:
What to Make of It?
Fall and Winter quarters
Faculty: David McAvity,Ruth Hayes
Enrollment: 46
Class Standing: This all-level program accepts
up to 75 percent freshmen.
Special Expenses: $75 each quarter for art
supplies and field trips.

At first glance, the natural world may seem chaotic and full of random events. Similarly, creative
works by humans may seem to have no logic or
basis in the world as we have experienced it. But
as we investigate beyond the surface of things
and observe, measure and describe phenomena
carefully, order emerges. We may first perceive
that order as spatial, such as in growth rings of a
tree or the spiral of a galaxy, but we also learn to
read such patterns as dynamic events or structures
in time. We may recognize expressions of this
natural order in the visual arts, media arts, sound
composition or in literature.
In this program, we will study order and disorder as they occur both in natural phenomena and
the creative works of people. We will see what we
can learn about how order emerges over time, and
how humans perceive and express that order. We
will approach this inquiry as artists, scientists and
scholars, engaging in both creative expression and
quantitative reasoning.
We will work on writing, drawing and math
skills as we develop techniques of observation,
measurement, documentation, analysis and
description. We will practice animation and timelapse and motion analysis techniques to study
and represent phenomena we have observed. We
will use a variety of art media to explore shape
and spatial relationships, and audio recording and
editing technology to capture, analyze and compose sounds. We will learn to describe patterns
and change, both in written and quantitative form,
and we will create mathematical and computer
models based on the physical laws that shape
them.

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Credit awarded in Buddhism, Asian psychology,
Asian American studies and Engaged Buddhism.
Total: 16 credits.
Program is preparatory for careers and future
studies in psychology,Asian studies, religious
studies, counseling, Asian American studies and
social work.
This program is also listed under Culture, Text
and Language and Society, Politics, Behavior
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Part of our inquiry will focus on the differences
between
creative and quantitative representations.Wewill explore the limitations inherent
ineachapproach, and we will investigate the
rolesthatabstraction and metaphor in science
andart play in our understanding of reality. To
thatend,students will experiment with ways to
applyscientificprinciples to creative projects,
investigating
the uses of metaphor, developing
anunderstandingof realism, and exploring how
repetition
of simple patterns or motifs can build
complex
works. In fall, students will undertake
aseriesof short assignments that explore these
themes.
In winter, there will be time for longer
research
projects to investigate a particular questioninmoredepth.
Manyof our lectures, readings and seminar
discnssions
will be about the history and theory
ofknowledge,as it relates to our subject matter.
Thediverseways humans employ and recognize
orderandpatterns are culturally and historically
determined.
We will therefore also explore the
perception,
interpretation and use of patterns in
different
cultures, both ancient and modem.
Creditawarded in philosophies of art and
science,drawing, animation, animation studies,
mathematics,physics, computer modeling,
expositorywriting and cultural studies.
Total:16credits each quarter.
Programis preparatory for careers
studiesin the arts and sciences.

and future

ThIsprogram is also listed under Expressive Arts
lid ScientificInquiry.

Growing Up Global

Imaging the Body

Fall and Winter quarters
Faculty: Stephanie Coontz, Dan Leahy
Enrollment: 46
Class Standing: This Core program is designed
for freshmen.

Fall and Winter quarters
Faculty: Lisa Sweet, Paul Przybylowicz
Enrollment: 46
Class Standing: This ah-level program accepts
up to 50 percent freshmen.
Prerequisites: A basic familiarity with high school
biology will be helpful. Students with no artistic
experience are welcome.
Special Expenses: $60 for Ropes Course; $150
for art supplies.

This program explores the origins and complexities of contemporary issues associated with
raising and educating children, reaching adulthood and the changing role of youth in a global
society. Fall quarter, we will develop a theoretical
background for understanding these issues by
starting with some historical and cross-cultural
studies of the transition to adulthood, then trace
the American experience from the 19th century
through the end of the 20th century.
Winter quarter, we will explore the current
status of children, parents and youth on a global
level. As part of this work, we'll look at how
economic globalization is affecting the process of
growing up and what types of social movements
youth are creating in specific nation-states and
cultures from around the world. We will also
discuss contemporary issues and policy debates
about education, welfare reform and family
policy.
Program activities will include seminars, lectures, a variety of writing assignments and weekly
field research in local schools or after-school
centers.
Credit awarded in sociology, cultural studies,
history, political science, ethnography, race and
gender studies and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in law, social work, education, public
policy, history and sociology.

imaging-"To form a mental picture of; to
make a visible representation of." Imaging the
Body will explore the many ways we develop
mental pictures and visible representations of
the human body. This exploration will be multifaceted-studying the body, depicting the body
and being in the body. By blending a scientific
understanding of how the body functions with
visual representation and movement, students will
gain an integrated awareness of the human body.
We will learn how the body is constructed
through anatomical studies and will also explore
the body's underlying physiological processes.
Some of the questions that will shape our inquiry
include: How does a scientific understanding of
the body inform an artistic understanding of the
body? How does the body manifest movement as
a mechanism? What is physical "beauty" according to our culture? How can artistic work inform
a physiological understanding of the body? What
is our relationship to science as it seeks ways to
treat or adapt human bodies? What are the physiological changes that occur as the body ages?
How do our perceptions of the body change with
age? Weekly practice in yoga and life drawing
will help students experience and visualize the
subject matter first-hand. Moving beyond these
skills, we will consider how the body looks and
works; the possible consequences of valuing
physical appearance and function (or dysfunction)
in Western culture.

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

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

This program has three structural elements:
(I) anatomy and physiology, (2) drawing and (3)
movement. Students will be expected to devote
equal amounts of energy to each part of the program. Expect to work 50 hours a week, including
class meetings.
Fall quarter will focus on gaining basic skills
in anatomy including learning the musculoskeletal system, life drawing, basic biology, basic
physiology and visual literacy. "Body image"
will be a broad theme that guides our work in the
fall. Winter quarter will capitalize on skills developed in fall, and our exploration of the body will
broaden to investigate additional themes around
the body including birth, disease, dysfunction
and death. Also in the winter, students will initiate independent research projects on a particular
subject and express their findings through both
scientific and artistic research.
Half of the learning community will be freshmen. Everyone else will be expected to take an
active role in mentoring students who are new to
Evergreen, both through a one-on-one peer-mentoring program, and through student-designed
workshops and presentations.
Credit awarded in anatomy, physiology, life
drawing, art appreciation and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, the arts and movement
studies.
This program is also listed under Environmental
Studies and Expressive Arts.

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Introduction to Environmental
Studies: Land
Fall and Winter quarters
Faculty: Ken Tabbutt, Carolyn Dobbs, TBA
Enrollment: 72
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: $200 for possible overnight,
in-state field trips.

Washington State is home to three national
parks as well as several national historical parks,
sites and reserves. Mount Rainier, Olympic and
North Cascades National Parks were established
between 1899 and 1968 because of the aesthetic
beauty of their alpine peaks, but their fragile and
unusual ecosystems have made their preservation
even more important. National park employees
who steward and manage these protected areas
face an increasingly daunting task of maintaining
ecosystem integrity while also keeping the parks
accessible to an ever-growing number of visitors.
We will explore this tension by looking at the
history of national parks, funding and management strategies, science in the parks, planning
efforts, and critical thinking about the future
of national parks. We will also examine what
the parks protect, both organic and inorganic,
and how these systems interact. This program
will focus on the physical, social and biological
aspects of the ecosystems of these parks and the
impact of both visitor use and park policy on
these systems.
Fall quarter will introduce students to forest
ecology, physical geology, political science and
social science research. Comparisons will be
made between the legal definition and management of various federally administered public
lands, including Forest Service national forests
and wilderness areas and national monuments,
as well as national parks and other protected
areas administered by the U.S. Department of
the Interior. Historic and contemporary relations
of Native Americans and national parks will
also be discussed. Students will be introduced
to the geologic processes that have shaped the
parks and will learn about the regional geologic
history that produced the Olympic and Cascade
ranges. Forest botany and ecology will also be
introduced.
The focus during winter quarter will be on
geologic hazards, environmental geology,
disturbance ecology, human communities and

human ecology. These topics address the effect
that humans have on the park and the effect, or
potential effect, of the park on human communities. We will also focus on the cultural aspects of
national parks, both for the general public and
those who work and volunteer at the parks.
Quantitative problem solving, social science
field research and writing will be stressed, with
writing assignments ranging from field journals
to research papers, and possible group projects.
Service learning may also be an integral component of this program.
Credit awarded in political science, social science
field research, writing, forest ecology, physical
geology, environmental geology and applied
Geographic Information Systems.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental studies, environmental
science, natural resource management, earth
sciences and public policy.
This program is also listed under Environmental
Studies.

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Introduction to Natural Science

Language and Law

Fall,Winter and Spring quarters
Faculty:Stuart Matz, Lydia McKinstry, TBA
Enrollment:72
ClassStanding: This all-level program accepts
upto 25 percent freshmen.
Prerequisites: High school algebra proficiency.

Fall and Winter quarters
Faculty: Susan Fiksdal, Jose Gomez
Enrollment: 48
Class Standing: This all-level program
up to 40 percent freshmen.

Thisprogramwill offer students a conceptual and
melhodologicalintroduction to biology, chemistry
andphysics.We will use an organizing theme that
isbasedon the cycles and transformations of matlerandenergy at a variety of scales in both living
andnonlivingsystems. As appropriate, we will
usemathematicalmodeling and other quantitative
methodsto gain additional insights into these
processes.We will also examine the methods used
10 obtainthese models and the historical, societal
andpersonalfactors that influence our thinking
aboutthenatural world. We will also explore
someofthe impacts on societies due to changes
inscienceand technology. In addition to studying
ourcurrentscientific models for these processes,
wewillalso examine the methods used to obtain
thesemodelsand the historical, societal and personalfactorsthat influence our thinking about the
naturalworld. Students will learn to describe their
workthroughwriting and public presentations.
Programactivities will include lectures, smallgroupproblem-solving workshops, laboratories,
fieldtripsand seminars. During spring, there will
beanopportunity for small groups of students to
conductan independent scientific investigation
designedin collaboration with the program
faculty.
Studentswho complete this program will be
preparedfor more advanced study in programs
suchasMarine Life or Molecule to Organism.
Bothprogramswill be offered in 2006-07.
Thisprogramwill also provide a background in
disciplinesrequired for careers as a health professional.It is also appropriate for students who wish
10 understandthe process and role
ofscience.
Creditawarded in chemistry, biology,
mathematics, physics and scientific writing.
Total:16credits each quarter.
A similarprogram is expected
~7.

to be offered in

accepts

The language oflaw plays a large role in our
everyday lives. This is true not only in the
courtroom when we are called for jury duty, in the
law books that report court decisions, and in legal
documents such as wills or mortgage contracts,
but also in our daily routine and behavior. For
example, we agree to certain rules of the road
when we drive to and from work. We undertake
numerous law-based transactions, from buying
goods with a credit card to downloading software.
We subscribe to a code of conduct that can carry
severe criminal or civil sanctions if we breach it.
Despite this ubiquitous presence of the law,
we frequently are unable to understand the
ordinances, statutes, court opinions and legal
documents that affect us. We look to the newspapers to interpret the latest court rulings. We hire
lawyers to see us through the legal thicket, where
one linguistic misstep can nullify an important
document or further complicate our lives. Indeed,
massive law dictionaries that define legal terms
suggest that legalese is a lingua in itself.
To gain an understanding of the relationship
of law to language, we will study sociolinguistic
principles, particularly linguistic variations such
as ebonies, code-switching, conversational style
and rhetorical devices such as metaphors. Some
of the case studies we will examine will focus
directly on linguistic issues such as bilingualism
in the schools, Lau v. Nichols and the Official
English movement.
Throughout the two quarters, we will study
the many controversies over the use of language
that have required legal intervention to resolve.
For this, we will focus on the First Amendment
right to free speech as we also explore freedom of
the use of language from a sociolinguistic point
of view. For example, we will consider court
testimony to discover the ways in which people
express power, solidarity and identity within the
strict guidelines of legal settings and legal briefs.

By winter quarter, we will be able to put
our newly acquired knowledge into practice.
Working in legal teams, students will develop
appellate briefs on real free-speech cases and will
present oral arguments before the "Evergreen
Supreme Court." Students will also rotate as
justices to read their peers' appellate briefs, to
hear arguments and to render decisions.
Credit awarded in sociolinguistics, constitutional
law: freedom of speech, critical legal reasoning,
legal research and writing and appellate advocacy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in linguistics, languages, social science, law
and teaching.
This program is also listed under Culture, Text
and Language and Society, Politics, Behavior
and Change.

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Programis preparatory for careers and future
studiesin physical and biological sciences,
medicineand health sciences, environmental
studiesand teaching.
Thisprogram is also listed under Scientific Inquiry.

Someprograms may be cancelled
and others added after this printing.
Forthe 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.

Legacy of the American Dream:
Media and Nature

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Fall and Winter quarters
Faculty: Ralph Murphy, Martha Henderson,
John Perkins
Enrollment: 69
Class Standing: This Core program is designed
for freshmen.
Since the founding of the Republic, Americans
have seen themselves as blessed with a bountiful
environment. Abundance of land, water, forests,
farmlands, wildlife and wilderness defmed
America until the westward expansion concluded
in the early 20th century. Capitalism transformed
the country from an agrarian society into an
industrial power. Democracy adapted to changing
demands and expectations, and the Constitution
proved to be a framework of governance capable
of accommodating dramatic changes in society.
The American dream became a beacon that continues to attract new immigrants to this country.
These images of being American have been
popularized and communicated by the various
forms of media throughout our history.
Yet, America also contained awkward tensions
and contradictions. Native Americans were
conquered and displaced. African Americans
were brought in bondage and began receiving
freedom only after 1865. Other immigrants often
faced poverty and discrimination upon arrival.
Women were denied suffrage until 1920. Many
Americans=of
all races, ethnicities and national
origins-historically,
and to this day, have neither
achieved equality nor escaped poverty .
Nature has been subjected to intense exploitation in the search for riches. Natural resources
and the environment have often been trampled.
Agricultural lands have lost productivity from
poor farming practices, and industrial pollution
has fouled waterways, soil and the air. Pollution
has most often affected the people who are
least able to afford the protections used by the
prosperous, leaving a legacy of concerns about
environmental health. Critical habitats have been
destroyed, species face extinction, and important
resources such as wetlands have been undervalued and destroyed. Social inequality and the
intense over-exploitation of nature have always
created great controversy in American politics.
This program will explore how America created a system of abundance and environmental
protection, and a system of inequality and
environmental destruction. Central questions
include: What were the patterns of development
in the nation's first two centuries? What are the
prospects and challenges in our third century?

Our exploration of these themes will focus on
the interactions of humans and nature and how we
historically and presently understand these interactions. We will specifically examine the various
forms of media and the messages they convey
about the relationships between humans and the
environment. In doing this, we want to develop
a critical understanding of how various forms of
media will define the debate on the demands for a
livable environment, and how effective the media
is in transmitting ideas and information about the
environment. Nature writing, newspaper reporting, film, electronic media, technical reports,
maps, environmental impact statements, legislative initiatives and analyses will be examined
to understand the debate. Our analysis will be
assisted by political science, economics, environmental history, biology, ecology and physical and
cultural geography.
Written and verbal communication skills will
be emphasized, as well as qualitative and quantitative reasoning and environmental problem solving. This program is intended for freshmen and
provides a basis for further work in the natural
and social sciences, as well as the humanities.
Credit awarded in political economy and public
policy, human ecology and environmental health,
geography, landscape and culture, American
environmental history, expository writing,
quantitative and qualitative reasoning,
research skills and media, and environmental
communications.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental problem solving in both
the public and private sector, science, social
science and the humanities.

Looking Backward:
America in the 20th Century
Fall, Winter and Spring quarters
Faculty: David Hitchens, Jerry Lassen
Enrollment: 46
Class Standing: This all-level program accepts
up to 50 percent freshmen.
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, 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 spawned the
central phenomenon of "the mass." Mass culture,
mass media, mass action, mass destruction and
amassed fortunes-all
are significant elements
of life in the United States, especially after the
national participation in World War I.
Looking Backward will be a retrospective,
close study of the origins, development, expansion and elaboration of "the mass" phenomena
and will place those aspects of national life
against our heritage to determine if the growth
of the nation in the last century was a new thing
or the logical continuation of long-standing,
familiar impulses and forces in American life.
While exploring these issues, we will use history,
economics, sociology, literature, popular culture
and the tools of statistics to help us understand
the nation and its place in the century. At the same
time, students will be challenged to understand
their place in the scope of national affairs; to read
closely; to write with effective insight; and to
develop appropriate research projects to refme
their skills and contribute to the collective enrichment of the program. There will be a programwide symposium at the end of each quarter. Each
symposium will provide a means of rounding
out each term's 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, and
American literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and social science areas
of inquiry, law, journalism, history, economics,
sociology, literature, popular culture, cultural
anthropology and teaching.
This program is also listed under Culture, Text
and Language and Society, Politics, Behavior
and Change.

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but do not attend the first class
meeting may be dropped.

Madnessand Creativity:
The Psychological Link
FallandWinter quarters
Faculty:
Patricia A. Krafcik, Carrie M. Margolin,
TBA
Enrollment:69
ClassStanding: This Core program is designed
forfreshmen.
SpecialExpenses: $60 for Ropes Challenge course
infallquarter; $50 each quarter for art supplies;
$50 each quarter for theater and museum tickets.

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Manyof the world's greatest writers, artists
andthinkershave been known to struggle with
abnormalpsychological conditions. What are these
conditionsand what has their impact been on the
creativityof these individuals? Is there a special
linkbetween certain kinds of abnormal psychologyand the drive to create? What is genius? Is
therea relationship between states of madness and
genius?What are the psychological mechanisms
involvedin the larger action of the human imagination,urging us to go where none have gone
before,to see what others have not seen, to create
whatno one has yet created?
Thisprogram will approach these and other
relatedquestions through an in-depth study of
abnonnalpsychology, as we learn to identify and
understanda number of conditions.
Wewill contrast this to our study of the normal
mindand how it functions in both mundane and
creativeways. We will read a broad selection of
imaginativeliterature that describes abnormal
psychologicalconditions and is, in many cases,
writtenfrom the point of view of the individual
whohas the condition. These may include works
ofShakespeare, Goethe, Gogol, Dostoevsky, Poe,
Nietzsche,Kafka, Woolf, Lessing, London and
Plath,as well as non-Western writers. We will also
explorethe connection between madness and creativityin the visual arts, specifically in the work
ofartists such as Vincent van Gogh and Jackson
Pollock.How have writers and artists employed
orexpressed their conditions in their art? Have
theyintentionally cultivated the link between
theirpsychological conditions and their creative
product?And further, how has art been used in the
treatmentof abnormal psychological conditions?
Students will undertake extensive reading in
psychology and related imaginative literature,
aswell as explore the visual arts in this context.
Writingprojects and art workshops will allow
studentsto explore their own creativity. This class
isnot intended to serve as therapy, but rather is a
serious study of psychology, literature, art history
andthe drive to create.
Credit awarded in world literature, cultural
studies, art history, expository writing, art,
abnormal psychology and cognitive psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in art history, art, psychology, education,
literary studies and theater studies.

The Physicist's World
Fall and Winter quarters
Faculty: Tom Grissom, Neal Nelson
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.

The 20th century has brought about a revolution
in our understanding of the physical universe.
We have been forced to revise the way we think
about even such basic concepts as space and time
and causality, and about the properties of matter.
An important part of this revolution has been
the surprising discovery of fundamental ways
in which our knowledge of the material world is
ultimately limited. These limitations are not the
result of surmountable shortcomings in human
understanding, but are more deeply rooted in the
nature of the universe itself.
In this program, we will examine the mental
world created by the physicist so that we can
make sense out of our experience of the material
world, and try to understand the nature ofphysical reality. We will ask and explore answers to
the twin questions of epistemology: What can
we know? How can we know it? Starting with
the Presocratic philosophers, we will continue
through each major development of 20th-century
physics, including the theories of relativity,
quantum theory, deterministic chaos and modem
cosmology. We will examine the nature and the
origins of the limits that each theory imposes
on our ultimate knowledge of the world. We
will read primary texts, such as works by the
Presocratics, Plato, Lucretius, Galileo, Newton
and Einstein, as well as selected contemporary
writings on physics. In addition to the other texts,
a book-length manuscript has been written for this
program that will serve as an extended outline
and guide to the works and ideas we will read
and discuss. Fall quarter will concentrate on the
period up to the beginning of the 20th century;
winter quarter will cover developments during the
20th century.
No mathematical prerequisites are assumed.
Mathematical thinking will be developed within
the context of the other ideas as needed for our
purposes. The only prerequisites are curiosity
about the natural world and a willingness to read
and think and write about challenging texts and
ideas.

Public Works:
Democracy and Design
Fall and Winter quarters
Faculty: Rob Knapp, Cheryl Simrell King
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: Approximately $50 for an
overnight site visit in fall quarter.

"Public works"-the term refers to large-scale
physical projects such as roads, waterworks,
harbors or refuse-handling sites. Every community needs them. Indeed, most communities
could not survive without these essential projects
that allow us to live together as a civil collective.
How long would civil society last if the garbage
weren't being picked up, if clean water were not
available, and if no transportation options were
available? Yet, most communities struggle over
their public works, and the outcomes are very
often politically divisive and environmentally
destructive. As such, the term "public works"
can also refer to what it takes to make our public
commons work.
We are interested in how to make our public
projects work for us all, environmentally, ecologically and democratically. Our central question
will be: In the present-day United States, how
can public projects be designed ecologically and
planned/implemented democratically?
The program faculty believe that the path
to good answers goes through intelligent
politics/administration and imaginative planning/engineering. In other words, good answers
come out of good democracy and good design.
This program will develop background in what
it takes to achieve good democracy and good
design, specifically in the nature and practice of
American local politics and administration, and
the theory and practice of ecologically sound civil
engineering and planning. We do not require any
specific background, although students will find
it helpful to have solid experience and skill in at
least one of the following: expository writing,
community studies, graphic communication or
ecological design.

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Credit awarded in philosophy of science, history
of science, introduction to physical science,
introduction to mathematics and quantitative
reasoning, and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and the sciences.
This program is also listed under Culture, Text
and Language and Scientific Inquiry.

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

Fall quarter will be organized around lectures
and workshops on politics, administration,
planning and engineering topics, case studies,
and seminars on American society and culture,
environmental affairs and human values. We
will also lay the groundwork for winter quarter
involvement in real-world public works projects
in nearby communities. These projects will be
a major component of winter quarter, alongside
continued background development in democracy
and design and seminars.
Credit awarded in writing, quantitative reasoning,
political science, public and nonprofit administration, public works administration, community
studies, civilengineering, environmental planning
and design, and public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in public and nonprofit administration,
public works administration, community studies,
civilengineering, environmental planning and
design, public policy and city, county and regional
planning.
This program is also listed under Environmental
Studies; Scientific Inquiry; and Society, Politics,
Behavior and Change.

Reading "Jouissance as Ananda"
Fall quarter
Faculty: Sarah Williams
Enrollment: 24
Class Standing: This all-level program accepts
up to 25 percent freshmen.

Through a seriously playful reading of Ashmita
Khasnabish's Jouissance as Ananda: Indian
Philosophy, Feminist Theory and Literature, we
will explore an unusual work of contemporary
postcolonial feminist scholarship that incorporates the work of Western psychoanalytic
readings ofthe Frenchjouissance with traditional
Hindu mythological and Tantric readings of the
Sanskrit ananda. In Khasnabish's work,jouissance as corporeal and spiritual pleasure located
at ego's feminine margins fmds expression as
ananda-the bliss that results from the transcendence of the ego.
Students will develop study projects in
relationship to key elements that are referenced in
this text. These include theorists (Luce lrigaray, .
Sri Aurobindo), novels (Joyce's A Portrait of the
Artist as a Young Man; Tagore's The King of the
Dark Chamber; Lispector's The Stream of Life
and An Apprenticeship, or, The Book of Delights;
Divakaruni's The Mistress of Spices), ideas
(sexual and ethnic difference; spiritual enlightenment and feminine embodiment), and practices
(meditation; ecriture feminine, or the writing of
the "divine feminine"; the healing arts; and social
justice).
Credit awarded in feminist theory, consciousness
studies, somatic studies and sacred literature:
cross-cultural perspectives.
Total: 16 credits.
Program is preparatory for careers and future
studies in women's studies, creative writing,
comparative religion, healing arts, cultural studies
and education.
This program is also listed under Culture, Text
and Language.

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Res Publica:
Examining the Body Politic
Fall, Winter and Spring quarters
Faculty: Charles Pailthorp, Andrew Reece,
Matthew Smith
Enrollment: 72
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: Approximately $30 each
quarter for program retreats or other travel.
Internship Possibilities: Winter and spring
quarters with faculty approval.

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Three questions circumscribe the work of this
curriculum: What is in the public interest and how
are public and private interests balanced? How
is one educated for communal and public life?
What is the relationship between one's political
identity and one's membership in a larger "ethnos"
(a grouping based on language, ethnicity, religion
and other characteristics that seem "prior" to
citizenship)?
These questions arise for the individual vis-a-vis
the state (a city-state, a nation-state, or an empire),
and they arise for the Body Politic vis-a-vis a
larger community of states, nations or empires. We
will address them at both levels.
Our studies will be historical, and we will study
closely the work of historians, philosophers and
political theorists. We will examine, as well, how
dramatists, painters and poets have represented
the public and private self and how the arts shape,
support or undermine public and private identities.
Our approach will be cyclical, moving repeatedly,
rather than quarter by quarter, through developments in Greco-Roman antiquity, then through
the founding period of political liberalism (17th
and 18th centuries), then through developments in
recent times.
This program stresses acquiring and sharpening
the tools of critical analysis, of interpretation and
argumentation, both written and oral. Not only will
we examine the Body Politic, but we will also be
concerned with how to move it. We will emphasize
learning to address the Body Politic, and learning
to write and speak effectively in challenging or
defending points of view on what constitutes
the public interest. Writing and rewriting-both
expository and interpretive--will be regular components of student work. Student work will be read
both by faculty and other students. On occasion,
students will be asked to argue their views orally.

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Credit awarded in history both ancient and medern, philosophy, political science, writing and civict

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Total: 12 or 16 credits each quarter. The 12-credit
option is available for students who are enrolledin
4 credits of language study or an internship.
Program is preparatory for careers and future
studies in the humanities and social sciences such
as history, political science, philosophy, law public
policy, education, politics and journalism.
This program is also listed under Culture, Text
and Language and 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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So YouWant to Be a Teacher?

Think Abstract

ExploringIssues of Development,
Learningand Schooling

Fall quarter
Faculty: Lucia Harrison, Joe Feddersen
Enrollment: 46
Class Standing: This Core program is designed
for freshmen.
Special Expenses: $200 for art supplies.

Falland Winter quarters
Faculty:Masao Sugiyama, Bill Bruner,
Frances V. Rains
Enrollment:60
ClassStanding: This Core program is designed
forfreshmen and accepts up to 25 percent
sophomores.

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Thisprogram is for people who are interested in
pursuingteaching as a career choice or who are
interestedin schooling and equity. An introductionto theories of learning, language acquisition
andchilddevelopment is the focus of fall quarter.
Theguiding question for the quarter is: What is
theroleof development in the leaming process?
Duringwinter quarter, we will investigate the
relationshipsof learning, schooling and diversity.
Studentswill select a particular model of schooling(e.g.,home-schooling, public school, Waldorf,
Sudbury);research its origins, beliefs about
learning,development and teaching practices;
andthen complete an analysis of which groups of
learnersthese structures serve and why. Students
inthisprogram can expect to use writing as a tool
forlearning; to develop a research-based understandingof child development; to investigate
thehistorical, sociocultural and organizational
contextsof schools; and to develop skills in
formulatingand pursuing a research question,
analyzingschooling practices and making public
presentations.
Throughout the program, we will be concerned
withthe politics and economics of schools and
schooling.We will address school governance
andfinance, particularly as these topics relate to
issuesof equity and diversity.
Program activities will include interactive
lecturesand workshops, seminars, weekly writing,small group investigations and a long-term
projectexploring and critiquing a particular
approachto schooling. Participants' work in the
programwill be assessed through written papers,
participation in all activities, projects and a final
portfolio.

When confronted with abstract art, many people
don't know how to think about it. Some people
think it was a European avant garde invention.
Others question its value and the skills of the
artist. This program, geared for students with little
or no art experience, will examine the sources
of abstraction in Western art and broaden this
into a multicultural worldview. For example, we
will explore abstraction in indigenous cultural
traditions.
We will study different inspirations for
abstraction, such as nature, poetry, journal writing and music. We will blend studio arts-such
as drawing, printrnaking and book arts-with
weekly readings, presentations from Northwest
artists and expository writing. Students will gain
a visual vocabulary for talking and writing about
art. While the beginning of the quarter will be
devoted to skill building, students will have the
opportunity to do individual projects. The program will allow students to explore their options
and interests in the visual arts.
Credit awarded in art theory, drawing,
printmaking, book arts and expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in visual arts, education and art history.

Credit awarded in history, the philosophy and
theory of education, current issues in education,
expository writing, quantitative skills and
academic planning.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in education and the social sciences.

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

The Voice of the Poem
and Other Musics
Fall and Winter quarters
Faculty: Arun Chandra, Leonard Schwartz
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: Approximately $35 each
quarter for tickets to operatic and musical events.

This program will involve a compositional,
structural and historical immersion in the relationships between poetry and music and the political
significance of each.
Some of the creative compositional questions
to be addressed include: When does one medium
supplant the other, and why does it do so? Does
the meaning of the text always hold sway over
its "music"? When does "music" render its text
insignificant? What is the "music" of political
speech, and what does its "music" do to its
"meaning"? What are the sinlilarities and differences between delivering a political speech to
20,000 people, and delivering a political song to
20,000 people? How can we protect our creative
work from being given a political function that
we oppose? What are the differences among
"myth," "narrative," "formalism" and "lyric," and
what is the contemporary political significance of
each?
This program will involve workshops, lectures
and presentations by the faculty and invited
guests, seminars on shared reading material,
group listening sessions, viewing films of I 9thand 20th-century operas and regular student
performances of original poetry and music.
Students will be strongly encouraged to pursue
their own creative processes through writing,
musical performance or both. We will also attend
performances of opera, experimental music and
symphonies in Seattle, Portland and Olympia.
Fall quarter (Myth, Melody and Early
Modernism) will focus on the work of the early
modernists of the 19th century: the operas and
politics of Richard Wagner and the response of
poets such as Charles Baudelaire and Stephane
Mallarme, Other authors and composers to be
studied include Friedrich Nietzsche, Theodor
Adorno, Arthur Rimbaud, Claude Debussy,
Jacques Offenbach, Franz Schubert and Gustav
Mahler.

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Winter quarter will focus on a reading of James
Joyce's Finnegans Wake and other works of
modernism that draw language and music closer
together. We will consider the works of Ezra
Pound, H.D., Gertrude Stein, AntoninArtaud,
John Cage, Arnold Schoenberg, Alban Berg and
Bertolt Brecht, with his musical collaborators
Hanns Eisler and Kurt Weill, as well as contemporary poets and composers. (This latter group
includes Kamau Brathwaite, Richard Foreman
and Helene Cixous).
Credit awarded in 19th- and 20th-century
aesthetics, 19th- and 20th-century music history,
contemporary aesthetics, music composition,
creative writing and the sociology of art.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in music, musicology, literature, cultural
studies, creative writing and music composition.
This program is also listed under Culture, Text
and Language and Expressive Arts.

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Awareness
Winter and Spring quarters
Faculty: BillArney, Sarah Williams
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: $25 each quarter for yoga.

Learning happens when you have an experience
and then reflect on it. Our focus will be on the
craft of reflection. Our interest is the relationship
between conscious reflection-awareness-and
learning.
Students will begin their work by designing
their own learning experiences. These field
studies, which will constitute half the work of
each quarter, can be anything (walking, reading,
hospice care, welding, cooking, meditation, etc.).
We will begin our work together by having each
person answer these questions: What do you want
to learn? How are you going to learn it? How are
you going to know when you have learned it?
How are you going to show others-faculty and
colleagues-that you have learned it? And, What
difference will it make?
We will participate in mind-body practices
that facilitate or enhance our ability to reflect on
these experiences in historical, cross-cultural and
gendered contexts. We will undertake an intensive
study of work by, and inspired by, Ivan Illich,
Luce Irigaray and
Jean Klein.
Credit awarded in somatic studies, philosophy,
sociology, education, feminist theory and
consciousness studies.

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2006-07.
Program is preparatory for careers and future
studies in education, consciousness studies,
creative writing, social and cultural studies,
women's studies and somatic studies.

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This program is also listed under Culture, Text
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Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Lucia Harrison
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: Approximately $100 for field
trips; $150 for art supplies.

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The marine environment is a complex habitat that
harbors a beautiful, abundant and diverse array
of life forms. This program combines the study
of the marine environment as both a habitat and
a source of inspiration for the visual imagination.
We will examine how to use our studies to pursue
creative work in the visual arts and sciences.
In winter quarter, students will study marine
organisms, beginning drawing, the difference
between description and expression in the visual
arts, and the representation of marine organisms
in the visual arts. They will develop a basic science and visual vocabulary and learn basic skills
in microscopy and digital imaging. In spring
quarter, students will focus on marine habitats and
book arts, and will apply the skills learned in the
winter. Students will travel to local beaches and
explore South Puget Sound in college boats. They
will keep fieldjoumals, conduct field surveys and
collect organisms.
Both quarters, students will attend a weekly
seminar to discuss how human perspectives
toward the sea have changed over time and
in different cultural traditions. In seminar, we
will also explore how the marine environment
is represented in scientific articles, mythology,
literature, poetry and visual images. Students will
pursue their interests in the marine environment
through a series of assignments that integrate
science and art.
Credit awarded in marine biology, ecology,
drawing, digital imaging, art appreciation and
book arts.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in marine biology, ecology, visual arts and
education.
This program is also listed under Environmental
Studies and Expressive Arts.

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

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Historyand Evolution of Disease
Winterand Spring quarters
Faculty:Janet Ott, Jim Neitzel
Enrollment:46
ClassStanding: This Core program is designed
forfreshmen.

Wegenerally think of disease from a medical
pointof view-the clinical aspects, how it
affectsthe body and how to cure or control it.
Butdisease often has more far-reaching effects
thanthe individual, affecting whole cultures and
times,and it is often affected by both culture
andhistorical events. We will explore the idea of
disease-its metaphoric and symbolic value-as
wellas examples of both the biological and culturalevolution of disease. Using specific diseases,
wewill see their role in the particular era in
whichthey had the most influence-the plague in
theMiddle Ages, influenza during World War I,
syphilisand whether it started in the New or Old
World,the effect of AIDS on African culture, and
thecurrent epidemic of Alzheimer's in America.
Labs,workshops, seminars, group work and
projectswill involve the student actively in this
exploration. Students should expect to do quite a
bitof quantitative reasoning and analytical investigation.Library and lab research, participation,
papersand exams will be the basis of evaluation.
Credit awarded in biology, history, evolution and
cultural studies.
Total:16 credits each quarter.
Program is preparatory for careers and future
studies in advanced studies in biology,
microbiology and epidemiology.

Indigenous Peoples and
Ecological Change
Winter and Spring quarters
Faculty: Erik V. Thuesen, Frances V. Rains
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Prerequisites: High school algebra, biology
proficiency and an understanding of
environmental science.
Special Expenses: Up to $350 for field trips.

This introductory program is designed to provide
knowledge of the fundamental aspects of general
biology and ecology in order to understand the
effects of increasing geo-political demands on
diverse ecosystems and Indigenous cultures. We
will cover topics of freshman college biology by
studying ecological interactions in various environments. Our study of the intertwined history of
European Americans and Native Americans will
offer a context for an examination of contemporary Native eco-struggles, geography and the
challenges of limited natural resources.
Focal topics in the social sciences will include
the use and abuse of decision-making authority,
particularly with respect to Native cultures.
Seminars will focus on issues surrounding
Indigenous examples of environmental sustainability, environmental racism, and Native resistance to cultural, political, economic and social
injustices. Also, Indigenous social activism, its
costs, its victories and its effects on the preservation of Native Treaty Rights will be explored.
Learning will take place through lectures,
seminars, workshops and biology laboratory
exercises. Students will improve their writing
skills through reader response papers. Work in the
field and a multi-day field trip in spring are also
planned to gain first-hand exposure to various
environments and peoples. Students will improve
their research skills in social science through
field observations and preparing for short group
presentations.
Credit awarded in environmental studies, general
biology, environmental science, environmental
racism, social justice studies and Native American
studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the biological sciences, environmental
sciences, teaching, social sciences and Native
American studies.
This program is also listed under Environmental
Studies and Native American and World
Indigenous Peoples Studies.

Northwest Crafts
Winter quarter
Faculty: R. T. Leverich, Joe Feddersen
Enrollment: 46
Class Standing: This Core program is designed
for freshmen.
Special Expenses: Approximately $150 for art
supplies and two field trips.

The Northwest has a rich tradition of craftobjects for use, for ceremony and for celebration
that are made primarily by hand and marked by
a sense of belonging to place and community.
This program will explore Native and non-Native
craft traditions in this region and give students an
opportunity to make their own craft works in clay
and wood.
The program will center on studio work and
on a series of visiting artists and authorities on
Northwest crafts who will share their work and
understanding with us. Work will also include
regular seminars, work discussions, writing
assignments and field trips.
Students will spend roughly half the quarter
working with clay and half with wood. In the
ceramics studio, students will prepare clay, master
basic hand-building techniques, produce a range
of craft-related pieces, glaze the work and fire it
in electric or gas kiIns. In the wood shop, students
will study the origins and characteristics of various local woods, learn basic skills with hand tools
and make and finish one or more wooden pieces
for use. Readings will address contemporary craft
history and issues, craftsmanship, beauty, function and the role of art in communities. We will
ask students to write short papers clarifying their
thinking about their own ideas, work and working
process, and to write an independent research
paper and presentation
on a contemporary artist working in a craft in the
Northwest.
The goals of the program include an informed
understanding of the range of crafts practiced in
the Northwest and the artists and communities
that produce them; an ability to speak about
the role of craftspeople in our communities; an
awareness of how shaping objects shapes our
daily experience; and the development of the
skills and attention needed to make expressive
objects for use in clay and wood.
Credit awarded in ceramics, woodworking,
history and writing.

craft

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

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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Algebra to Algorithms:
An Introduction to Mathematics
for Science and Computing
Spring quarter
Faculty: TBA
Enrollment: 24
Class Standing: This all-level program accepts
up to 33 percent freshmen, 33 percent
sophomores and 33 percent juniors or seniors.
Prerequisites: High school algebra proficiency.

Western science relies on mathematics as a
powerful language for expressing the character of
the observed world. Mathematical models allow
predictions (more or less) of complex natural
systems, and modem computing has magnified
the power of those models and helped shape new
models that increasingly influence 21st-century
decisions. Computer science relies on mathematics for its culture and language of problem
solving, and also enables the construction of
mathematical models. In fact, computer science is
the constructive branch of mathematics.
This program will explore connections among
mathematics, computer science and the natural
sciences, and will develop mathematical abstractions and the skills needed to express, analyze
and solve problems arising in the sciences,
particularly in computer science. The program
is intended for students who want to gain a
fundamental understanding of mathematics and
computing before leaving college or pursuing
further work in the sciences. The emphasis will be
on fluency in mathematical thinking and expression, along with reflections on mathematics and
society. Topics will include concepts of algebra,
functions, algorithms, programming and, depending on interest, calculus, logic or geometry.
All topics will include relevant historical and
philosophical readings.
Credit awarded in algebra, geometry,
mathematical modeling, programming, and
the history and philosophy of mathematics.
Total: 16 credits.
A similar program is expected
2006-07.

to be offered in

Program is preparatory for careers and future
studies in the sciences, teaching and mathematics.
This program is also listed under Scientific Inquiry.

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Animated Visions:
Allegories of Resistance
Spring quarter
Faculty: Ruth Hayes, Patricia Krafcik,
Leonard Schwartz
Enrollment: 69
Class Standing: This all-level program accepts
up to 50 percent freshmen, 25 percent
sophomores and 25 percent juniors or seniors.
Special Expenses: $100 for art and animation
supplies.

An apple struggles to fall from a tree, desiring
to experience gravity, even if it means death. A
man must navigate through endless bureaucratic
channels in order to recover his nose, which has
assumed a life of its own. People enter and exit
an apartment house in every way they can, except
the front door. We come upon these strange and
seemingly nonsensical images while viewing or
reading works of animation and literature from
Russia and East European countries that experienced Soviet domination. What do they mean?
In this program, we will explore the historical
and cultural contexts of animated films and poetic
and prose texts from Russia and the Soviet-bloc
countries to fmd how, and to what extent, they
express resistance to totalitarian political and
social oppression. As we screen works by animators such as Jan Svankmajer, Yuri Norstein, Nina
Shorina and Michaela Pavlatova, students will
learn how to "read" them in light of the historical events and cultural influences their makers
experienced. Readings of the poetry of Arkady
Dragomoschenko, Alexei Parshchikov and Elena
Shvarts, and the prose of Milan Kundera, Vaclav
Havel and others will further inform and expand
students' understanding of the uses of metaphor
and allegory to express the inexpressible, to
outwit censors, to reach like-minded souls and to
subvert dominant ideologies.
Students will do close readings of several
poetic texts and animated films in written and oral
presentations based on research about the contexts in which they were made. In two hands-on
workshops they will learn either basic animation
skills in techniques used by the animators studied,
or translation and poetry techniques adapted from
Russian and Eastern European literary strategies.
Credit awarded in animation; animation studies;
Soviet, Russian and East European literary and
cultural studies; comparative poetics; and
translation: theory and practice.
Total: 16 credits.
Program is preparatory for careers and future
studies in animation, media studies, and Soviet,
Russian and East European studies.
This program is also listed under Culture, Text
and Language and Expressive Arts.

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

Art of Conversation
Spring quarter
Faculty: Susan Fiksdal
Enrollment: 23
Class Standing: This all-level program accepts
up to 50 percent freshmen.

Conversation is fundamental to our learning processes and our interpersonal interactions. In this
program we will take a sociolinguistic approach
to understanding the way conversation works,
how it is organized, how it constructs our social
reality, and why we have misunderstandings.
Using discourse analysis, we will look at various
types of conversations-those between friends,
on television, on film and in seminars. Many
conversations we examine will be cross-cultural,
and we will use this term in its broadest sense,
looking at conversations between people of different linguistic cultures, as well as those between
genders, classes and ethnicities in the United
States. We will examine the ways speakers create
identity, draw on power and solidarity, maintain
face and construct a style.
Credit awarded in language acquisition,
sociolinguistics, discourse analysis and
communication.
Total: 16 credits.
A similar program is expected to be offered in

2007~8.
Program is preparatory for careers and future
studies in linguistics, communication, politics, law,
medicine, teaching, television and radio.

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ColumbiaRiver:
Origins,Salmon and Culture
Springquarter
Faculty:Liza Rognas, Rob Cole
Enrollment:46
ClassStanding: This Core program is designed
forfreshmen.
SpecialExpenses: $175 for field trips to the
ColumbiaRiver Basin, to be paid by April 7, 2006.

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Thestoryof land and sky, of people and place, is
toldbywater in the Pacific Northwest.
Our programwill focus on a river called the
"mostdammed river in the West," the mighty
Columbia-immortalized in Woody Guthrie's
famoussong "Roll on Columbia." Our combined
effortswill investigate the rich study of place.
Studentsin this program will learn this river's
story,andits many names and faces, by studying
thenatural,environmental and social history of
theColumbiaRiver watershed. Because several
salmonspecies and their associated migration
runsofferan important thread that connects
thesethemes,we will also study the ecology of
salmonand their historical, cultural, spiritual and
economicvalues to humans.
Wewill take several field trips to the river to
studyboth its natural ecosystems and the impacts
thathumanshave had throughout the river
basin.Wewill engage ourselves in a study of the
hydrological,geological and geographical legacy
oftheriver and the land through which it flows.
Wewillread and hear the stories told by Native
peoplesand newcomers who have made the river
theirhome. Throughout the program, we will ask
howplace shapes human lives and how human
actionchanges place. We will ponder the nature
oftransformation and investigate the many transformationsendured by this river and its people.
Partof our learning this quarter will demand
thatwe inquire how political, cultural and technologicalpower informs these transformations
andmanifests itself in the stories told by and
aboutthis river. We also will study the changes
broughtby the hydroelectric dams, the irrigation
systemfor agriculture, the creation of the Hanford
NuclearReservation, and the emergent recreation
industryassociated with the river.
Studentswill engage in research related to the
Columbia'shistory and its future. Topics will
includenatural history, introductory salmon ecology,hydroelectricity, literature, Native American
historyand culture, social and political history,
andpublic policy connected to the many themes
ofthe Columbia River.

Weekly writing assignments and workshops
will include creative and expository writing, analysis of our readings of texts and our workshop
activities. Students will keep a weekly research
log and an activities journal that is connected to
seminar and program activities. Students will
write two three- to five-page papers linking
content themes during the quarter and one project
summary at the end of the quarter. Skills-based
weekly activities and workshops will include
seminars, basic research and activities such as
log-keeping, map-reading, field trip analysis and
evaluation writing.
Program activities and workshops will prepare
students to complete a small, end-of-quarter
project that shows the student's ability to research
and analyze individually and in groups. For this
project, students will be expected to critically
analyze course content, in a program theme of
their choice, using assigned materials and those
found through research. Media for analysis and
expression of learning will include writing/poetry,
art/performance arts, photography and mapping.
For the fmal project, a two- to three-page written
introduction, with bibliography, will contextualize
the final work.
Credit awarded in introductory ecology:
Columbia River Basin; Pacific Northwest cultural
and political history: Columbia River Basin; and
contemporary
policy: Columbia River Basin.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental studies, history, science,
geography, political and policy studies, teaching
and Native American studies.

Experimental Puppet Theater,
Object Theater and Dance
Spring quarter
Faculty: Ariel Goldberger, TBA
Enrollment: 40
Class Standing: This all-level program accepts
up to 35 percent freshmen.
Special Expenses: Up to $90 for art materials and
theater tickets; $50 for studio clean-up; normal
expenses depending on the student's choice
of project.

The main goal of this intensive program is to
generate an exciting artistic learning community
in which individuals can use performance to
investigate experimental puppet-and-object
theater, experimental movement, dance and the
interrelationships
of these media.
The faculty will support students in developing
an experimental approach to their artistic work
through workshops and other consultations.
Participants will be expected to generate imaginative, collaborative and individual original work
by creating scripts or storyboards, composing
choreography, researching puppet techniques,
constructing, designing and directing puppet
productions and participating in performances.
Exploration of innovative performance ideas,
materials, tools and multidisciplinary techniques
will be encouraged. This program will require
students to show their work-in-progress weekly
and to contribute to supportive and effective
weekly critiques.
Through a variety of media and studentinitiated field trips, participants will study the
experimental work of American and international
puppeteers, dancers and performers. Weekly
seminars will focus on readings that address
theoretical issues about contemporary puppetry,
dance, performance and student projects.

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Credit awarded in puppet and object theater,
dance, performing arts, performance, design
and other subjects depending on student's
independent work.
Total: 16 credits.
Program is preparatory for careers and future
studies in dance, puppetry, media, animation,
design and the performing arts.
This program

is also listed under Expressive Arts.

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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.

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The Incisive Line

Jefferson's American West

Spring quarter
Faculty: Lisa Sweet
Enrollment: 22
Class Standing: This all-level program accepts
up to 50 percent freshmen.
Prerequisites: Basic drawing skills will be helpful,
but not required.
Special Expenses: $250 for art supplies.

Spring quarter
Faculty: Frederica Bowcutt, Michael Pfeifer
Enrollment: 48
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: Approximately $200 for field
trips; $20 for museum visits.

Historically, printmaking has been aligned with
revolutionary ideas, political and religious reform,
and the democratization of artistic practice and
production. This is an arena in which artists have
the potential to reinvent not only the way twodimensional images look, but also the manner
in which they are made. For instance, consider
the popular notion of the Modernist artist-genius
working in isolation to express him- or herself.
In contrast to this creative practice, printmakers
have traditionally collaborated to create works
of art--often these works have a social message.
Artists and printers confer with and influence
each other while making work in their community.
Printmaking can counter the idea of
works of art as being precious, one-of-a-kind
commodities by permitting the artist to create
multiple copies of images. These are a few of the
ways we will address the practice and history of
printmaking.
This one-quarter program will focus on printmaking as an expressive and conceptual art form.
But be forewarned-this will be an intensive 10
weeks that will require enthusiasm and a strong
work ethic. Expect to work 50 hours a week.
Our artistic practice will focus on relief and
intaglio techniques: the incised lines of woodcut,
drypoint and etching. Emphasis will be placed on
developing artistic practice and research: How do
we develop artistic ideas? How do we revise and
refine ideas and works of art? What is the benefit
of working in series? How does an artist generate
and communicate intellectual content through
images?
During the quarter, students will practice printmaking techniques, learn about print culture and
the history of printmaking, and do research by
examining both historical and artistic examples.
Students will be expected to work collaboratively
in community. Writing is a significant component
of this program. Students will be responsible for
developing a portfolio of printed works, presenting research on print history and participating in a
print exchange.

In this program students will explore the ways
in which Thomas Jefferson laid the foundation
for land-use patterns and social ideologies in the
American West. We will study American history
from roughly 1700 to 1850 to better understand
the historical context of Jefferson's life and work.
Our study of American history will encompass
both cultural and natural history. As a learning
community, we will travel a portion of the route
covered by the Lewis and Clark expedition.
During this required, multi-day field trip students
will maintain a detailed natural history journal
with special attention given to learning native
plants. Students will have an opportunity to learn
about tribal uses of plants and the land, including
indigenous resource management of prairies.
Students will also use their journals to record their
observations of contemporary land use. We will
take note of current expressions of people's sense
of place and history in the West. Students will
study the journals of Lewis and Clark expedition
members as models. We will study these journals
for their content based on natural history and
anthropological observations, as well as records
of their experiences of the journey. We will also
study the state of science during this time period
and how Jefferson and others instructed Lewis and
Clark to use the sciences to advance their goals.

As a learning community, we will ponder the
following questions: What motivated Jefferson
to make the Louisiana Purchase? How did the
culture and society of the 18th-century American
backcountry shape Jefferson's vision of American
territorial expansion? In what ways did he see
settlement of the West as central to his visions of
building a democratic nation? What role did the
Lewis and Clark expedition play in Jefferson's
grand plans for the West? What place, if any,
did tribal people and other people of color have
in Jefferson's expansion plans? To what extent
did European intellectuals shape Jefferson's
thoughts about Indians and governance? How
did Jeffersonian ideals and philosophy shape the
migration to and settlement of the early West
in the first half of the 19th century? How does
knowledge of this history inform our understanding of current land use and Western natural
resource management? In what ways has this past
shaped contemporary Westerners, their sense
of self and sense of place?
Credit awarded in American history, natural
history and field botany.
Total: 16 credits.
Program is preparatory for careers and future
studies in cultural history, natural history, teaching
and environmental education.
This program is also listed under Culture, Text
and Language and Environmental Studies.

Credit awarded in printmaking, print history and
expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in visual arts, graphic design, art history
and teaching.
This program is also listed under Expressive Arts.

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

Leadership on the Wild Side

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Springquarter
Faculty:Cynthia Kennedy, Sharon Anthony
Enrollment:48
ClassStanding: This all-level program accepts
upto 25 percent freshmen.
SpecialExpenses: Up to $1,000 for Wilderness
FirstResponder training, challenge facilitation
training,field trips and professional guide services.

Spring quarter
Faculty: Alice Nelson
Enrollment: 24
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Special Expenses: $150 for program retreat!
field trip.

Thisexciting program will expose students to a
fullrangeof skills, activities and ideas that lie at
thecoreof the outdoor leadership process. The
eudoorswill serve as a backdrop to introduce
boththe technical and the human relations skills
neededto lead adventure programs. Class activitieswillinclude lectures, seminars, workshops,
daytrips and overnight field trips. Each student
willparticipate in at least one expedition, planned
bythestudents, either into the backcountry or
sailingon Puget Sound. The destinations and
modeof travel will depend on the weather,
studentinterest and accessto those resources
suitablefor each activity. The expeditions will
provideorientation and training in wilderness
traveland minimum-impact camping. They will
alsoprovide an excellent opportunity to experienceand foster the human relations skills that are
necessaryto effectively lead groups of any size.
Wewill explore theoretical and applied perspectiveson individual roles and group development,communication and appropriate feedback,
conflictmanagement, leadership theory and
ethics-all of which will help students develop
afoundationupon which to build their skills as
outdoorleaders and instructors. Students should
expectto read and write extensively throughout
theexpeditions, as well as at home. Successful
studentswill leave the program trained as Ropes
Coursefacilitators and certified as Wilderness
FirstResponders. While parts of this program
maybe physically strenuous, all motivated studentsare welcome regardless of age or skill level.
Credit awarded in outdoor leadership,
dynamics and wilderness medicine.

group

Total:16 credits.
Program is preparatory for careers and future
studies in outdoor leadership, organizational
leadership, outdoor and environmental
education,
andteaching.
Thisprogram is also listed under Environmental
Studies and Society, Politics, Behavior
andChange.

and Narration":

Mexico

In Nation and Narration, Homi Bhabha asks,
"What forms of narrative express the ideology
of the modem nation? How do questions of race
and gender, class and colonialism, change the
boundaries of national identity? Who speaks in
the name of the nation?" We will explore these
questions in the context of contemporary Mexico,
from the 1910-20 revolution through the present.
Focusing on literary and visual analysis, this
program will look at fictional and visual stories
about Mexico's national and regional identities.
We will ask how such representations of "the
nation"-symbolic attempts at constructing
unity-involve points of inclusion and exclusion,
collective hopes and potential contradictions.
Over the course of the quarter, we will critically analyze several literary works within their
historical contexts. Authors may include Juan
Rulfo, Octavio Paz, Rosario Castellanos, Carlos
Fuentes, Elena Poniatowska and Subcomandante
Marcos. In addition, we will explore the significance of visual cultures from the same time
periods, from early 20th-century art movements
such as muralism to contemporary films like
Amores perros. Selected historical and theoretical
texts will provide frameworks for our inquiry.
The program will emphasize developing writing
skills across several genres, including personal
narrative, literary and cultural analysis and film
criticism.
In addition to the 12-credit core described
above, students may enroll in a separate 4-credit
Spanish language class at the appropriate level
through Evening and Weekend Studies, or
complete an additional4-credit project within the
program itself. For this project, each student will
choose a writer or artist to research in depth over
the course of the quarter, culminating in a written
essay and oral presentation of this work during
the last week of the program.
Credit awarded in Mexican literature, writing,
visual literacy, and the history and politics of
contemporary
Mexico.
Total: 12 or 16 credits. The 16-credit option is for
those students who want to include a additional
4-credit project within the program.
Program is preparatory for careers and future
studies in cultural studies, history, literature,
writing, international studies and teaching.
This program is also listed under Culture, Text
and Language.

Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog.

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 freshmen.
Special Expenses: Approximately $65 for
membership in the Western Psychological
Association CNPA) and for registration at WPA's
Annual Convention in Palm Springs, California,
April 27-30, 2006 (payable to WPA before April 7,
2006; contact faculty at margolin@evergreen.edu
for exact fees and deadline). Approximately $225
for food and lodging at convention; and additional
transportation
costs to the convention.

Students will investigate theories and practices
of psychologists to enhance their understanding
of counseling, social services and the science of
psychology. Students will explore careers in psychology and the academic preparations necessary
for these career choices. We will cover the typical
activities of psychologists who work in academia,
schools, counseling/clinical settings, social work
agencies and applied research settings.
Among our studies will be 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 PsycINFO, Science Citation Index and
Social Sciences Citation Index, 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, which is
the western regional arm of the APA.
Credit awarded in the history and systems of
psychology, social science ethics, career explorations in psychology, foundations of psychology, and
one discipline within psychology (of the student's
choice): developmental,
cognitive, social or
physiological.
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.

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Student Originated Studies:
Internships in the Public Service

Theater Intensive:
Stage Production

Spring quarter
Faculty: Cheryl Simrell King
Enrollment: 24
Class Standing: This all-level program accepts
up to 25 percent freshmen.
Prerequisites: Successful completion of the
program Public Works: Democracy and Design,
or the equivalent.
Faculty Signature: Students must draw up an
Internship Learning Contract in consultation with
the faculty. For information contact Cheryl Simrell
King, (360) 867-5541 or kingcs@evergreen.edu.
Contract proposals received before March 10,
2006, will be given priority. Qualified students
will be accepted until the program fills.
Internship Possibilities: Required.

Spring quarter
Faculty: Walter Eugene Grodzik
Enrollment: 24
Class Standing: This all-level program accepts
qualified students with any class standing.
Faculty Signature: Admission by interview. To
schedule an interview, contact Walter Eugene
Grodzik, (360) 867-6076 or grodzik@evergreen.
edu. Interviews completed by the Academic Fair,
March 8, 2006, will be given priority. Qualified
students will be accepted until the program fills.

In this program, we will build on the work
of the fall and winter program Public Works:
Democracy and Design. The internship will also
be open to students who have completed work
in other similar programs and are sufficiently
prepared to hold an internship in a public or
nonprofit agency.
Prior to the beginning of spring quarter,
interested students must consult with the faculty
sponsor about their proposed internship and/or
course of study. Contracts will be completed
before the beginning of spring quarter and must
follow the college protocol for internships. While
students are encouraged to seek out their own
internship possibilities, we will work with campus
resources and the faculty member's contacts to
identify internship possibilities in both public and
nonprofit agencies.
Students will hold full internships and will
come together as a class one day a week to study
more about working in public agencies through
seminars, lectures, guest speakers and films. The
faculty member will work with the interning
agencies, making at least one site-visit to each
agency (assuming local internships) during the
quarter and meeting regularly with students
outside of scheduled class times.
Credit awarded in public and nonprofit
administration, public policy, organizational and
management theory, and other topics based on
areas of student work.

This program will consist exclusively of participation in a faculty-directed stage production
of a play chosen by the instructor. The audition,
rehearsal and production work will follow an
academic/professional theater model that students
can expect to find in any off-Broadway or
regional theater.
The play will be chosen from the realisticl
avant-garde theater canon. This will allow us to
work with acting and directing techniques that
were specifically developed for each type of theater. For example, these techniques could include
Stanislavski's sense memory, Michael Chekhov's
psychological gesture, Meyerhold's biomechanics
or Bogart's viewpoints. Students will experience
a rigorous training in movement and vocal techniques and will learn to utilize these techniques in
the performance of the play.
Participation in the production involves acting
in the play; dramaturgical work; assistant directing; stage management; set, costume, lighting
and sound design; set and costume construction'
publicity; and all other areas related to a successful play production. While the production will
be directed by the faculty, the process will be an
interactive collaboration among all participants,
with all students working in more than one
area. For example, a student who is cast in the
play may spend halfto three quarters of her
time in rehearsal, and the rest of the time in the
shop building the set. A student who presents a
portfolio of his lighting design, might become the
lighting designer for the production as well as the
publicity coordinator.

Students will spend the first eight to nine
weeks in rehearsal, culminating in.a fully
mounted, site-specific production or a production in the Experimental Theater. In addition to
rehearsals and production work, the program
will include weekly seminars on dramaturgical
matters that are closely related to the production.
For example, if the production is a play by a
20th-century avant-garde writer, the seminars will
deal with other plays by the same author, scholarship, the social, political, economic and cultural
environment of the play, and so on. Those weekly
seminars will help us to understand the world of
the play, as well as the world of the author.

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studies in teaching, theater, the arts and the
humanities.

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Credit awarded in acting, theater history, critical
theory and dramatic literature, directing, design,
stage management, dramaturgy, costuming,
lighting, sound and publicity, depending on areas
of student work.
Total: 16 credits.

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Total: 16 credits.
Program is preparatory for careers and future
studies in public and nonprofit administration,
public works administration, community studies,
civil engineering, environmental planning and
design, public policy and city, county and regional
planning.
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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ThinkingStraight
Springquarter
Faculty:David W. Paulsen
Enrollment:23
ClassStanding: This all-level program
upto 50 percent freshmen.

William Faulkner:
Yoknapatawpha Saga
accepts

Doyouwant to work on improving your critical
reasoningskills? This program will focus on
techniquesfor understanding and criticizing
argumentsand theories. It will emphasize a
cooperative,dialogic approach to deciding
whatto believe. Thinking Straight will cover
standardtopics in informal logic, including
argumentreconstruction, assessment of validity
andfallacies. It will also explore reasoning in
severaldomains, which may include science,
statistics,ethics, economics and history. We will
applycritical reasoning techniques to a number
ofcontemporary,contentious issues found in a
varietyof texts, including full books, newspaper
editorialsand columns, Internet documents and
journalarticles. We will also discuss the extent
towhichstandards of reasoning are general and
howpatterns of reasoning might differ in specific
domains.Students will be expected to gather both
quantitativeand qualitative material and make
frequentpresentations that clarify and assess the
reasoningunderlying important current issues.
Credit awarded in informal logic and introduction
to statistical reasoning, as well as possible credits
inintroduction to philosophy of science, introductionto ethics, introduction to economic reasoning
and introduction to reasoning in history.
Total: 16 credits.
Program is preparatory for careers and future
studies in philosophy, science, the social sciences
and law.
Thisprogram is also listed under Scientific Inquiry
and Society, Politics, Behavior and Change.

Written in Stone

Spring quarter
Faculty: Tom Grissom
Enrollment: 24
Class Standing: This all-level program
up to 25 percent freshmen.

accepts

In his innovative and passionate fiction, William
Faulkner created a mythical southern kingdom,
Jefferson, Mississippi, in Yoknapatawpha County,
stretching along the banks of the Tallahatchie
River, the one real landmark that served to remind
us that this fictional world was intended to
represent the South he knew and loved: from its
beginnings as a land wrested by slave labor from
the wilderness; to the bloody and bitter war that
ended slavery and left a devastated and conquered
land; to the lingering aftermath of that war and
the continuing legacy of a past always haunting
the present. This work was, as he described it in
his Nobel Prize acceptance speech, " ... a life's
work in the agony and sweat of the human spirit
... " about "... the human heart in contlict with
itself ... ," and by it he left a lasting legacy in
American literature.
This program will be an intensive examination
of major works of fiction by this important writer,
chosen from such works as Sartoris; The Sound
and the Fury; As I Lay Dying; Light in August;
-Absalom, Absalom!; The Unvanquished; The
Hamlet; Go Down, Moses; Intruder in the Dust;
The Town; The Mansion; and The Reivers, plus
Faulkner's collected short stories. In addition, we
will read literary criticism of Faulkner's work and
a biography of the life and times of the writer.
Students will write responses each week to the
readings and will produce a longer expository
paper on some chosen aspect of Faulkner's
writing. We will pay particular attention to the
structure and aesthetic qualities of the writings,
and to their meaning and relevance, responding
to the question: What is the writer doing, and
how does he do it? We will read and discuss to
understand and assess Faulkner's contribution to,
and place in, American literature. Classes will be
seminars and recitations in which students will be
responsible for presenting their own expository
writing and work.
Credit awarded in 20th-century American
literature, contemporary
intellectual history,
research and expository writing.
Total: 16 credits.
Program is preparatory for careers
studies in the humanities.

and future

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.

Spring quarter
Faculty: R. T. Leverich, TBA
Enrollment: 46
Class Standing: This Core program is designed
for freshmen.
Special Expenses: $150 for art supplies and
field trips.

Few things can be as durable as stone or as
evanescent as words. Yet, both are elemental raw
materials for human expression. We shape stone
to shelter ourselves and to give meaning to space
and form. We shape words to speak, to remember
and to envision. This program will give students
an opportunity to shape stone into sculpture and
words into poetry to express both themselves and
their place. We'll explore the expressive potential
of each art form and the working process and
craft of both.
Our program work will center around workshops in sculpture and poetry, with supporting
readings, talks, seminars and writing assignments
to give technical, historical and cultural contexts
to the work. During the field trips, we will consider landscapes as the source for both material
and inspiration in sculpture and poetry. In the
sculpture studio we will draw, work with stones
as found objects, and learn basic stone carving
methods. We'll consider alternative ways to use
stone expressively. In the poetry workshop we
will read and study the work of selected poets,
write poems, read them and respond critically
to one another's work. The program goals are to
advance expressive skills with words and images
and to make and explore connections between
stones and words, sculpture and poetry.
Credit awarded in sculpture,
expository writing.

drawing, poetry and

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Program is preparatory for careers
studies in art and the humanities.

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CULTURE, TEXT AND LANGUAGE

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Affiliated Faculty:
Nancy Allen
William

Ray Arney

Marianne Bailey
Thad Curtz
Virginia Darney
Stacey Davis
Susan Fiksdal
Jose G6mez
Thomas Grissom
Patrick J. Hill
Virginia Hill

The Culture, Text and Language planning unit 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 individuals 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 unit 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.

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David Hitchens
Sara Huntington
Hiro Kawasaki

t

Ernestine Kimbro

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Stephanie Kozick
Patricia Krafcik
Babacar M' Baye

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David Marr

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Charles J. McCann
Greg Mullins
Alice A. Nelson

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Harumi

Moruzzi

Charles N. Pailthorp
Michael Pfeifer
Rita Pougiales
Bill Ransom
Andrew

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Evelia Romano
Therese Saliba
Samuel A. Schrager
Leonard Schwartz

Culture, Text
and Language

Matthew

E. Smith

Nancy Taylor
Setsuko Tsutsumi
Sarah Williams

Many of our programs are organized as area studies, which we defme 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 that is rich in the study of diverse cultures and
languages, so 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).
Many Culture, Text and Language programs bring together two or more disciplines to examine
critical questions about the human condition, and many also include community-based activities that
put ideas into practice. Thus, students gain an interconnected view of the humanities and interpretive
social sciences. Faculty act as advisors and mentors in their subjects of expertise, supporting students
to do advanced work, internships, studies abroad and senior theses.
The faculty of Culture, Text and Language invite students to work with them to create living links
between their past and their 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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FALL QUARTER

Alternatives to Capitalist
Globalization
Falland Winter quarters
Faculty:Steve Niva, Peter Bohmer, Lin Nelson
Enrollment:75
ClassStanding: Sophomores or above; transfer
students welcome.

Atthe beginning of the 21st century, a great
numberof global and national elite, intellectuals
andinternational financial institutions, such as
theWorldTrade Organization, International
MonetaryFund and World Bank, claim that there
areno alternatives to capitalist globalization.
Theyclaim that the world must be restructured
accordingto "free market" and "free trade"
principlesthat open up countries to the products,
servicesand investment of multinational corporations;reduce social relations to commercial
transactions;and impose Western development
modelson diverse cultures.
In this program, we will study diverse social
movements,organizations and thinkers who are
offeringalternative visions for organizing global
societyand meeting human needs. Many of these
alternativevisions have developed within the
emergingglobal justice movement, and many
drawupon historical precedents and various
traditionsof resistance. Still others have been
influencedby socialist, anarchist, ecological,
feministor Southern perspectives. We will
explorethese and other alternatives to capitalist
globalizationthat have developed around the
world.We will also examine selected case
studiesof attempts to create alternative social
systems.These range from small-scale intentional
communities, cooperatives and permaculture
communitiesto contemporary movements such as
theBrazilian MST (landless peasant movement)
andEuropean autonomous movements to largerscalecases such as Swedish social democracy,
Cubansocialism, the Indian state ofKerala and
Argentina's barter and trading networks. This
program will critically analyze the strengths and
weaknesses of each alternative, and students will
formulate their own views on the possibility
anddesirability of developing new visions of a
globalsociety.

A central feature of the debate about globalization is how "free trade" principles and practices
are affecting the environment, public health and
community life. We will examine the growing
literature and many organizations and voices that
are depicting a range of effects, from the impact
on worker health in relocated and unregulated
industries to the broad changes in local food
systems. Workers, farmers and consumers provide
vantage points on how things are changing in
communities around the globe, and they offer
ideas and experiments in resisting unregulated
global production and trade. Environmental advocates offer frameworks for critically examining
how globalization affects regional ecosystems,
environmental health and natural resources. We
will examine how environmental and public
health concerns connect with broad social justice
movements and alternative visions. We will do
this in part through studying conditions and alternatives around selected products and production
activities, such as the current debate about the
production, distribution and disposal of computers. Throughout our analysis, we will pay special
attention to the conditions facing women in their
changing roles in the global system of production
and consumption. Women's social justice visions
for strengthening community life and selfdetermination will help guide our work.
Students will be encouraged to explore related
issues in their own communities through-internships, organizing and projects, in order to deepen
their understanding of the relationship between
theory and practice. Students will be evaluated
on their ability to address and critically examine
historical and contemporary issues in relation to
political, social and economic theory and practice.
A strong emphasis will be placed on developing
skills in critical thinking, reading, writing and
public speaking. We welcome students with a
social science background, but invite all students
interested in our work to join us.
Credit awarded in political economy, the theory
and practice of social movements, comparative
social systems, globalization studies, gender
studies, environmental studies and political
theory.

America, to 2006
Fall, Winter and Spring quarters
Faculty: Sam Schrager, David Marr
Enrollment: 50
Class Standing: Juniors or seniors. Exceptions
may be made on the basis of a writing
sample and interview with faculty prior to
registration. For information contact Sam
Schrager, schrages@evergreen.edu,
or David
Marr, marrd@evergreen.edu.
Special Expenses: Approximately $75 for
three-day field trip.
Internship Possibilities: Spring quarter with
faculty approval.

In a new look at the civil rights movement,
historian David Chappell shows that Martin
Luther King, Jr., and his compatriots led and were
inspired by an ethos of religious revivalism. He
also shows that white evangelical Christianity
undermined white Southerners' resistance to
integration by refuting claims that the Bible
sanctioned white supremacy. The liberal creed, it
turns out, was much less significant to both sides
in this struggle for equality than conventional
wisdom takes it to be. American experience is full
of such complexities as these, which confound
canned assumptions.
It is in this spirit of the fresh look that we
undertake our inquiry into America, to 2006. We
will study history, literature, criticism, ethnography, reportage, film, and philosophy, focusing
on works that are so well attuned to the felt lives
of Americans in particular times, places, and
conditions that they have the capacity to change
how Americans think about themselves. Through
careful reading and viewing, we will examine
how these works have portrayed the present and
understood the past. We will mine them to form
our own grasp of the historically shifting and
contested shapes of American consciousness.
We'll give close attention to what Ralph Ellison
calls "the agonizing mystery sponsored by the
democratic ideal ... that of our unity-in-diversity,
our oneness-in-manyness."

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Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in graduate school in the social sciences,
working for international nonprofit/nongovernmental organizations, organizing, environmental
and social justice advocacy and public interest law.
This program is also listed under Environmental
Studies and 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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Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Among the topics America, to 2006 expects
to cover are conquest, slavery, immigration,
family, community, religion, politics, education,
law, social class, gender, nature, progress, work,
entertainment, food, cities, cultural identity,
sexuality, postmodernism, and democracy. A
sampling of works we are likely to study includes
fiction by Melville, Stein, Faulkner, DeLillo;
poetry by Dickinson, Frost, A1exie; essays by
Emerson, Ellison, Early, Ozick; political thought
by Madison, Lincoln, Douglass, Addams;
ethnography by Hurston, Mitchell, Paredes,
Didion; history by Fischer, Hofstader, Chappell,
Cohen; philosophy by James, Dewey; and films
by Griffiths, Ford, Scorcese, and Morris.
Each quarter's studies will connect the past
with contemporary life. The main emphasis in
fall will be on the colonial period to the mid-19th
century; in winter, the Civil War to the early 20th
century; in spring, mid-century to the present.
Students throughout will develop their own
abilities to look imaginatively and critically at the
American scene. With faculty guidance they will
practice the crafts of writing and research, including both library-based and field-based (observing
and interviewing) work. The culmination, in
spring, will be an advanced project, on a subject
and using methods of their own choice. The
program as a whole is the equivalent of a major in
American Studies.
Credit awarded in American history, American
literature, anthropology, popular culture,
community studies, philosophy and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and social sciences, law,
journalism, media, teaching, community service
and government.

-:-

American Frontiers:
Critical Histories
Fall and Winter quarters
Faculty: Kristina Ackley, Michael Pfeifer, TBA
Enrollment: 72
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

In recent years, many have challenged the frontier
thesis first articulated by Frederick Jackson
Turner-that the frontier is "the meeting point
between savagery and civilization"-as racist and
rife with imperialism. Turner delivered the thesis in
1893, amid rapid industrialization and urbanization
following American westward expansion to the
Pacific Coast; it summed up decades of American
understanding and influenced several generations
of American historians. Now, Native Americans,
Western historians and others have challenged
many aspects of Turner's thesis and have offered
alternative histories of Anglo-American expansion,
colonization and settlement in North America.
Focusing on culture, land and gender, we will
explore many of these histories. Considering the
points of view of the colonized and the colonizer,
we will examine the role of power and power
relations in the encounters of diverse peoples on
American frontiers. We will analyze the experiences and perspectives of indigenous peoples;
women; Anglo-American explorers, entrepreneurs
and settlers; African Americans; Latinos; and
Asian immigrants. During fall quarter, we will
explore the initial encounters of Europeans and
indigenous peoples; the culture and society ofthe
American backcountry and of Native peoples in
the 18th and early 19th centuries; the development
of Andrew Jackson's Indian removal policy and
the consequent transformation of Native American
society; slavery, Africans, Native Americans
and the transplantation of slave society to the
Southwestern cotton frontier; and the Gold Rush
and the American conquest of California.
In winter quarter, we will explore events after
the Civil War, including Indian-fighting and the
American conquest of Indian nations in the West;
the society and culture of the "Old West," including the experiences of women, African Americans,
Latinos and Asians; federal Indian policy and
Native American experience in the West since the
late 19th century; the social transformation of the
American West in the 20th century; and images of
the frontier and the West in American culture since
the early 20th century. We will do much reading
and writing on these topics, and listen to music
and watch films that reflect important aspects of
frontier experiences and encounters.
Credit awarded in American history, American
studies and Native American studies.
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 the humanities and social sciences.
This program is also listed under Programs
for Freshmen and Native American and World
Indigenous Peoples Studies.

Art's Sources
Fall and Winter quarters
Faculty: Jean Mandeberg, Thad Curtz
Enrollment: 43
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: At least 12 credits of college-level
literature or visual arts.
Faculty Signature: Students interested in the
literature strand must submit a portfolio with
previous Evergreen evaluations and samples of
written work to Thad Curtz, (360) 867-6731 or
curtzt@evergreen.edu
or The Evergreen State
College, Seminar II A-2117, Olympia, WA 98505.
Students interested in the visual arts strand
must submit a portfolio including both visual and
written work to Jean Mandeberg, (360) 867-6628
or jeanm@evergreen.edu
or The Evergreen State
College, Lab II, Olympia, WA 98505. Portfolios
received by May II, 2005, will be given priority.
Qualified students will be accepted until the
program fills.
Special Expenses: Up to $25 for museum visits.
Students in the visual arts should expect to spend
$100 or more for materials, depending on the
student's studio work.

Where does art come from? Its sources include
inspiration, theft, the influence of other art,
training, luck and life itself. Students in literature
and the visual arts will work together exploring
this question, as well as learn independently
through advanced work in their respective fields.
Together we will read, discuss and write about a
wide range of artists' work, and how their work
relates to the main question, by studying books
like Visiting Emily: Poems Inspired by the Life
and Work of Emily Dickinson and A Convergence
of Birds: Original Fiction and Poetry Inspired by
the Work of Joseph Cornell.
The visual arts students will do sustained threedimensional work in the fme metals studio, with
particular attention to art that is made in response
to the human body, possibly art that is wearable.
This subject addresses themes about beauty,
repairable parts, sexuality, identity and many
others. The literature students will do similarly
ambitious work in European and American literature, with particular attention paid to issues about
archetypes, the reworking of themes and the anxiety of influence. This strand will focus on a wide
variety oflyric poetry (with some ongoing work
on reading aloud and collaborative performance)
and on the transformations of the epic tradition
from Homer and Virgil through Shakespeare,
Milton and Pope to Blake and Wordsworth.
Credit awarded in literature,
art (visual arts strand only).

art history and 3-~

Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts and the humanities.
This program

is also listed under Expressive Arts.

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Fall,Winter and Spring quarters
Faculty:Sean Williams, Ratna Roy,
Setsuko Tsutsumi, Rose Jang
Enrollment: 96
ClassStanding: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
SpecialExpenses: $1 00 for theater tickets,
makeup and art supplies; $3,000 plus international
airfarefor optional travel to India during winter
quarter or China during spring quarter.

Thisyearlong program will explore the expressivearts and cultures of four major Asian cultural
regions:China, Japan, India and Indonesia. Our
studieswill include regional histories, philosophiesand languages, and the theory and practice
ofAsiandance, music, theater, film, literature and
otherart forms. The ultimate goals of the program
includean enhanced understanding of Asian
expressivecultural traditions and the creation of
performancepieces in the latter part of the year.
Weeklymeetings will include lectures, handsonworkshops in the arts, presentations by visiting
artists,films and seminars. Faculty members
willoffer lectures and workshops about each of
themajor cultural regions based on first-hand
knowledgeand experience, and the program will
be supplemented with guest lectures and demonstrations.
Fourworkshops will be offered in the
followingAsian artistic traditions: Chinese
opera,an ancient traditional Chinese theatrical
performancestyle combining dance, music and
theater;Japanese films and animation, their
aesthetic,themes and techniques; Orissi dance,
a2,OOO-year-old
classical dance tradition from
easternIndia; and Indonesian gamelan, a musical
ensemblecomprising bronze gongs, drums and
metalxylophones.
Althougheach student will concentrate on one
workshop,all students in the program will study
allfourcultural regions. Students will gain some
experiencein the major languages of each area
(Mandarin,Japanese, HindiiOriya and Bahasa
Indonesia).In general, the language instruction
willplace more emphasis on practical conversationin each culture.

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Fall quarter will begin with an introduction to
the four major cultural regions and will include
both intensive reading and skill-building. In
winter quarter, students will continue laying
foundations in artistic skills while exploring
some of the most important cultural concepts
that underlie Asian expressive culture. Students
will give a small program performance at the
end of winter quarter to demonstrate their artistic
skills and cultural understanding. The final work
in the spring will vary by the chosen study.
Students will spend the first two quarters gaining
knowledge and skills to undertake self-initiated
research projects that focus on anyone or more
of the studied cultures. These research projects
will be the primary focus of the spring quarter for
students who are not studying abroad.
The program will include two possibilities for
study abroad. Those studying Orissi dance will
have the opportunity to travel to Orissa (India)
during winter quarter to understand the process
of postcolonial reconstruction of the oral art form
from the sculptures on temple walls, the palm leaf
manuscripts in the museums, and the living tradition in the villages of Orissa. They will also study
under the foremost masters themselves. Students
will return with skills to write an ethnographic
research paper and do presentations of their
understanding of the recreation of Orissi dance.
Students who do not travel will continue their
studies on the Olympia campus during winter
quarter. In spring, students interested in China
may travel to China. They will visit the major
cities and cultural sites, as well as learn about the
arts and performance of ethnic minority groups.
Students who are a good match for this program
bring an open mind, a willingness to explore
aspects of the world beyond the parameters of
their current understanding, and the ability to
recognize the wisdom in using body, mind and
spirit in combination to deepen their knowledge
of expressive culture.

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

Fall quarter
Faculty: Bill Arney, E. J. Zita
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

What do you believe and why? Can you prove it?
How, or why not? Does it matter whether you can
support what you believe? Is everything relative?
Is science just another belief system? What are
the roles of conjecture, evidence and theory in
understanding? How can you articulate beliefs?
How can you test hypotheses? What is the difference, if any? If these questions intrigue you, too,
join us.
Classes will include discussions, lectures, and
other activities. Workshops may include quantitative reasoning, science, and statistical reasoning.
Some online work may be required.
Credit awarded in sociology, history, statistics,
philosophy of science, and/or conceptual physics.
Total: 16 credits.
Program is preparatory for careers and
future studies in science, social science, policy,
philosophy, or religion.

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This program is also listed under Programs
Freshmen and Scientific Inquiry.

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Credit awarded in Asian studies, Asian languages
(Mandarin, Japanese, Hindi/Oriya and Bahasa
Indonesia), Asian arts, Asian expressive culture,
performing and media arts and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in cultural studies, Asian studies, music,
dance, theater, film, art, language and literature.
This program is also listed under Programs
Freshmen and Expressive Arts .

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Borders of Identity:
Forging a Critical Practice
of Solidarity
Fall, Winter and Spring quarters
Faculty: Anne Fischel, Therese Saliba,
Angela Gilliam
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $200 for video/
installation costs.
Internship Possibilities: Spring quarter with
faculty approval.

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Our exploration of the Israeli-Palestinian
conflict is driven by what Jewish theologian Marc
Ellis calls "the struggle for an interdependent
empowerment." We will look to social movements in IsraellPalestine and the United States
that are modeling solidarity and the narration of
a shared identity and history. We will investigate
the historical interrelations among Blacks, Jews
and Arabs, including the experiences of African
and Arab Jews in Israel, and the ways in which
the Palestinian question and Islam have influenced Black-Jewish and Black-Arab relations in
the United States, both before and after 9/11.
Wherever possible, we will collaborate with community organizations that can help our work.
In spring, students can develop programrelated projects or participate in up to 20 hours of
community internship. We will examine further
the impact ofIslam as a longstanding counternarrative, both in the Nation ofIslam and more
recently in Hip Hop culture, as well as the post9/11 phenomenon of an Islamic internationalism
in political and popular culture.
Media literacy and image-making will be
emphasized in this program. We will analyze
mass media representations, including films and
news. We will also pay close attention to experimental, activist and community-based media by
creating new representations of personal/collective identity. Finally, we will create with text and
image, using video, installation art, oral history
and storytelling/performance, to share our learning about identity and representation and move
toward the construction of shared narratives of
personhood, community and nation.
Our texts will be drawn from film literature
social theory and history. Our mode; of analysis
will be taken from cultural studies, discourse
analysis and the politics of media representation. Our goals are to move beyond identity
politics, break down narratives of exclusion and
supremacy, and work toward a critical practice
of solidarity with those we have identified as
"other."

The post-9/11 climate reinforced polarities in
U.S. nationalist discourse, stressing oppositions
between "civilization" and "barbarism," freedom
and tyranny, "us" and "them." Individual markers
of identity, like "Muslim" and "immigrant,"
have become social categories upon which U.S.
domestic and foreign policy hinge. They situate
groups and communities, marking out areas
of significant, and seemingly incompatible,
differences.
By contrast, this program will examine the
borderlands where identities of nation, race,
ethnicity, religion, class and gender are challenged and converge. We will focus on identities
as being interdependent and intercommunal by
pursuing the following questions: What are the
master narratives shaping U.S. identity? How do
we understand our personal and collective identities in relation to others? How are our stories and
experiences of self, home and nation part of the
narratives we share with those whose power and
privilege differ from ours? How do we engage in
critical solidarity with those we learned to see as
"other" and "outside"?
We will explore how "American" identities are
positioned within structures of power, privilege
or marginality. Starting with our personal experiences of identity, we will examine how narratives
of identity have been constructed and deployed,
in our lives and in public discourse, to reinforce
Credit awarded in cultural studies, media studies,
notions of separateness and community.
video, Middle East studies, African American
We will develop case studies drawn from
studies, installation art and U.S. history.
national and international contexts. Nationally,
Total:
12 or 16 credits each quarter. The 12-credit
we will look at debates over immigration, "race"
option is available for students who are also
and ''whiteness,'' labor, and Islam---especially
enrolled in 4 credits of language study. Freshmen
as they relate to African American, Arab, Latino
must enroll for 16 credits during fall quarter.
and Jewish communities. Internationally, we will
Program is preparatory for careers and future
examine the Israeli-Palestinian conflict through
studies in media, education, conflict resolution,
the lenses of collective memory and constructions community organizing, international studies and
of Jewish and Arab identity, historically as well as immigrant advocacy.
in the present. We will examine how relationships
This program is also listed under Programs for
to power and suffering, privilege and victimizaFreshmen; Expressive Arts; and Society, Politics,
tion are used to construct political policies and
Behavior and Change.
narratives of nationhood in the Middle East.

Buddhist Psychotherapy

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Fall quarter
Faculty: Ryo Imamura
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

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Western psychology has so far failed to provide
us with a satisfactory understanding of the full
range of human experience. It has largely overlooked the core of human understanding-our
everyday mind, our inunediate awareness of
being, with all of the complexity and sensitive
attunement we feel to the vast network of
interconnectedness with the universe around
us. Instead, it has chosen to analyze the mind
as though it were an object independent of the
analyzer, consisting of hypothetical structures and
mechanisms that cannot be directly experienced.
Western psychology's neglect of the living
mind-both in its everyday dynamics and its
larger possibilities-has led to a tremendous
upsurge of interest in the ancient wisdom of
Buddhism, which does not divorce the study of
psychology from the concern with wisdom and
human liberation.
In direct contrast to this approach, Buddhism
shuns any impersonal attempt to objectify human
life from the viewpoint of an external observer.
Instead, it studies consciousness as a living reality
that shapes individual and collective perception
and action. The primary tool for directly exploring the mind is meditation or mindfulness, an
experiential process in which we become attentive participants-observers in the unfolding of
moment-to-moment consciousness.
In this program, we will investigate the study
of mind that has developed within the Buddhist
tradition through lectures, readings, videos,
workshops and field trips. In doing so, we will
take special care to avoid the common pitfall of
most Western interpretations of Buddhism-the
attempt to fit Buddhist ideas and practices into
unexamined Western assumptions and traditional
intellectual categories. Lastly, we will address
how the encounter between Buddhism and
Western culture could have important ramifications for the human sciences in the future, potentially.leading to new perspectives on the whole
range of human experience and life concerns.

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Credit awarded in Buddhism, Asian psychology,
Asian American studies and Engaged Buddhism.

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Total: 16 credits.

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Program is preparatory for careers and future
studies in psychology,Asian studies, religious
studies, counseling, Asian American studies and
social work.
This program is also listed under Programs
for Freshmen and 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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CentralAmerica:
Poetryand Politics
Fallquarter
Faculty:Alice Nelson, Bill Ransom
Enrollment: 50
ClassStanding: Sophomores or above; transfer
students welcome.
Prerequisites: Three quarters of intermediate
Spanish language skills or one quarter of creative
writing that includes a workshop/critique
format.
FacultySignature: Students must be assessed
lortheir ability to meet the prerequisites.
Contact Alice Nelson, (360) 867-6629 or
nelsona@evergreen.edu.
Assessments completed
byMay 13, 2005, will be given priority. Qualified
students will be accepted until the program fills.
Special Expenses: Approximately $150 for
program retreat; $50 for field trips; $50 for
community service project.

Japan Today:
Studies of Japanese Language,
History, Literature, Cinema
and Culture
Fall, Winter and Spring quarters
Faculty: Harumi Moruzzi, TBA
Enrollment: 35
Class Standing: Sophomores or above; transfer
students welcome.
Faculty Signature: Required for students who
only want to enroll in the 4-credit language
component of the program. For more information, contact Harumi Moruzzi, (360) 867-6309 or
moruzzih@evergreen.edu.
Special Expenses: Approximately $5,500 for
an optional spring quarter trip to Japan. Only
students enrolled in the program full-time are
eligible for this trip.

Japan is a vital, energetic and dynamic society
TheCentral America region-particularly
that is constantly reinventing itself even while
Nicaragua,El Salvador and Guatemala-has
it struggles to maintain a semblance of cultural
experiencedboth brutal repression and dynamic
and social continuity from the long-lost past.
liberationmovements over the last several
Perhaps due to this very characteristic, Japan
decades.Literary expression flourished on danoften presents itself to Westerners as paradoxical
gerousground. Poetry, novels, testimonios, short
and enigmatic. For instance, The New Yorker
stories,radio and film have responded to brutality
described Japan as suffering from "the layerswiththe contemporary art of literary witness. We
of-the-onion problem," hinting at its perplexing
willexplore the relationships between literature
complexities. Granted that the "layers-of-theandpolitics in Central America from the 1960s
onion problem" is not necessarily confined to the
tothe present, with emphasis on the complex
problem of understanding Japan-indeed, most
culturalcontexts within which the stories of
of the problem of knowledge may be rooted in
personal,national and social change have been
its multi-faceted or multi-layered reality-such a
told.We will also explore the role of literature in
pronouncement probably strikes many people as
solidaritywork and the complex roles of solidarparticularly applicable to their ideas concerning
ity,resistance and literature throughout the region.
Japan. But it's precisely for this reason that Japan
In addition to analytical work on literary
is a wonderfully complex subject for our inteltexts,this program joins two academic practices:
lectual engagement, for it will ultimately shed
creativewriting and literary translation (Spanish
light upon an understanding of our own society,
toEnglish; perhaps some English to Spanish).
culture and selves.
Asa group, we will produce a bilingual literary
Japan Today is devoted to understanding conanthologybased on short works recommended
temporary Japan, its culture and its people. This
tous for translation by local Latino community
program combines study of the Japanese language
members.Throughout the quarter, we will
with a study of Japan through lectures, books,
workin collaborative writing groups, balancing
films, seminars and workshops. In the language
students' strengths in creative writing and Spanish
component of the program, different levels of
language,to assemble and produce this anthology,
Japanese will be offered. After students are
whichwe will distribute to libraries, schools and
introduced to basic film technical terms, we will
community organizations in Washington State and
view and analyze one film each week throughout
inCentral America.
fall and winter quarters.

In fall quarter, we will study Japan up to
the end of the American occupation. We will
emphasize cultural legacies of the historical
past. In winter quarter, we will examine Japan
after 1952. Special emphasis will be placed on
the examination of contemporary Japanese pop
culture. In spring quarter, students will have an
opportunity to study the Japanese language and
culture first-hand in Japan; students who elect
to stay in Olympia will continue their Japanese
language and cultural studies through individual
or group research. Those students going to Japan
will conduct individual or group research about
contemporary Japanese society and its culture.
Credit awarded in Japanese language, film studies,
Japanese history and culture, Japanese literature,
sociology and cultural studies.
Total: 4 or 16 credits each quarter. The 4-credit
option is available for students who only want to
enroll in the language component of the program.
A similar program
2007-08.

is expected

to be offered in

Program is preparatory for careers and future
studies in Japanese language and culture,
cross-cultural understanding,
cultural studies
and international relations.

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Credit awarded in Central American literature,
creative writing, literary translation, and the
history and politics of Central America.
Total: 16 credits.
Program is preparatory for careers and future
studies in language, history, literature, writing,
editing, publishing and international studies.

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

Looking Backward:
America in the 20th Century

Language and Law
Fall and Winter quarters
Faculty: Susan Fiksdal, Jose Gomez
Enrollment: 48
Class Standing: This all-level program offers
appropriate
support for freshmen as well as
supporting and encouraging those ready for
advanced work.

The language oflaw plays a large role in our
everyday lives. This is true not only in the courtroom
when we are called for jury duty, in the law books
that report court decisions, and in legal documents
such as wills or mortgage contracts, but also in our
daily routine and behavior. For example, we agree
to certain rules of the road when we drive to and
from work. We undertake numerous law-based
transactions, from buying goods with a credit card
to downloading software. We subscribe to a code of
conduct that can carry severe criminal or civil sanctions if we breach it.
Despite this ubiquitous presence of the law, we
frequently are unable to understand the ordinances,
statutes, court opinions and legal documents that
affect us. We look to the newspapers to interpret
the latest court rulings. We hire lawyers to see us
through the legal thicket, where one linguistic misstep can nullify an important document or further
complicate our lives. Indeed, massive law dictionaries that define legal terms suggest that legalese is a
lingua in itself.
To gain an understanding of the relationship
of law to language, we will study sociolinguistic
principles, particularly linguistic variations such as
ebonies, code-switching, conversational style and
rhetorical devices such as metaphors. Some of the
case studies we will examine will focus directly on
linguistic issues such as bilingualism in the schools,
Lau v.Nichols and the Official English movement.
Throughout the two quarters, we will study the
many controversies over the use of language that
have required legal intervention to resolve. For
this, we will focus on the First Amendment right to
free speech as we also explore freedom of the use
oflanguage from a sociolinguistic point of view.
For example, we will consider court testimony to
discover the ways in which people express power,
solidarity and identity within the strict guidelines of
legal settings and legal briefs.
By winter quarter, we will be able to put our
newly acquired knowledge into practice. Working
in legal teams, students will develop appellate
briefs on real free-speech cases and will present oral
arguments before the "Evergreen Supreme Court."
Students will also rotate as justices to read their
peers' appellate briefs, to hear arguments and to
render decisions.
Credit awarded in sociolinguistics, constitutional
law: freedom of speech, critical legal reasoning, legal
research and writing and appellate advocacy.
Total: 16 credits each quarter.
Program is preparatory
for careers and future
studies in linguistics, languages, social science, law
and teaching.
This program is also listed under Programs
Freshmen and Society, Politics, Behavior
and Change.

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Fall, Winter and Spring quarters
Faculty: David Hitchens, Jerry Lassen
Enrollment: 46
Class Standing: This all-level program accepts
up to SO percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.

Movement and Resistance
Fall, Winter and Spring quarters
Faculty: Stephanie Kozick, Kabby Mitchell
Enrollment: SO
Class Standing: Sophomores or above; transfer
students welcome.

Movement and Resistance offers intellectual,
physical and political inquiry into the life force
that provokes both bodily expression and social
The United States began the 20th century as
justice. The concept of movement will be
a second-rate military and naval power, and a
examined from the social perspectives of culture
debtor country. The nation ended the century
and political activism, and from the dynamic peras the last superpower with an economy that
spectives of physics and quantitative reasoning.
sparked responses across the globe. In between, Artistic forms of body movement, such as modem
we invented flying, sent men to the moon and
dance, Capoeira Angola and break dancing, will
began to explore our place in space. Many
be examined as transformative social practices in
observers have characterized the 20th century
response to power struggles. In turn, the dynamics
as "America's Century" because, in addition to
of chaos theory, body balance and equilibrium
developing as the mightiest military machine
will be examined as a response to gravity and
on the face of the earth, the United States also
planes of motion.
spawned the central phenomenon of "the mass."
Movement as transformation can be seen
Mass culture, mass media, mass action, mass
historically as the way in which people have
destruction and amassed fortunes-all are
changed how they see themselves and the world.
significant elements oflife in the United States, It is the force that brings diverse groups together
especially after the national participation in
in struggles for justice, as in the case of the
World War I.
Civil Rights Movement in the United States, and
Looking Backward will be a retrospective,
apartheid in South Africa. We can recognize that
close study of the origins, development, expanbreak dancing was a force of dance that speaks
sion and elaboration of "the mass" phenomena
to socioeconomic class and encourages coland will place those aspects of national life
laboration among street gangs. Movement can be
against our heritage to determine if the growth
regarded as a metaphor for resistance-resistance
of the nation in the last century was a new thing as action and as endurance.
or the logical continuation of long-standing,
Resistance as advancement takes into account
familiar impulses and forces in American
how someone resists in order to advance-to
life. While exploring these issues, we will
move forward. Consider the way George
use history, economics, sociology, literature,
Balanchine and Twyla Tharp challenged gravity
popular culture and the tools of statistics to help with positions of balance and off-balance to creus understand the nation and its place in the
ate new works of choreography, and how avantcentury. At the same time, students will be
garde dancers Gus Solomons, Jr., Trisha Brown
challenged to understand their place in the
and Merce Cunningham interrogated the positions
scope of national affairs; to read closely; to
of men and women to ask: How is gender played
write with effective insight; and to develop
out and changed in dance? Concepts of physics
appropriate research projects to refme their
contribute to an analysis of body movement:
skills and contribute to the collective
velocity, momentum, force and torque.
enrichment of the program. There will be a
program-wide symposium at the end of each
quarter. Each symposium will provide a means
of rounding out each term's 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,
and American literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and social science
areas of inquiry, law, journalism, history, economics, sociology, literature, popular culture,
cultural anthropology and teaching.
This program
for Freshmen
and Change.

is also listed under Programs
and Society, Politics, Behavior

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

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In this program, we will dialogue about social
movement and resistance to explore issues
of class, race and political or social authority
through an interdisciplinary approach informed
by social and cultural history, African American
studies, dance and media. Body politics have
forced dancers to choreograph resistance through
movement. Isadora Duncan resisted the status
quo of acceptable dance to create a new form
for self-expression. Josephine Baker used dance
as an expression of civil rights for all people.
Pearl Primus lectured and taught both dance
and anthropology to examine racial issues in the
United States through a well-known dance piece,
Strange Fruit, that represents a woman's reaction
to lynching. And contemporary artist Bill T. Jones
interrogates the classic ideas of dance not only
by using people of all body types and ages in his
choreography, but also by using dance to talk to
the audience about difficult issues-for example,
to "dance around" the subjects of sexuality
andrace.
In each quarter of this program, students will
acquire specific critical and technical skills to
explore different forms and concepts related to
ourkey inquiry. Students will experience how
thebody moves in reaction to space, time and
gravityin studio work. Reading, writing, lectures
andmedia will promote an understanding of
thedynamic relationship between the powers of
movement and resistance.
Credit awarded in social/cultural studies, writing,
movement/expressive arts, social and cultural
history, quantitative reasoning and dance history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the expressive arts, social studies and
cultural studies.
Thisprogram is also listed under Expressive Arts.

The Physicist's World

Reading "Jouissance as Ananda"

Fall and Winter quarters
Faculty: Tom Grissom, Neal Nelson
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

Fall quarter
Faculty: Sarah Williams
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

The 20th century has brought about a revolution
in our understanding of the physical universe.
We have been forced to revise the way we think
about even such basic concepts as space and time
and causality, and about the properties of matter.
An important part of this revolution has been
the surprising discovery of fundamental ways
in which our knowledge of the material world is
ultimately limited. These limitations are not the
result of surmountable shortcomings in human
understanding, but are more deeply rooted in the
nature of the universe itself.
In this program, we will examine the mental
world created by the physicist so that we can
make sense out of our experience of the material
world, and try to understand the nature ofphysical reality. We will ask and explore answers to
the twin questions of epistemology: What can
we know? How can we know it? Starting with
the Presocratic philosophers, we will continue
through each major development of 20th-century
physics, including the theories of relativity,
quantum theory, deterministic chaos and modem
cosmology. We will examine the nature and the
origins of the limits that each theory imposes
on our ultimate knowledge of the world. We
will read primary texts, such as works by the
Presocratics, Plato, Lucretius, Galileo, Newton
and Einstein, as well as selected contemporary
writings on physics. In addition to the other texts,
a book-length manuscript has been written for this
program that will serve as an extended outline
and guide to the works and ideas we will read
and discuss. Fall quarter will concentrate on the
period up to the beginning of the 20th century;
winter quarter will cover developments during
the 20th century.
No mathematical prerequisites are assumed.
Mathematical thinking will be developed within
the context of the other ideas as needed for our
purposes. The only prerequisites are curiosity
about the natural world and a willingness to
read and think and write about challenging texts
and ideas.

Through a seriously playful reading of Ashmita
Khasnabish's Jouissance as Ananda: Indian
Philosophy, Feminist Theory and Literature, we
will explore an unusual work of contemporary
postcolonial feminist scholarship that incorporates the work of Western psychoanalytic
readings of the Frenchjouissance with traditional
Hindu mythological and Tantric readings of the
Sanskrit ananda. In Khasnabish's work,jouissance as corporeal and spiritual pleasure located
at ego's feminine margins finds expression as
ananda-the
bliss that results from the transcendence of the ego.
Students will develop study projects in
relationship to key elements that are referenced in
this text. These include theorists (Luce Irigaray,
Sri Aurobindo), novels (Joyce's A Portrait of the
Artist as a Young Man; Tagore's The King of the
Dark Chamber; Lispector's The Stream of Life
and An Apprenticeship, or, The Book of Delights;
Divakaruni's The Mistress of Spices), ideas

(sexual and ethnic difference; spiritual enlightenment and feminine embodiment), and practices
(meditation; ecriture feminine, or the writing of
the "divine feminine"; the healing arts; and
social justice).
Credit awarded in feminist theory, consciousness
studies, somatic studies and sacred literature:
cross-cultural perspectives.
Total: 16 credits.
Program is preparatory for careers and future
studies in women's studies, creative writing,
comparative religion, healing arts, cultural studies
and education.
This program is also listed under Programs
for Freshmen.

Credit awarded in philosophy of science, history
of science, introduction to physical science,
introduction to mathematics and quantitative
reasoning, and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and the sciences.
This program is also listed under Programs for
Freshmen and Scientific Inquiry.

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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Res Publica:
Examining the Body Politic
Fall, Winter and Spring quarters
Faculty: Charles Pailthorp, Andrew Reece,
Matthew Smith
Enrollment: 72
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $30 each quarter
for program retreats or other travel.
Internship Possibilities: Winter and spring quarters
with faculty approval.

Three questions circumscribe the work of this
curriculum: What is in the public interest and how
are public and private interests balanced? How
is one educated for communal and public life?
What is the relationship between one's political
identity and one's membership in a larger "ethnos"
(a grouping based on language, ethnicity, religion
and other characteristics that seem "prior" to
citizenship)?
These questions arise for the individual vis-a-vis
the state (a city-state, a nation-state, or an empire),
and they arise for the Body Politic vis-a-vis a
larger community of states, nations or empires. We
will address them at both levels.
Our studies will be historical, and we will study
closely the work of historians, philosophers and
political theorists. We will examine, as well, how
dramatists, painters and poets have represented
the public and private self and how the arts shape,
support or undermine public and private identities.
Our approach will be cyclical, moving repeatedly,
rather than quarter by quarter, through developments in Greco-Roman antiquity, then through
the founding period of political liberalism (l7th
and 18th centuries), then through developments in
recent times.
This program stresses acquiring and sharpening
the tools of critical analysis, of interpretation and
argumentation, both written and oral. Not only will
we examine the Body Politic, but we will also be
concerned with how to move it. We will emphasize
learning to address the Body Politic, and learning
to write and speak effectively in challenging or
defending points of view on what constitutes
the public interest. Writing and rewriting-both
expository and interpretive-will be regular components of student work. Student work will be read
both by faculty and other students. On occasion,
students will be asked to argue their views orally.
Credit awarded in history both ancient and modern, philosophy, political science, writing and civics.

Sacred Monsters:
Insiders and Outsiders in
French-Speaking Cultures of
Africa and the Americas
Fall, Winter and Spring quarters
Faculty: Marianne Bailey, Stacey Davis,
Babacar M'Baye
Enrollment: 75
Class Standing: Sophomores or above; transfer
students welcome.
Special Expenses: Approximately $5,500 for an
optional trip to Martinique during spring quarter.

Plunge your gaze into the mirror of the
Marvelous: your tales, your legends, your
songs-you'll see inscribed, luminous, the sure
image of your Self. -Aime Cesaire
We plan an intensive study of the literature,
arts, history, folklore, religions and film of
French-speaking, or Francophone, cultures:
Senegal, in West Africa; Morocco and Algeria,
in North Africa; Haiti and Martinique, in the
Caribbean; and the Creole and Cajun (Acadian)
cultures in Louisiana. These cultures share
not only a language-whether imposed by the
colonizer or bestowed as a gift by generations
past-but also a reverence for ancestral traditions that have come up through lines of blood,
stories and ritual celebration. They also share the
experience of French colonialism, and a major
interest for us will be its devastating impact on
these cultures and their remarkable response: the
enormous postcolonial work of restoration and of
the creation of social, artistic and religious forms.
In addition, we will trace the multiple influences
of these former colonies on French arts, thought
and society.
A central theme for our work will be identity:
How can myth, folklore, ritual and art guide a
process of self-discovery or self-transformation?
How do memory and historical crises shape
individual and cultural identities? How does our
language influence our sense of self, and how
do Francophone cultures continually remake
French in their own images? Inside/Outside,
Self/Other, are metaphors imaging the tenuous,
often violent dialogue between the Francophone
world and France. This dialogue between Insider
and Outsider is a motive force of cultural change:
each culture perceives its Others with mixed awe
and horror. Insiders and Outsiders hold up a mirror to one another, define themselves against one
another, and take from one another in far-reaching
mutual influence.

The Sacred Monsters, or monstres sacres,
much as the legendary all-knowing fool, stand on
the threshold between Inside and Outside and hurl
their invectives. Genius shields their impunity;
they are taboo: scandalous, powerful, sacred. In
the French tradition we think of a Voltaire, a Sade,
a Genet. The monstres sacres of today raise their
voices from within postcolonial cultures, their
critique aimed both at France and the Western
world, and at neocolonial remnants in their own
societies. Fanon and Sembene exposed the coloniallie ofthe "civilizing mission," just as Sade
and Voltaire contested reigning structures of God
and King. Cesaire and Depestre reject Western
reason's sufficiency and deconstruct its language;
artists of Africa and the Caribbean reject an art
that has become profane and open their works
to possessing spirits, drawing Western artists,
like Picasso and the Surrealists, in their wake.
Similarly, immigrants in today's France have
challenged the authenticity of French humanism,
much as slavery in the French Caribbean put the
lie to ideals of the French Revolution.
In this program, using multicultural sources,
students will practice literary and symbolic
analysis, investigate the historical roots of social
conflicts, and read and discuss postcolonial,
aesthetic and philosophical discourse. We will
focus, on the one hand, on texts, events and
individuals and, on the other, on cultural entities
and processes, such as voodoo, immigration and
negritude. Students will also have the opportunity
to study the French language at the beginning,
intermediate or advanced level.
During spring quarter, students may elect to
travel as a group to Martinique for field study
and further language work. Students who do
not choose to travel can pursue an independent
project on campus and continue their study of
beginning or intermediate French.
Credit awarded in literature, history, folklore,
cinema, comparative religions, art history and
French.
Total: 16 credits each quarter.
A similar program is expected
2007-08.

to be offered in

Program is preparatory for careers and
future studies in the humanities, French and
Francophone studies, history, folklore, graduate
studies, careers in diplomacy, international
business and organizations, and cultural studies.

Total: 12 or 16 credits each quarter. The 12-credit
option is available for students who are enrolled in
4 credits of language study or an internship.
Program is preparatory for careers and future
studies in the humanities and social sciences such
as history, political science, philosophy, law public
policy, education, politics and journalism.
This program is also listed under Programs
for Freshmen and Society, Politics, Behavior
and Change.

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

T OFFERINGS BEGINNING WINTER QUARTER

The Voice of the Poem
and Other Musics
Fall,Winter and Spring quarters
Faculty: Arun Chandra, Leonard Schwartz
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $35 each
quarter for tickets to operatic and musical events.

This program will involve a compositional,
structural and historical immersion in the relationships between poetry and music and the political
significance of each.
Some of the creative compositional questions
to be addressed include: When does one medium
supplant the other, and why does it do so? Does
the meaning of the text always hold sway over
its "music"? When does "music" render its text
insignificant? What is the "music" of political
speech, and what does its "music" do to its
"meaning"? What are the similarities and differences between delivering a political speech to
20,000 people, and delivering a political song to
20,000 people? How can we protect our creative
work from being given a political function that
we oppose? What are the differences among
"myth," "narrative," "formalism" and "lyric," and
what is the contemporary political significance
of each?
This program will involve workshops, lectures
and presentations by the faculty and invited
guests, seminars on shared reading material,
group listening sessions, viewing films of 19thand 20th-century operas and regular student
performances of original poetry and music.
Students will be strongly encouraged to pursue
their own creative processes through writing,
musical performance or both. We will also attend
performances of opera, experimental music and
symphonies in Seattle, Portland and Olympia.
Fall quarter (Myth, Melody and Early
Modernism) will focus on the work of the early
modernists of the 19th century: the operas and
politics of Richard Wagner and the response of
poets such as Charles Baudelaire and Stephane
Mallarme. Other authors and composers to be
studied include Friedrich Nietzsche, Theodor
Adorno, Arthur Rimbaud, Claude Debussy,
Jacques Offenbach, Franz Schubert and Gustav
Mahler,

Winter quarter will focus on a reading of James
Joyce's Finnegans Wake and other works of
modernism that draw language and music closer
together. We will consider the works of Ezra
Pound, H.D., Gertrude Stein, Antonin Artaud,
John Cage, Arnold Schoenberg, Alban Berg and
Bertolt Brecht, with his musical collaborators
Hanns Eisler and Kurt Weill, as well as contemporary poets and composers. (This latter group
includes Kamau Brathwaite, Richard Foreman
and Helene Cixous).
Credit awarded in 19th- and 20th-century
aesthetics, 19th- and 20th-century music history,
contemporary aesthetics, music composition,
creative writing and the sociology of art.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in music, musicology, literature, cultural
studies, creative writing and music composition.
This program is also listed under Programs for
Freshmen and Expressive Arts.

Awareness
Winter and Spring quarters
Faculty: Bill Arney, Sarah Williams
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: $25 each quarter for yoga.

Learning happens when you have an experience
and then reflect on it. Our focus will be on the
craft of reflection. Our interest is the relationship
between conscious reflection-awareness-and
learning.
Students will begin their work by designing
their own learning experiences. These field
studies, which will constitute half the work of
each quarter, can be anything (walking, reading,
hospice care, welding, cooking, meditation, etc.).
We will begin our work together by having each
person answer these questions: What do you want
to learn? How are you going to learn it? How are
you going to know when you have learned it?
How are you going to show others-faculty and
colleagues-that you have learned it? And, What
difference will it make?
We will participate in mind-body practices
that facilitate or enhance our ability to reflect on
these experiences in historical, cross-cultural and
gendered contexts. We will undertake an intensive
study of work by, and inspired by, Ivan Illich,
Luce Irigaray and Jean Klein.
Credit awarded in somatic studies, philosophy,
sociology, education, feminist theory and
consciousness studies.
Total: 16 credits each quarter.
A similar program is expected
2006-07.

to be offered in

Program is preparatory for careers and future
studies in education, consciousness studies,
creative writing, social and cultural studies,
women's studies and somatic studies.

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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.

T OFFERINGS BEGINNING SPRING QUARTER

A Novel Idea
Winter and Spring quarters
Faculty: BillRansom
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.

The best way to read a novel is the best way
to write one: by full immersion. This intense,
medium-residency program will demand extensive readings of novels and of novelists on novel
writing, coupled with a journeyman-like approach
to the development of the students' own novels.
Students will meet as a large group the first, fifth
and 10th week of each quarter for lecture, discussion and critique. Classroom work will focus
on the creation and integration of the novel's
most important elements: character, scene and
dialogue. Besides the large group sessions, fiveperson groups will meet once a week to discuss
specific elements from their readings and once
a week to critique each other's new work. Some
meetings, critiques and discussions will occur
in cyberspace, so experience with e-mail attachments, chat rooms and Microsoft Word's "Tools"
features is recommended. Emphasis will be on
writing fast while writing well. Students can
expect to produce a substantial volume of writing
on schedule each week. Experience with face-toface critique of personal writing is essential.
Students will read Browne and King's SelfEditingfor Fiction Writers and Stephen King's
Misery (book, not movie), among other works.
Credit awarded in studies in the modern novel,
introduction to novel writing and advanced
novel writing.
Total: 16 credits each quarter.
Program is preparation for careers and future
studies in fiction and creative nonfiction, editing,
copyediting, publication layout and design, the
humanities, social science and teaching.

Political Bodies:
Recent Chilean Literature

Animated Visions:
Allegories of Resistance

Winter quarter
Faculty: Alice Nelson
Enrollment: 25
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: Advanced Spanish language skills.
Faculty Signature: Students must be assessed
for their ability to meet the prerequisites.
Contact Alice Nelson, (360) 867·6629 or
nelsona@evergreen.edu. Assessments completed
by December 2, 2005, will be given priority.
Qualified students will be accepted until the
program fills.

Spring quarter
Faculty: Ruth Hayes, Patricia Krafcik,
Leonard Schwartz
Enrollment: 69
Class Standing: This all-level program accepts up
to 50 percent freshmen, 25 percent sophomores
and 25 percent juniors or seniors; it will offer
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: $100 for art and animation
supplies.

This program is designed as an advanced program, conducted entirely in Spanish, for students
with extensive prior experience with the language. We will focus on Chilean literature written
during the Pinochet dictatorship (1973-90) and
during the country's subsequent transition to
democracy (199 I-present). In particular, we
will explore the ways in which the human body
provided a real and symbolic space where the
central rules and hierarchies of these political
contexts were expressed and contested. We will
read 50 to 250 pages each week in Spanish,
including theoretical and historical essays, novels,
testimonios, plays and poetry. We will view these
literary genres within the broad context of emergent forms of resistance during the dictatorship
and post-dictatorship periods (e.g., working class
subsistence organizations, human rights groups,
feminist collectives and so forth). We will address
the following questions: What is the relationship
between the context of resistance and the new
literary forms that have emerged in Chile? What
is the connection between authoritarianism and
Chile's feminist renaissance during the dictatorship? How has neo-liberalism, Chile's economic
model, affected the country's culture? What role,
if any, has literature played in resistance movements and in the transition to democracy?
A typical week will include lecture, two seminars, one film session and a writing workshop.
Students will write four interpretive essays on
literary texts. Each student will also choose a
topic to explore as a final project, which will culminate in a longer essay and an oral presentation
during the last week of the program. All program
work will be completed in Spanish.
Credit awarded in Chilean literature, Chilean
history, advanced Spanish (conversation and
composition).
Total: 16 credits.
Program is preparatory for careers and future
studies in language, history, literature, writing
and international studies.

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

An apple struggles to fall from a tree, desiring
to experience gravity, even if it means death. A
man must navigate through endless bureaucratic
channels in order to recover his nose, which has
assumed a life of its own. People enter and exit
an apartment house in every way they can, except
the front door. We come upon these strange and
seemingly nonsensical images while viewing or
reading works of animation and literature from
Russia and East European countries that experienced Soviet domination. What do they mean?
In this program, we will explore the historical
and cultural contexts of animated films and poetic
and prose texts from Russia and the Soviet-bloc
countries to fmd how, and to what extent, they
express resistance to totalitarian political and
social oppression. As we screen works by animators such as Jan Svankrnajer, Yuri Norstein, Nina
Shorina and Michaela Pavlatova, students will
learn how to "read" them in light of the historical events and cultural influences their makers
experienced. Readings of the poetry of Arkady
Dragomoschenko, Alexei Parshchikov and Elena
Shvarts, and the prose of Milan Kundera, Vaclav
Havel and others will further inform and expand
students' understanding of the uses of metaphor
and allegory to express the inexpressible, to
outwit censors, to reach like-minded souls and to
subvert dominant ideologies.
Students will do close readings of several
poetic texts and animated films in written and
oral presentations based on research about
the contexts in which they were made. In two
hands-on workshops they willieam either basic
animation skills in techniques used by the animators studied, or translation and poetry techniques
adapted from Russian and Eastern European
literary strategies.
Credit awarded in animation; animation studies;
Soviet, Russian and East European literary
and cultural studies; comparative poetics; and
translation: theory and practice.
Total: 16 credits.
Program is preparatory for careers and future
studies in animation, media studies, and Soviet,
Russian and East European studies.
This program is also listed under Programs for
Freshmen and Expressive Arts.

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Art of Conversation

Democracy and Equality

English Renaissance Literature

Spring quarter
Faculty: Susan Fiksdal
Enrollment: 23
Class Standing: This all-level program accepts
up to SO percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.

Spring quarter
Faculty: Jose Gomez
Enrollment: 25
Class Standing: This sophomore or above
program accepts up to 50 percent sophomores;
transfer students welcome.

Spring quarter
Faculty: Charles McCann
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.

Conversation is fundamental to our learning processes and our interpersonal interactions. In this
program we will take a sociolinguistic approach
to understanding the way conversation works,
how it is organized, how it constructs our social
reality, and why we have misunderstandings.
Using discourse analysis, we will look at various
types of conversations-those
between friends,
on television, on film and in seminars. Many
conversations we examine will be cross-cultural,
and we will use this term in its broadest sense,
looking at conversations between people of different linguistic cultures, as well as those between
genders, classes and ethnicities in the United
States. We will examine the ways speakers create
identity, draw on power and solidarity, maintain
face and construct a style.
Credit awarded in language acquisition, sociolinguistics, discourse analysis and communication.

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Total: 16 credits.
A similar program
2007-08.

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Program is preparatory for careers and future
studies in linguistics, communication,
politics, law,
medicine, teaching, television and radio.
This program
for Freshmen
and Change.

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is also listed under Programs
and Society, Politics, Behavior

Equality is an ancient ideal, yet at best the
United States has embraced it ambiguously and
ambivalently throughout its history. Frequently,
it has rejected the ideal altogether by selectively
applying it-an oxymoronic result that effectively
nullifies the ideal in favor of the opposite rule
of inequality. Thomas Jefferson wrote in the
Declaration of Independence that "all men are
created equal," yet he owned slaves. The framers
claimed to cherish equality, yet they chose not
to enshrine it in the Constitution. It wasn't until
the 14th Amendment's adoption in 1868 that
this ideal was represented as an enforceable
constitutional guarantee. However, this did not
prevent the states from passing Jim Crow laws to
maintain white supremacy, or the Supreme Court
from ruling that the Amendment did not mean
what it said. Women were denied the right to
vote until the ratification of the 19th Amendment
in 1920, and the struggle to secure and maintain
equal rights for many classes of persons continues
to this day.
In this program, we will study this long and
continuing struggle to secure equality for all
Americans. We will begin by taking a critical
look at the early cases in which the Supreme
Court eviscerated the ideal of equality by circumventing the 13th, 14th and 15th Amendments.
We will then study the many cases in the 20th
and 21 st centuries that have chipped away at Jim
Crow and inequality. These involve struggles for
equal rights in education, employment, public
accommodations, housing, voting and university
admissions. We will also examine the modem
equal-protection cases that have gone beyond
race to fight discrimination based on sex, age,
disability, indigence, alienage, wealth and sexual
orientation.
In addition to court opinions, readings for
the program will include scholarly writings that
explore 14th Amendment theory. Working in
legal teams, students will develop appellate briefs
on real equal-protection cases and will present
oral arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to
read their peers' appellate briefs, to hear arguments and to render decisions.

Students in this program will work together in
an intensive exploration of English Renaissance
literature. Readings will cover Tudor history;
poetry by 10 poets, with emphasis on the shorter
poems of Spenser, Shakespeare and Donne;
drama by Marlowe and Shakespeare; and prose
by representative thinkers of the age on governance (More), manners (Castiglione), politics
(Machiavelli), exploration (Hakluyt), religion
(Foxe) and rational inquiry (Bacon).
In addition to being immersed in one of the
greatest ages in our cultural heritage, participants
will learn how to read differently for different
purposes; to read critically; to organize their
thoughts in expository writing; and to learn from
their peers. Students are expected to be prepared
for every seminar, to write weekly short papers on
poetry, and to research and write one longer paper
on a historical topic. Before our first class meeting, seminar participants should read Bucholz
and Key, Early Modern England 1485-1714: A
Narrative History, pp. 1-78, and be prepared for
discussion.
Credit awarded in English prose, English poetry,
English drama and English history.
Total: 16 credits.
Program is preparatory for careers and future
studies in the humanities and liberal arts.

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Credit awarded in constitutional law, critical
legal reasoning, legal research and writing, and
appellate advocacy.
Total: 16 credits.
Program is preparatory for careers and future
studies in law, education, public policy, political
theory, history and political science.
This program is also listed under Society, Politics,
Behavior and Change.

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

Jefferson's American West

"Nation and Narration": Mexico

Spring quarter
Faculty: Frederica Bowcutt, Michael Pfeifer
Enrollment: 48
Class Standing: This all-level program offers appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $200 for field trips;
$20 for museum visits.

Spring quarter
Faculty: Alice Nelson
Enrollment: 24
Class Standing: This all-level program offers appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: $1 SOfor program retreat!
field trip.

In this program students will explore the ways
in which Thomas Jefferson laid the foundation
for land-use patterns and social ideologies in the
American West. We will study American history
from roughly 1700 to 1850 to better understand the
historical context of Jefferson's life and work. Our
study of American history will encompass both cultural and natural history. As a learning community,
we will travel a portion of the route covered by the
Lewis and Clark expedition. During this required,
multi-day field trip students will maintain a detailed
natural history journal with special attention given
to learning native plants. Students will have an
opportunity to learn about tribal uses of plants and
the land, including indigenous resource management of prairies. Students will also use their journals
to record their observations of contemporary land
use. We will take note of current expressions of
people's sense of place and history inthe West.
Students will study the journals of Lewis and Clark
expedition members as models. We will study these
journals for their content based on natural history
and anthropological observations, as well as records
of their experiences of the journey. We will also
study the state of science during this time period and
how Jefferson and others instructed Lewis and Clark
to use the sciences to advance their goals.
As a learning community, we will ponder the
following questions: What motivated Jefferson
to make the Louisiana Purchase? How did the
culture and society of the 18th-century American
backcountry shape Jefferson's vision of American
territorial expansion? In what ways did he see settlement of the West as central to his visions of building
a democratic nation? What role did the Lewis and
Clark expedition play in Jefferson's grand plans for
the West? What place, if any, did tribal people and
other people of color have in Jefferson's expansion
plans? To what extent did European intellectuals
shape Jefferson's thoughts about Indians and governance? How did Jeffersonian ideals and philosophy
shape the migration to and settlement of the early
West in the first half of the 19th century? How does
knowledge of this history inform our understanding
of current land use and Western natural resource
management? In what ways has this past shaped
contemporary Westerners, their sense of self and
sense of place?

In Nation and Narration, Homi Bhabha asks,
"What forms of narrative express the ideology of
the modem nation? How do questions of race and
gender, class and colonialism, change the boundaries of national identity? Who speaks in the name
of the nation?" We will explore these questions
in the context of contemporary Mexico, from the
1910-20 revolution through the present. Focusing
on literary and visual analysis, this program will
look at fictional and visual stories about Mexico's
national and regional identities. We will ask how
such representations of "the nation"-symbolic
attempts at constructing unity-involve
points
of inclusion and exclusion, collective hopes and
potential contradictions.
Over the course of the quarter, we will critically
analyze several literary works within their historical contexts. Authors may include Juan Rulfo,
Octavio Paz, Rosario Castellanos, Carlos Fuentes,
Elena Poniatowska and Subcomandante Marcos.
In addition, we will explore the significance of
visual cultures from the same time periods, from
early 20th-century art movements such as muralism to contemporary films like Amores perros.
Selected historical and theoretical texts will provide frameworks for our inquiry. The program will
emphasize developing writing skills across several
genres, including personal narrative, literary and
cultural analysis and film criticism.
In addition to the 12-credit core described
above, students may enroll in a separate 4-credit
Spanish language class at the appropriate level
through Evening and Weekend Studies, or
complete an additional4-credit project within the
program itself. For this project, each student will
choose a writer or artist to research in depth over
the course of the quarter, culminating in a written
essay and oral presentation of this work during the
last week of the program.

Credit awarded in American history, natural
history and field botany.
Total: 16 credits.
Program is preparatory for careers and future studies in cultural history, natural history, teaching and
environmental education.
This program is also listed under Programs for
Freshmen and Environmental Studies.

Credit awarded in Mexican literature, writing,
visual literacy, and the history and politics of
contemporary Mexico.
Total: 12 or 16 credits. The 16-credit option is for
those students who want to include a additional
4-credit project within the program.
Program is preparatory for careers and future
studies in cultural studies, history, literature,
writing, international studies and teaching.

William Faulkner:
Yoknapatawpha Saga
Spring quarter
Faculty: Tom Grissom
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

In his innovative and passionate fiction,
William Faulkner created a mythical
southern kingdom, Jefferson, Mississippi, in
Yoknapatawpha County, stretching along the
banks of the Tallahatchie River, the one real
landmark that served to remind us that this
fictional world was intended to represent the
South he knew and loved: from its beginnings as a land wrested by slave labor from
the wilderness; to the bloody and bitter war
that ended slavery and left a devastated and
conquered land; to the lingering aftermath of
that war and the continuing legacy of a past
always haunting the present. This work was,
as he described it in his Nobel Prize acceptance speech, " ... a life's work in the
agony and sweat of the human spirit ... "
about "
the human heart in conflict with
itself
," and by it he left a lasting legacy in
American literature.
This program will be an intensive
examination of major works of fiction by this
important writer, chosen from such works as

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Sartoris; The Sound and the Fury; As I Lay
Dying; Light in August; Absalom, Absalom!;
The Unvanquished; The Hamlet; Go Down,
Moses; Intruder in the Dust; The Town; The
Mansion; and The Reivers, plus Faulkner's
collected short stories. In addition, we will
read literary criticism of Faulkner's work and
a biography of the life and times of the writer.
Students will write responses each week
to the readings and will produce a longer
expository paper on some chosen aspect of
Faulkner's writing. We will pay particular
attention to the structure and aesthetic
qualities of the writings, and to their meaning
and relevance, responding to the question:
What is the writer doing, and how does he
do it? We will read and discuss to understand
and assess Faulkner's contribution to, and
place in, American literature. Classes will be
seminars and recitations in which students
will be responsible for presenting their own
expository writing and work.
Credit awarded in 20th-century American
literature, contemporary intellectual history,
research and expository writing.

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Total: 16 credits.
This program is also listed under Programs
for Freshmen.

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Program is preparatory for careers and future
studies in the humanities.
This program is also listed under Programs
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ENVIRONMENTAL STUDIES
The Environmental Studies (ES) planning unit offers broadly interdisciplinary academic
studies within and across three distinctive thematic areas. In any year, each thematic area
explores some of its own set of topics, listed here:
Human Communities and the Environment-Addresses
environmental policy, ethics and human
relations with, and ways of thinking about, the natural world. It includes community studies, political
economy, geography, environmental economics, environmental health, history and planning.
Natural History-Focuses on observation, identification and interpretation of flora and fauna using
scientific field methods as a primary approach to learning how the natural world works. It includes
ecology, ornithology, mammalogy, herpetology, entomology, botany and mycology, with exploration
of issues in biodiversity.
Environmental Sciences-Deals primarily with the study of the underlying mechanisms and structures of natural systems, both living and nonliving. Environmental sciences often involve significant
laboratory and field work. They include chemistry, biology, geology, hydrology, oceanography,
climatology, physiological ecology, evolutionary biology, forest ecology, biogeochemistry and marine
biology.
Each of these thematic areas will always be offered for students who wish to focus on a particular
theme, although there will also be significant overlap. Programs will be interdisciplinary among
themes, as well as within a particular theme. Students should also consider programs in political
economy, physical science and mathematics.

Please note that for students who intend to pursue graduate studies in environmental studies or
science, a minimum of one full year of undergraduate study in biology, chemistry and statistics is
recommended. Some graduate programs also require physics. These subjects may also be prerequisites
to some of the upper-division environmental studies programs. Students should also consider gaining
research experience by participating in the Advanced Research in Environmental Studies program; this
can serve as a capstone to their academic work in this planning unit.
To help you pick your programs, the descriptions on the following pages list the significant content
and credits in each of the three thematic areas. In addition, any of the Environmental Studies faculty
can advise students on their choice of program. Students should feel free to call or e-mail faculty
whose interests overlap their own to seek advice. Another advising resource is the Environmental
Studies coordinator, who will be aware of any updates that have been made to the catalog since it
was printed. The name and e-mail ofthe Environmental Studies coordinator are available from
Academic Advising.
Environmental Studies has repeating programs that are offered every year or every other year.
Program titles and content, however, change from year to year. Thus the same program offered in two
different years-while covering the same general topic areas-may have different facuIty and significantly different foci. Environmental Studies also provides one-of-a-kind programs that faculty team up
to create in response to a unique combination of interests, events and synergy.
Students new to ES might consider taking Introduction to Environmental Studies (different versions are offered every year), which is intended for sophomore and transfer students, but is also open
to well-prepared freshmen. Other repeating programs include Ecological Agriculture, Marine Life,
Temperate Rainforests and Tropical Rainforests, which are offered on an alternate-year schedule. Each
year there are programs primarily focused on the Pacific Northwest. Programs focusing on human
communities and environmental policy are also offered every year, although the program titles change.
The Masters in Environmental Studies (MES) program shares faculty with the undergraduate curriculum and MES electives, which are taught in the evenings, frequently allow advanced undergraduates to enroll.

Affiliated Faculty:
Sharon Anthony
Frederica Bowcutt
Paul R. Butler
Gerardo Chin-Leo
Robert Cole
Amy Cook
Carolyn Dobbs
Russell R. Fox
Martha Henderson
Heather Heying
john T. Longino
Cheri Lucas-jennings
Lee Lyttle
Ralph W. Murphy
Nalini Nadkarni
Lin Nelson
john H. Perkins
Paul Przybylowicz
Liza Rognas
Martha Rosemeyer
Oscar H. Soule
Ken Tabbutt
Erik V. Thuesen
Ted Whitesell
Tom Womeldorff

Environmental
Studies

V OFFERINGS

BEGINNING j<"ALLQlIARTER

Advanced Research in
Environmental Studies
Fall, Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Martha Henderson,
John T. Longino, Nalini Nadkarni, Lin Nelson,
Ken Tabbutt, Erik V. Thuesen
Enrollment: 25
Class Standing: Juniors or seniors.
Prerequisites:
Negotiated individually with faculty.
Faculty Signature: Students must contact
individual faculty to work out arrangements.
Graduate students must also get signature of
Master in Environmental Studies director.
Special Expenses: Transportation
costs may be
needed for field work.

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Nalini Nadkarni is a forest ecologist and studies
the ecological interactions of canopy-dwelling
plants and animals in tropical and temperate rainforests. She is the president of the International
Canopy Network, headquartered at Evergreen.
She welcomes students who want experience
in nonprofit organizations to work with her on
communicating scientific information about
forest canopies to other researchers, educators
and conservationists. She is also interested in
communicating her work to nonscientists, and
working with artists on collaborative ways of
understanding trees and forests.

Lin Nelson is a social scientist who has worked
Rigorous quantitative and qualitative research is
with national and regional organizations doing
an important component of academic learning in
research and advocacy on the linkages among
Environmental Studies. This program is designed
environment, health and community. Students
to give advanced students the opportunity to delve
who would like to assist in developing case
into real-world research with faculty who are cur"
studies of environmental health in Northwest
rently engaged in specific projects. The program
communities (with a focus on environmental
will help students develop vital skills in research
justice and environment-labor connections)
design, data acquisition and interpretation, written
can contact her. A related area, for students with
and oral communication, collaboration and critisufficient preparation, is the examination of
cal thinking skills-all of which are of particular
Washington state's plan to phase out selected
value for students who are pursuing a graduate
persistent, bioaccumulative toxies.
degree, and for graduates who are already in the
Ken Tabbutt is a geologist with two areas of
job market.
interest: using Geographic Information Systems
The research conducted by the student will
(GIS) to reconstruct Pleistocene landscapes in
generally last multiple quarters and function as
the southern Puget Sound and aqueous chemistry.
a capstone to the student's academic work at
He would welcome conversations with students
Evergreen. Students can also take advantage of
interested in doing research along these lines, but
this opportunity to write a senior thesis.
would expect some background in GIS, geology,
The following faculty are seeking advanced
hydrology or chemistry, as consistent with the
students to assist with their research projects:
research topic.
Gerardo Chin-Lee studies marine phytoplankton
Erik V. Thuesen conducts research on the
and bacteria. His research interests include
ecological physiology of marine animals. He and
understanding the factors that control seasonal
his students are currently investigating the physichanges in the biomass and species composition
ological, behavioral and biochemical adaptations
ofPuget Sound phytoplankton. In addition, he
of gelatinous zooplankton to estuarine hypoxia.
is investigating the role of marine bacteria in the
Students working in his lab typically have backgeochemistry of estuaries and hypoxic fjords.
grounds in different aspects of marine science,
Martha Henderson studies the ways in which
ecology, physiology and biochemistry.
humans transform Earth's surfaces. She is
Credit awarded in areas of student work.
particularly interested in cultural and social ideas
Total: 4 to 16 credits each quarter. Students will
that become evident in landscapes. Students
negotiate credit with faculty sponsor .
interested in cultural landscapes, ethnic studies,
A
similar program is expected to be offered in
environmental history, land-use pattems and
2006-07.
urban agriculture are encouraged to develop
Program is preparatory for careers and
projects. Qualitative research methodologies will
future studies in botany, ecology, entomology,
be taught.
John T. Longino studies insect taxonomy and
ecology, with specific research focus on ants. His
research program is a combination of field work
in Costa Rica and collections-based research at
the Evergreen campus. Students may become
involved in local or neotropical fauna studies,
with field- and/or collections-based activities.

environmental studies, environmental health,
geology, land-use planning, marine science,
urban agriculture, taxonomy and zoology.

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

Alternatives to
Capitalist Globalization
Fall and Winter quarters
Faculty: Steve Niva, Peter Bohmer, Lin Nelson
Enrollment: 75
Class Standing: Sophomores or above; transfer
students welcome.

At the beginning of the 21st century, a great
number of global and national elite, intellectuals
and international financial institutions, such as
the World Trade Organization, International
Monetary Fund and World Bank, claim that there
are no alternatives to capitalist globalization.
They claim that the world must be restructured
according to "free market" and "free trade"
principles that open up countries to the products,
services and investment of multinational corporations; reduce social relations to commercial
transactions; and impose Western development
models on diverse cultures.
In this program, we will study diverse social
movements, organizations and thinkers who are
offering alternative visions for organizing global
society and meeting human needs. Many of these
alternative visions have developed within the
emerging global justice movement, and many
draw upon historical precedents and various traditions of resistance. Still others have been influenced by socialist, anarchist, ecological, feminist
or Southern perspectives. We will explore these
and other alternatives to capitalist globalization
that have developed around the world. We will
also examine selected case studies of attempts
to create alternative social systems. These range
from small-scale intentional communities,
cooperatives and permaculture communities to
contemporary movements such as the Brazilian
MST (landless peasant movement) and European
autonomous movements to larger-scale cases such
as Swedish social democracy, Cuban socialism,
the Indian state ofKerala and Argentina's barter
and trading networks. This program will critically
analyze the strengths and weaknesses of each
alternative, and students will formulate their
own views on the possibility and desirability of
developing new visions of a global society.

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A central feature of the debate about globalizationis how "free trade" principles and practices
areaffecting the environment, public health and
community life. We will examine the growing
literature and many organizations and voices that
aredepicting a range of effects, from the impact
onworker health in relocated and unregulated
industriesto the broad changes in local food
systems.Workers, farmers and consumers provide
vantage points on how things are changing in
communities around the globe, and they offer
ideasand experiments in resisting unregulated
globalproduction and trade. Environmental advocatesoffer frameworks for critically examining
how globalization affects regional ecosystems,
environmental health and natural resources. We
will examine how environmental and public
healthconcerns connect with broad social justice
movements and alternative visions. We will do
thisin part through studying conditions and alternatives around selected products and production
activities, such as the current debate about the
production, distribution and disposal of computers.Throughout our analysis, we will pay special
attention to the conditions facing women in their
changing roles in the global system of production
andconsumption. Women's social justice visions
forstrengthening community life and self-determination will help guide our work.
Students will be encouraged to explore related
issuesin their own communities through internships, organizing and projects, in order to deepen
theirunderstanding of the relationship between
theory and practice. Students will be evaluated
ontheir ability to address and critically examine
historical and contemporary issues in relation to
political, social and economic theory and practice.
Astrong emphasis will be placed on developing
skills in critical thinking, reading, writing and
public speaking. We welcome students with a
social science background, but invite all students
interested in our work to join us.
Credit awarded in political economy, the theory
and practice of social movements, comparative
social systems, globalization studies, gender
studies, environmental
studies and political
theory.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in graduate school in the social sciences,
working for international nonprofit/nongovernmental organizations, organizing, environmental
and social justice advocacy and public interest law.
This program is also listed under Culture, Text
and Language and Society, Politics, Behavior
and Change.

Ecological Agriculture:
A Systems Perspective

The Ecology of Harmful
Algal Blooms

Fall, Winter and Spring quarters
Faculty: Martha Rosemeyer, TBA
Enrollment: 50
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: High school biology and chemistry
proficiency.
Special Expenses: $50 each quarter for overnight
field trips.
Internship Possibilities: Spring quarter with
faculty approval.

Fall quarter
Faculty: Gerardo Chin-Leo
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: One year of college-level biology
and one quarter of general chemistry.

The Ecological Agriculture program provides a
broad, interdisciplinary study of agriculture from
a critical perspective of social and ecological
sustainability. In fall quarter, we will examine
the history and present predicament of North
American agriculture. During winter quarter, we
will consider alternatives and possible futures
of agriculture. In spring quarter, seminars will
focus on third-world agriculture, and we will
offer several modules of study-for example,
crop botany and plant breeding and/or tropical
cropping systems.
We will emphasize "systems" thinking, expository and scientific report writing, library research
and quantitative reasoning skills. Lectures
will focus on ecological principles applied
to agro-ecosystems, soil science and fertility
management; crop and livestock management;
and agricultural history, socioeconomic aspects
of agriculture and the regional to global food
system. Labs will provide a hands-on introduction
to soil science, experimentation, energy flow and
nutrient cycling through farms. Field trips will
allow students to visit farms that are working
toward sustainability, and to interact with farmers.
Students will also have the opportunity to gain
practical experience in food production at the
college's Organic Farm under the direction of
the farm manager. This will be part of Practice of
Sustainable Agriculture in spring quarter. Other
student projects and internships will also be
spring-quarter options.
Credit awarded in agroecology, soil science,
scientific writing, agricultural history of the United
States, social systems of agriculture, expository
writing and library research skills.

Microalgae account for most of the plant biomass
and production in aquatic systems. Recently,
coastal waters worldwide have experienced an
apparent increase in the occurrence of large
concentrations (blooms) of harmful algal species.
Blooms of toxic algal species (e.g., red tides) can
quickly kill fish and shellfish. Other organisms,
including humans, can be indirectly affected
through the consumption of contaminated
seafood. Large blooms of nontoxic species can
also have negative impacts on aquatic habitats
by shading benthic plants and by interfering with
the activities of other organisms. Furthermore, if
these algal blooms are not grazed or diluted, their
decomposition can deplete the dissolved oxygen
in the water, also killing plants and animals. This
program will examine these interactions.
We will study the taxonomy and ecology of
harmful algal species, the environmental factors
controlling the abundance and productivity of
aquatic algae, and the possible role of human
activities in causing the increase of harmful algal
blooms. In addition, we will examine the efforts
of scientists and government agencies both to
monitor harmful algal blooms and to control their
impact on fisheries and public health. The material will be presented through lectures, seminar
discussion of books and scientific articles and
student research projects. There will be labs to
learn methods in phycology and seawater analysis
and field trips to local estuaries.

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Total: 16 credits.
Program is preparatory for careers and future
studies in marine sciences, environmental
studies,
biology and ecology.
This program

is also listed under Scientific Inquiry.

*Indicates

upper-division credit

to be offered in

Program is preparatory for careers and future
studies in sustainable agriculture, environmental
studies and community studies.

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

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Credit awarded in biological oceanography and
environmental
studies. Upper-division credit
awarded for upper-division work.

Total: 16 credits each quarter.
A similar program
2007-08.

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During winter quarter, we will focus on macroevolutionary processes-specifically speciation
and the evidence it leaves behind. Throughout
Fall, Winter and Spring quarters
this quarter we will focus on large philosophical
Faculty: Heather Heying, Donald Morisato
questions, including: How, generally, do we make
Enrollment: 50
claims of knowledge in the study of history,
Class Standing: Juniors or seniors; transfer
students welcome.
including in an historical science such as evoluPrerequisites: One year each of college biology
tion? Can we generalize from singular events,
and chemistry. Familiarity with probability and
such as the evolution of flight in birds and, if so,
statistics is recommended. Students must be
what is our justification for doing so? We will
prepared to dissect preserved vertebrate
focus on the two primary sources of evidence in
specimens.
studies of evolutionary history: morphological
Special Expenses: Approximately $75 for lab
and molecular characters. In the morphology
specimens and materials.
section, we will focus on vertebrate anatomy and
The theory of evolution is the cornerstone of
evolution; weekly labs will involve the dissection
modem biology, unifying disciplines as diverse
of sharks and cats. The molecular biology section
as molecular genetics and population ecology.
Evolution provides an explanation for the extraor- will present a more explicitly chemical view
of the processes underlying the transmission
dinary biological diversity on this planet. Yet,
and expression of genetic information. We will
what is the best way to study this process? By
focusing on the mechanisms producing variation? consider how the analysis of DNA sequences can
reveal historical relationships. The systematic
By seeking evidence of past evolutionary change
comparison of different animal genomes has
in the phenotype? Or by generating theory that
provided the surprising insight that evolution of
fits with what we already know? At what level
diversity does not arise by creating large numbers
does natural selection act-c-on genes, on organof specialized new genes, but rather by deploying
isms, or on groups of organisms? This program
the same set of genes in different ways.
will present and discuss some of the big ideas in
In spring quarter, we will focus on a few
evolution and, at the same time, examine how we,
case
studies that will further build upon the
as scientists with distinct scientific processes and
connections among the fields of phylogenetic
cultures, approach these questions.
systematics, genetics, molecular biology,
During fall quarter, we will begin with a few
apparently simple, yet often unresolved questions evolutionary ecology and anatomy. For example,
we may consider the acquisition ofianguage
in evolutionary biology: What is a species?
in Homo sapiens by comparing chimps with
How do we know? We will be studying several
humans through studies on the FOXP2 gene, as
aspects of micro-evolution-the change that
well as investigating the evolution of different
occurs within populations, over time spans that
are directly observable by humans-and spending language groups. Students will apply their skills
some time in the field. On a parallel track, we will to independent research projects each quarter,
consider mutation and genetic variation as agents which may comprise indoor bench work, fieldbased projects, analysis of existing datasets or a
of evolutionary change. We will begin with classical Mendelian genetics and move on to a formal combination of these approaches.
This yearlong, upper-division science program
treatment of population genetics and the analysis
will have an intensive workload, and students
of complex traits.
should be prepared to think and hypothesize
creatively and rigorously.

Evolution:
Patterns and Processes

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Total: 16 credits each quarter.

Imaging the Body
Fall and Winter quarters
Faculty: Lisa Sweet, Paul Przybylowicz
Enrollment: 46
Class Standing: This all-level program accepts
up to 50 percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.
Prerequisites: A basic familiarity with high school
biology will be helpful.
Special Expenses: $60 for Ropes Course; $150 for
art supplies.

"To form a mental picture of; to
make a visible representation of." Imaging the
Body will explore the many ways we develop
mental pictures and visible representations of
the human body. This exploration will be multifaceted-studying the body, depicting the body
and being in the body. By blending a scientific
understanding of how the body functions with
visual representation and movement, students will
gain an integrated awareness of the human body.
We will learn how the body is constructed
through anatomical studies and will also explore
the body's underlying physiological processes.
Some of the questions that will shape our inquiry
include: How does a scientific understanding of
the body inform an artistic understanding of the
body? How does the body manifest movement as
a mechanism? What is physical "beauty" according to our culture? How can artistic work inform
a physiological understanding of the body? What
is our relationship to science as it seeks ways to
treat or adapt human bodies? What are the physiological changes that occur as the body ages?
How do our perceptions of the body change with
age? Weekly practice in yoga and life drawing
will help students experience and visualize the
subject matter first-hand. Moving beyond these
skills, we will consider how the body looks and
works; the possible consequences of valuing
physical appearance and function (or dysfunction)
in Western culture.
This program has three structural elements:
(1) anatomy and physiology, (2) drawing and (3)
movement. Students will be expected to devote
equal amounts of energy to each part of the program. Expect to work 50 hours a week, including
class meetings.

Imaging-

A similar program is expected to be offered in

2008-09.
Program is preparatory for careers and future
studies in the biological sciences.
This program is also listed under Scientific Inquiry.

*Indicates

upper-division credit

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

Fallquarter will focus on gaining basic skills in
anatomyincluding learning the musculo-skeletal
system,life drawing, basic biology, basic physiologyand visual literacy. "Body image" will be a
broadtheme that guides our work in the fall.
Winterquarter will capitalize on skills developed
infall, and our exploration of the body will
broadento investigate additional themes around
thebody including birth, disease, dysfunction and
death.Also in the winter, students will initiate
independentresearch projects on a particular
subjectand express their fmdings through both
scientificand artistic research.
Half of the learning community will be freshmen.Everyone else will be expected to take an
activerole in mentoring students who are new
toEvergreen, both through a one-on-one peermentoringprogram, and through student-designed
workshopsand presentations.
Credit awarded in anatomy, physiology, life
drawing, art appreciation and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, the arts and movement studies.
Thisprogram is also listed under Programs for
Freshmen and Expressive Arts.

Introduction to Environmental
Studies: Land
Fall and Winter quarters
Faculty: Ken Tabbutt, Carolyn Dobbs, TBA
Enrollment: 72
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: $200 for possible overnight,
in-state field trips.

Washington State is home to three national
parks as well as several national historical parks,
sites and reserves. Mount Rainier, Olympic and
North Cascades National Parks were established
between 1899 and 1968 because of the aesthetic
beauty of their alpine peaks, but their fragile and
unusual ecosystems have made their preservation
even more important. National park employees
who steward and manage these protected areas
face an increasingly daunting task of maintaining
ecosystem integrity while also keeping the parks
accessible to an ever-growing number of visitors.
We will explore this tension by looking at the history of national parks, funding and management
strategies, science in the parks, planning efforts,
and critical thinking about the future of national
parks. We will also examine what the parks
protect, both organic and inorganic, and how
these systems interact. This program will focus on
the physical, social and biological aspects of the
ecosystems of these parks and the impact of both
visitor use and park policy on these systems.
FalI quarter wilI introduce students to forest
ecology, physical geology, political science and
social science research. Comparisons will be
made between the legal defmition and management of various federalIy administered public
lands, including Forest Service national forests
and wilderness areas and national monuments,
as well as national parks and other protected
areas administered by the U.S. Department of the
Interior. Historic and contemporary relations of
Native Americans and national parks will also
be discussed. Students will be introduced to the
geologic processes that have shaped the parks and
will learn about the regional geologic history that
produced the Olympic and Cascade ranges. Forest
botany and ecology will also be introduced.
The focus during winter quarter wilI be on geologic hazards, environmental geology, disturbance
ecology, human communities and human ecology.
These topics address the effect that humans have
on the park and the effect, or potential effect, of
the park on human communities. We will also
focus on the cultural aspects of national parks,
both for the general public and those who work
and volunteer at the parks.

Quantitative problem solving, social science
field research and writing will be stressed, with
writing assignments ranging from field journals
to research papers, and possible group projects.
Service learning may also be an integral component of this program.
Credit will be awarded in political science, social
science field research, writing, forest ecology,
physical geology, environmental geology and
applied Geographic Information Systems.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental studies, environmental
science, natural resource management, earth
sciences and public policy.
This program is also listed under Programs
for Freshmen.

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and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Matter and Minerals
Fall, Winter and Spring quarters
Faculty: Dharshi Bopegedera, James Stroh, TBA
Enrollment: 62
Class Standing: Sophomores or above;
transfer students and well- prepared freshmen are welcome. Freshmen must contact
Dharshi Bopegedera, (360) 867·6620 or
bopegedd@evergreen.edu,
to verify their
qualifications.
Prerequisites:
Strong critical thinking skills;
proficiency in precalculus and trigonometry
extremely important; high school chemistry
helpful but not required.
Special Expenses: Approximately
$50 for a
mineral collection to be acquired over the course
of the year.

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This program is designed for students with a keen
desire for a strong background in geology, mineralogy, chemistry and mathematics of the kind
needed for serious work in the natural sciences.
The program's work will include lectures, readings (both technical and general), calculations,
field and laboratory work, reports and limited
seminar discussion.
We will cover standard introductory topics in
geology, mineralogy, chemistry and differential
and integral calculus at the college level. For
example, in earth science we will explore what
a mineral or group of minerals is made of, how
they form and where they occur, and what their
symmetry properties are. We will also analyze the
mineral or rock in the laboratory.
We will develop theory and laboratory practice
concurrently, and students will apply principles
in the three major subject areas. Structured and
exploratory exercises will be used to frame and
solve problems. Seminar readings and discussions will both broaden and deepen the program
material. Readings may be from literature, journal
articles or other sources such as the Internet.
Students will also be expected to keep a field
journal of minerals.
This year, the Matter and Minerals program
is offered in place of the traditional Matter and
Motion program.
Credit awarded in earth science, general
chemistry with laboratory, and calculus.

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Total: 16 credits each quarter.
A similar program
2006-07.

is expected

Public Works:
Democracy and Design
Fall and Winter quarters
Faculty: Rob Knapp, Cheryl Simrell King
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $50 for an
overnight site visit in fall quarter.

"Public works"-the term refers to large-scale
physical projects such as roads, waterworks,
harbors or refuse-handling sites. Every community needs them. Indeed, most communities
could not survive without these essential projects
that allow us to live together as a civil collective.
How long would civil society last if the garbage
weren't being picked up, if clean water were not
available, and ifno transportation options were
available? Yet, most communities struggle over
their public works, and the outcomes are very
often politically divisive and environmentally
destructive. As such, the term "public works"
can also refer to what it takes to make our public
commons work.
We are interested in how to make our public
projects work for us all, environmentally, ecologically and democratically. Our central question
will be: In the present-day United States, how
can public projects be designed ecologically and
planned/implemented democratically?
The program faculty believe that the path
to good answers goes through intelligent
politics/administration and imaginative planning/engineering. In other words, good answers
come out of good democracy and good design.
This program will develop background in what
it takes to achieve good democracy and good
design, specifically in the nature and practice of
American local politics and administration, and
the theory and practice of ecologically sound civil
engineering and planning. We do not require any
specific background, although students will find
it helpful to have solid experience and skill in at
least one of the following: expository writing,
community studies, graphic communication or
ecological design.

Fall quarter will be organized around lectures
and workshops on politics, administration,
planning and engineering topics, case studies
and seminars on American society and culture,
environmental affairs and human values. We
will also lay the groundwork for winter quarter
involvement in real-world public works projects
in nearby communities. These projects will be
a major component of winter quarter, alongside
continued background development in democracy
and design and seminars.
Credit awarded in writing, quantitative
reasoning, political science, public and nonprofit
administration,
public works administration,
community studies, civil engineering,
environmental
planning and design, and
public policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in public and nonprofit administration,
public works administration,
community studies,
civil engineering, environmental
planning and
design, public policy and city, county and regional
planning.
This program is also listed under Programs for
Freshmen; Scientific Inquiry; and Society, Politics,
Behavior and Change.

to be offered in

Program is preparatory for careers and future
studies in the natural sciences, teaching and
environmental
studies.
This program

is also listed under Scientific Inquiry.

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

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Temperate Rainforests:
TheForest and the Sea
Fallquarter
Faculty:Nalini Nadkarni, Erik V. Thuesen
Enrollment: 50
ClassStanding: Juniors or seniors; transfer
students welcome.
Prerequisites: One year of college biology with lab
andone quarter of college chemistry with lab.
Faculty Signature: Students must submit an
application form, available online at
http://academic.evergreen.edu/curricular/
temperaterainforests/signature.html.
Applications received by May 13, 2005, will be
given priority. Qualified students will be accepted
untilthe program fills.
Special Expenses: Up to $150 for field trips.

Temperaterainforests are a poorly understood and
highlyvalued ecosystem in the Pacific Northwest
andother parts of the world. They support a
complexand interconnected web of life that
encompassesa tremendous diversity of biota and
interactions,both terrestrial and aquatic. We will
focuson the interconnections between the forest
ecosystemand the marine coastal environment.
Unifyingtopics will include maritime climate
effectson forest nutrient cycling; organismal connections(e.g., salmon and Marbled Murrelets);
andmutualisms and the functional roles of
detritus.Our focus will be on the ecology of
rainforests of the Olympic Peninsula, but we will
alsoconsider their counterparts in other parts of
theworld.
Weekly seminars will focus on reading and
understanding articles from scientific literature.
Studentswill first undertake organized group
projects in ecology and natural history, and then
develop an independent study project that requires
the development of research and quantitative
skills. The program will take an extended field
trip to the Olympics to study natural history and
field ecological aspects of temperate rainforests
and their associated marine coastal environments.
Credit awarded in forest ecology·,
science", ecological field research"
ecology seminar",

marine
and

Total: 16 credits.
A similar program

is expected

to be offered in

2007-08.
Program is preparatory for careers and future
studies in forest ecology, ecology, marine biology
and scientific research.

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

Water

Advanced Floristic

Fall and Winter quarters
Faculty: Rob Cole, Sharon Anthony
Enrollment: 50
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: One year of college chemistry and
familiarity with concepts of college algebra.
Special Expenses: Approximately $400 each
quarter for overnight field trips.

Winter quarter
Faculty: Frederica Bowcutt
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Advanced plant systematics.
Students must be skilled at using technical
dichotomous keys.
Special Expenses: Approximately $150 for
field trip.
Internship Possibilities: With faculty approval.

This program will investigate the water cycle in
the Pacific Northwest. Our investigations will
be guided by two questions: Where does the
water come from? Where does it go? We will
examine the sources of surface and groundwater,
from precipitation and snowmelt and their flows
through river systems, lakes and wetlands. The
use and abuse of water by humans will be covered, including topics such as water diversion and
impoundment, river channel alteration, wetland
drainage, storm-runoff management, physical and
chemical pollution, and drinking water protection
and purification. In the process, we will study
stream and wetland ecology, as well as the
anadromous fish runs in the Pacific Northwest.
We will learn laboratory analytical techniques for
measuring concentrations of nutrients and pollutants in water, and we will make weekly field
measurements at various sites.
A variety of current issues surrounding water
quality and existing policies and future policy
options will be explored. We will read several
literary works regarding water in the Pacific
Northwest ecosystem and in its cultural
landscape.
Students will study hydrological cycles; fluid
dynamics; riparian, lake and wetland ecology;
quantitative modeling of pollutant flows and
cycles; analytical chemistry techniques; the
history and policy of water usage in the Pacific
Northwest; and field measurement and analysis
techniques, including statistical analysis.
This program will be excellent preparation for
the Hydrology program in spring quarter.
Credit awarded in methods of analytical
chemistry, introduction to hydrology, introduction
to stream ecology and limnology, water pollution
measurement
and monitoring, water policy
studies and individual research.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental science, environmental
policy, environmental chemistry, hydrology,
geology, fisheries, ecology, toxicology and allied
sciences.

*Indicates upper-division credit

Research

Floristics is the study of the plant species of a
particular area. Is there value in doing this kind
of alpha taxonomy in temperate regions where
most plants are known, named and classified?
This question will be explored through praxis and
theory. In addition, we will ponder the following
questions: Historically, what has motivated collectors to gather plant materials for a herbarium?
How has the information generated from such
endeavors been used? What value do plant collections serve today?
In this program, students will form an
advanced research community focused on processing specimens from two locations: Sun Lakes
State Park in eastern Washington and Glacial
Heritage County Park in western Washington.
Students will collect prairie plants in the field.
Students will also learn how to make pressed
plant specimens and maintain a herbarium.
Several visits will be made to local herbaria in
the region to make final determinations of previously collected specimens. In the context of this
practice of creating and maintaining collections,
students will explore the history of collecting.
Credit awarded in history of science, herbarium
curation and floristic research. Upper-division
credit awarded for upper-division work.
Total: 16 credits.

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Drawing from the Sea
Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Lucia Harrison
Enrollment: 48
Class Standing: This all-level program offers
appropriate
support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately
$100 for field
trips; $150 for art supplies.

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The marine environment is a complex habitat that
harbors a beautiful, abundant and diverse array
of life forms. This program combines the study
of the marine environment as both a habitat and
a source of inspiration for the visual imagination.
We will examine how to use our studies to pursue
creative work in the visual arts and sciences.
In winter quarter, students will study marine
organisms, beginning drawing, the difference
between description and expression in the visual
arts, and the representation of marine organisms
in the visual arts. They will develop a basic science and visual vocabulary and learn basic skills
in microscopy and digital imaging. In spring
quarter, students will focus on marine habitats and
book arts, and will apply the skills learned in the
winter. Students will travel to local beaches and
explore South Puget Sound in college boats. They
will keep field journals, conduct field surveys and
collect organisms.
Both quarters, students will attend a weekly
seminar to discuss how human perspectives
toward the sea have changed over time and
in different cultural traditions. In seminar, we
will also explore how the marine environment
is represented in scientific articles, mythology,
literature, poetry and visual images. Students will
pursue their interests in the marine environment
through a series of assignments that integrate
science and art.
Credit awarded in marine biology, ecology,
drawing, digital imaging, art appreciation and
book arts.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in marine biology, ecology, visual arts and
education.
This program is also listed under Programs
Freshmen and Expressive Arts.

for

Indigenous Peoples and
Ecological Change
Winter and Spring quarters
Faculty: Erik V. Thuesen, Frances V. Rains
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra, biology
proficiency and an understanding of
environmental science.
Special Expenses: Up to $350 for field trips.

This introductory program is designed to provide
knowledge of the fundamental aspects of general
biology and ecology in order to understand the
effects of increasing geo-political demands on
diverse ecosystems and Indigenous cultures. We
will cover topics of freshman college biology by
studying ecological interactions in various environments. Our study of the intertwined history of
European Americans and Native Americans will
offer a context for an examination of contemporary Native eco-struggles, geography and the
challenges of limited natural resources.
Focal topics in the social sciences will include
the use and abuse of decision-making authority,
particularly with respect to Native cultures.
Seminars will focus on issues surrounding
Indigenous examples of environmental sustainability, environmental racism, and Native resistance to cultural, political, economic and social
injustices. Also, Indigenous social activism, its
costs, its victories and its effects on the preservation of Native Treaty Rights will be explored.
Learning will take place through lectures,
seminars, workshops and biology laboratory
exercises. Students will improve their writing
skills through reader response papers. Work in the
field and a multi-day field trip in spring are also
planned to gain first-hand exposure to various
environments and peoples. Students will improve
their research skills in social science through
field observations and preparing for short group
presentations.
Credit awarded in environmental studies, general
biology, environmental science, environmental
racism, social justice studies and Native American
studies.

Tropical Rainforests
Winter quarter
Faculty: John T. Longino
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Introduction to Environmental
Studies or one year of college-level science;
Spanish is highly recommended.
Faculty Signature: Students must submit an
application containing: (I) An essay addressing
fulfillment of the prerequisites, why you are
interested in the program, background knowledge
in organismal biology, wilderness experience, first
aid training and Spanish language experience. (2)
A copy of an evaluation from a previous science
program. (3) The name and telephone number
of a previous instructor. (4) Contact information
(telephone and e-mail). Assessment will be based
primarily on writing skills and background
knowledge in organismal biology. Submit
applications to John T. Longino, (360) 867-651 I or
longinoj@evergreen.edu
or The Evergreen State
College,lab
I, Olympia, WA 98505. Applications
received by November 14, 2005, will be given
priority. Qualified students will be accepted until
the program fills.
Special Expenses: Approximately $1,100 for
three-week field trip to Costa Rica that includes
room, board, transportation,
access fees and
logistical support; airfare to Costa Rica (often
about $700).

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The tropics are the cradle of the world's
biodiversity. This program will focus on Costa
Rica, emphasizing biological richness, field
ecology, statistical analysis of field data,
conservation biology and Latin American culture.
It is a successor to the Temperate Rainforests
program, although Temperate Rainforests is
not a prerequisite. The first seven weeks of the
program will be held on the Evergreen campus,
followed by a three-week field trip to Costa Rica.
The on-campus portion will include lectures and
labs on global patterns of biological diversity
and quantification and analysis of ecological
diversity, as well as an overview of major taxa
of neotropical plants and insects. This material
will be integrated with introductory statistics and
conversational Spanish.

Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the biological sciences, environmental
sciences, teaching, social sciences and Native
American studies.
This program is also listed under Programs
for Freshmen and Native American and World
Indigenous Peoples Studies.

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

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During the Costa Rica field trip we will visit
four major field sites: coastal habitat, tropical
dry forest, cloud forest and lowland rainforest.
Students will learn about common plants and
animals in each area, dominant landforms and
ecological processes, conservation issues and
current biological research activities, Students
will also learn techniques of field research by
participating in quantitative field labs led by both
faculty and students, In the evenings there will be
a series of guest lectures by research scientists,
The field trip will require rigorous hiking and
backpacking in remote locations,
Credit awarded in ecology and the evolution of
tropical ecosystems*, statistics for field biology*
and introductory Spanish. Upper-division credit
awarded for upper-division work.
Total: 16 credits.

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2007-08.

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to be offered in

Program is preparatory for careers and future
studies in environmental
studies, ecology,
conservation biology, evolutionary biology and
Latin American studies.

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Hydrology

Jefferson'sAmericanWest

Spring quarter
Faculty: Ken Tabbutt, Paul Butler
Enrollment: 32
Class Standing: Juniors or seniors; transfer
students welcome. This program will also have
graduate students enrolled in some of the
components.
Prerequisites: Good math skills through
precalculus recommended.
Special Expenses: Several one-day field trips;
approximately $1 ,800 for optional 16-day dory
field trip to Grand Canyon National Park. Space
on this trip is limited, so interested students
should contact Paul Butler by January 13, 2006.

Spring quarter
Faculty: Frederica Bowcutt, Michael Pfeifer
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $200 for field trips;
$20 for museum visits.

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surface-water hydrology*, applications of
Geographic Information Systems to hydrology*
and field studies",

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As a learnmg community, we WIll ponder the following questions: What motivated Jefferson to make
the Louisiana Purchase? How did the culture and
society of the 18th-century American backcountry
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expansion. In what ways did ~~ see settlem~nt
of the West as central to his VISIOnsof building a
democratic nation? What role did the Lewis and
Clark expedition play in Jefferson's grand plans for
the West? What place, if any, did tribal people and
other people of color have in Jefferson's expansion
plans? To what extent did European intellectuals
shape Jefferson's thoughts about Indians and governance? How did Jeffersonian ideals and philosophy
shape the migration to and settlement of the early
West in the first half of the 19th century? How does
knowledge of this history inform our understanding
of current land use and Western natural resource
management? In what ways has this past shaped
contemporary Westerners, their sense of self and
sense of place?

Program is preparatory for careers and future
studi~s in hydrology, geology, environmental
science, natural resource management and
land-use planning.

Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog.

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Total: 12 to 16 credits.

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which Thomas Jefferson laid the foundation for landuse patterns and social ideologies in the American
West. We will study American history from roughly

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history, natural

history

Total: 16 credits.

* Indicates

upper-division credit

Program is preparatory for careers and future
studies in cultural history, natural history, teaching
and environmental
education.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

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Leadership on the Wild Side

Practice of Sustainable Agriculture

Rainforest Research

Spring quarter
Faculty: Cynthia Kennedy, Sharon Anthony
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Up to $1,000 for Wilderness
First Responder training, challenge facilitation
training, field trips and professional guide services.

Spring, Summer and Fall quarters
Faculty: TBA
Enrollment: 20
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Students enrolled in the Ecological
Agriculture program preferred.
Faculty Signature: Application and interview
are required. Transfer students must include
a description of college courses taken, related
work experience and faculty references. To
apply, contact Melissa Barker, (360) 867-6160 or
barkerm@evergreen.edu or The Evergreen State
College, Organic Farm Manager, Lab I, Olympia,
WA 98505, or the Academic Advising Office, (360)
867-6312. Applications received by March 10,
2006, will be given priority. Qualified students will
be accepted until the program fills.
Special Expenses: Approximately $50 each
quarter for an overnight field trip.

Spring quarter
Faculty: John T. Longino
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Temperate Rainforests or Tropical
Rainforests or the equivalent. Students enrolled
in Tropical Rainforests will be given preference
based on their performance during the first five
weeks of winter quarter.
Faculty Signature: New students wishing to enroll
must contact John Longino, (360) 867-6511 or
longinoj@evergreen.edu, before February 2, 2006.
Qualified students will be accepted until
the program fills.
Special Expenses: Students should be prepared to
finance their own travel, daily livingexpenses and
project needs. For example, complete room and
board for 10weeks at La Selva Biological Station
is about $1,800. Airfare to Costa Rica is often
about $700. Ten days of joint meetings at La Selva
BiologicalStation will be required and should be
factored in to your livingexpenses ($250 or $340,
depending on long- or short-term stays at
La Selva).

This exciting program will expose students to a
full range of skills, activities and ideas that lie at
the core of the outdoor leadership process. The
outdoors will serve as a backdrop to introduce
both the technical and the human relations skills
needed to lead adventure programs. Class activities will include lectures, seminars, workshops,
day trips and overnight field trips. Each student
will participate in at least one expedition, planned
by the students, either into the backcountry or
sailing on Puget Sound. The destinations and
mode of travel will depend on the weather,
student interest and access to those resources
suitable for each activity. The expeditions will
provide orientation and training in wilderness
travel and minimum-impact camping. They will
also provide an excellent opportunity to experience and foster the human relations skills that are
necessary to effectively lead groups of any size.
We will explore theoretical and applied perspectives on individual roles and group development, communication and appropriate feedback,
conflict management, leadership theory and
ethics-all of which will help students develop
a foundation upon which to build their skills as
outdoor leaders and instructors. Students should
expect to read and write extensively throughout
the expeditions, as well as at home. Successful
students will leave the program trained as Ropes
Course facilitators and certified as Wilderness
First Responders. While parts of this program
may be physically strenuous, all motivated
students are welcome regardless of age or
skill level.
Credit awarded in outdoor leadership, group
dynamics and wilderness medicine.
Total: 16 credits.
Program is preparatory for careers and future
studies in outdoor leadership, organizational
leadership, outdoor and environmental education,
and teaching.
This program is also listed under Programs
for Freshmen and Society, Politics, Behavior
and Change.

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

The Practice of Sustainable Agriculture program
consists of two parts: an academic program and
farm practicum. The academic portion of this
program will focus on practical organic farming,
including farm management, crop selection and
This program is a logical successor to the
management, orchard and berry management,
Temperate Rainforests and Tropical Rainforests
flower raising, summer and winter gardening, irriprograms. Students will carry out an independent
gation, composting, cover crops, pastured poultry
scientific research project in tropical rainforest
and pig management. Additional instruction can
biology. Proposals for projects will have been
be expected in soils, greenhouse management,
developed during the Tropical Rainforests
grafting and pruning, equipment operation, small
program, or through direct consultation with
farm economics, pest and weed control strategies
faculty. Projects will involve extensive field work
and marketing. The practicum portion will give
and may be located in a variety of possible sites
students a chance to apply their knowledge on the
in Costa Rica. Students will gather and analyze
college's Organic Farm. There will be field trips
their own data, write a technical research report,
to visit a range of different types of organic
and present their results in a symposium at the
farms, including at least one three-day field trip
end of the quarter. Students will have weekly
spring quarter and a possible extended field trip
consultation with faculty via e-rnail, and will
summer quarter.
meet with faculty once early in the quarter for
Credit awarded in practical horticulture and
project development, twice during the quarter at
organic farming practicum.
the La Selva Biological Station, and again at the
Total: 8, 12 or 16 credits each quarter, consisting
end of the quarter for fmal report writing and the
of a 4-credit academic program and a 4-, 8- or
symposium. Examples of previous studies include
12-credit farm practicum.
insect attraction to bioluminescent fungi, foraging
A similar program is expected to be offered in
behavior of nectar-feeding bats and the effect of
2006-07.
canopy position on epiphyte drying rates.
Program is preparatory for careers and future
studies in sustainable agriculture, horticulture,
farming, environmental studies and environmental
education.

Credit awarded in tropical field biology*. Upperdivision credit awarded for upper-division work.
Total: 16 credits.
A similar program is expected to be offered in
2007-08.
Program is preparatory for careers and future
studies in environmental studies, ecology,
conservation biology and evolutionary biology.

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

]

f

EXPRESSIVE ARTS

II
6.

,

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il

In the Expressive Arts area, students gain skills and experience in the arts with a special
focuson connecting theory and practice. Students often work collaboratively and in more than
oneart form simultaneously, exploring cross-disciplinary approaches to a theme. Program themes are
drawnfrom the scholarly and creative work of the faculty, keeping the curriculum vital and relevant.
Mostprograms take a hands-on approach, offering students ample opportunities for skill development,
buta theme-based curriculum cannot provide sequential skill training in every art form. The area offers
yearlywork 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 studies outside the area for admission to some arts programs. And students in the arts are
advised to periodically study other disciplines or to select cross-divisional programs offering the arts,
suchas science/arts or literature/arts.

Affiliated Faculty:

Susan Aurand - Visual Art
Andrew Buchman - Music
Arun Chandra - Music
Caryn Cline - Film/Media Studies
SallyCloninger - Film/Video
Doranne Crable - Performance Studies,
Literature
Joe Feddersen - Visual Art
Anne Fischel - Film/Video
Ariel Goldberger - Scenic Design
Walter 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- FilmNideo
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
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 Lisa Sweet - Visual Art
Gail Tremblay - Fiber Art, Creative Writing
Art). These programs provide an introduction and theoretical foundation for work in one or more
Sean Williams - Ethnomusicology
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 modes of study, students must have a minimum
of three quarters' prior experience in Expressive Arts. Faculty are also available to support Student
Originated Studies offerings for advanced students. Students may also enroll in part-time skillExpressive Arts
development courses to supplement their program work. Finally, intemship possibilities are available
for pre-professional work experience.
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 2-D
and 3-D 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) 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.
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 producing a film, video or mixed-media piece; writing a script or screenplay; or researching
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 have 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.
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 to pursue during
the following year. Applications are reviewed by the faculty, and successful projects are supported by a
small stipend.

T m'FERINGS

."



BEGINNING FALL QUARTER

Art's Sources

Asian Culture and Art

Fall and Winter quarters
Faculty: Jean Mandeberg, Thad Curtz
Enrollment: 43
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: At least 12 credits of college- level
literature or visual arts.
Faculty Signature: Students interested in the
literature strand must submit a portfolio with
previous Evergreen evaluations and samples of
written work to Thad Curtz, (360) 867·6731 or
curtzt@evergreen.edu
or The Evergreen State
College, Seminar II A.2117, Olympia, WA 98505.
Students interested in the visual arts strand
must submit a portfolio including both visual and
written work to Jean Mandeberg, (360) 867·6628
or jeanm@evergreen.edu
or The Evergreen State
College, Lab II, Olympia, WA 98505. Portfolios
received by May I I, 2005, will be given priority.
Qualified students will be accepted until the
program fills.
Special Expenses: Up to $25 for museum visits.
Students in the visual arts, should expect to spend
$100 or more for materials, depending on the
student's studio work.

Fall, Winter and Spring quarters
Faculty: Sean Williams, Ratna Roy,
Setsuko Tsutsumi, Rose Jang
Enrollment: 96
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: $100 for theater tickets,
makeup and art supplies; $3,000 plus international
airfare for optional travel to India during winter
quarter or China during spring quarter.

Where does art come from? Its sources include
inspiration, theft, the influence of other art,
training, luck and life itself. Students in literature
and the visual arts will work together exploring
this question, as well as learn independently
through advanced work in their respective fields.
Together we will read, discuss and write about a
wide range of artists' work, and how their work
relates to the main question, by studying books
like Visiting Emily: Poems Inspired by the Life
and Work of Emily Dickinson and A Convergence
of Birds: Original Fiction and Poetry Inspired by
the Work of Joseph Cornell.
The visual arts students will do sustained threedimensional work in the fme metals studio, with
particular attention to art that is made in response
to the human body, possibly art that is wearable.
This subject addresses themes about beauty,
repairable parts, sexuality, identity and many
others. The literature students will do similarly
ambitious work in European and American literature, with particular attention paid to issues about
archetypes, the reworking of themes and the anxiety of influence. This strand will focus on a wide
variety oflyric poetry (with some ongoing work
on reading aloud and collaborative performance)
and on the transformations of the epic tradition
from Homer and Virgil through Shakespeare,
Milton and Pope to Blake and Wordsworth.
Credit awarded in literature,
art (visual arts strand only).

This yearlong program will explore the expressive arts and cultures of four major Asian cultural
regions: China, Japan, India and Indonesia. Our
studies will include regional histories, philosophies and languages, and the theory and practice
of Asian dance, music, theater, film, literature and
other art forms. The ultimate goals of the program
include an enhanced understanding of Asian
expressive cultural traditions and the creation of
performance pieces in the latter part of the year.
Weekly meetings will include lectures, handson workshops in the arts, presentations by visiting
artists, films and seminars. Faculty members
will offer lectures and workshops about each of
the major cultural regions based on first-hand
knowledge and experience, and the program will
be supplemented with guest lectures and demonstrations.
Four workshops will be offered in the
following Asian artistic traditions: Chinese
opera, an ancient traditional Chinese theatrical
performance style combining dance, music and
theater; Japanese films and animation, their
aesthetic, themes and techniques; Orissi dance,
a 2,OOO-year-oldclassical dance tradition from
eastern India; and Indonesian gamelan, a musical
ensemble comprising bronze gongs, drums and
metal xylophones.
Although each student will concentrate on one
workshop, all students in the program will study
all four cultural regions. Students will gain some
experience in the major languages of each area
(Mandarin, Japanese, Hindi/Oriya and Bahasa
Indonesia). In general, the language instruction
will place more emphasis on practical conversation in each culture.

Credit awarded in Asian studies, Asian languages
(Mandarin, Japanese, Hindi/Oriya and Bahasa
Indonesia), Asian arts, Asian expressive culture,
performing and media arts and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in cultural studies, Asian studies, music,
dance, theater, film, art, language and literature.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

art history and 3·D

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

Fall quarter will begin with an introduction to
the four major cultural regions and will include
both intensive reading and skill-building. In
winter quarter, students will continue laying
foundations in artistic skills while exploring
some of the most important cultural concepts
that underlie Asian expressive culture. Students
will give a small program performance at the
end of winter quarter to demonstrate their artistic
skills and cultural understanding. The fmal work
in the spring will vary by the chosen study.
Students will spend the first two quarters gaining
knowledge and skills to undertake self-initiated
research projects that focus on anyone or more
of the studied cultures. These research projects
will be the primary focus of the spring quarter for
students who are not studying abroad.
The program will include two possibilities for
study abroad. Those studying Orissi dance will
have the opportunity to travel to Orissa (India)
during winter quarter to understand the process
of postcolonial reconstruction of the oral art form
from the sculptures on temple walls, the palm leaf
manuscripts in the museums, and the living tradition in the villages of Orissa. They will also study
under the foremost masters themselves. Students
will return with skills to write an ethnographic
research paper and do presentations of their
understanding of the recreation of Orissi dance.
Students who do not travel will continue their
studies on the Olympia campus during winter
quarter. In spring, students interested in China
may travel to China. They will visit the major
cities and cultural sites, as well as learn about the
arts and performance of etlmic minority groups.
Students who are a good match for this program bring an open mind, a willingness to explore
aspects of the world beyond the parameters of
their current understanding, and the ability to
recognize the wisdom in using body, mind and
spirit in combination to deepen their knowledge
of expressive culture.

Text

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

Borders of Identity:
Forging a Critical Practice
of Solidarity
Fall,Winter and Spring quarters
Faculty:Anne Fischel, Therese Saliba,
AngelaGilliam
Enrollment:48
ClassStanding: This all-level program offers
appropriate support for freshmen as well as
supportingand encouraging those ready for
advancedwork.
SpecialExpenses: Approximately $200 for videol
installationcosts.
InternshipPossibilities: Spring quarter with
facultyapproval.

Thepost-S/l l climate reinforced polarities in
U.S.nationalist discourse, stressing oppositions
between"civilization" and "barbarism," freedom
andtyranny, "us" and "them." Individual markers
ofidentity, like "Muslim" and "immigrant,"
havebecome social categories upon which U.S.
domesticand foreign policy hinge. They situate
groupsand communities, marking out areas of
significant,and seemingly incompatible, differences.
By contrast, this program will examine the
borderlandswhere identities of nation, race,
ethnicity,religion, class and gender are challengedand converge. We will focus on identities
asbeing interdependent and intercommunal by
pursuingthe following questions: What are the
masternarratives shaping U.S. identity? How do
weunderstand our personal and collective identitiesin relation to others? How are our stories and
experiencesof self, home and nation part of the
narrativeswe share with those whose power and
privilegediffer from ours? How do we engage in
criticalsolidarity with those we learned to see as
"other" and "outside"?
We will explore how "American" identities are
positionedwithin structures of power, privilege
ormarginality. Starting with our personal experiencesof identity, we will examine how narratives
ofidentity have been constructed and deployed,
inour lives and in public discourse, to reinforce
notionsof separateness and community.
We will develop case studies drawn from
national and international contexts. Nationally,
wewill look at debates over immigration, "race"
and"whiteness," labor, and Islam=-especially
asthey relate to African American, Arab, Latino
andJewish communities. Internationally, we will
examine the Israeli-Palestinian conflict through
the lenses of collective memory and constructions
of Jewish and Arab identity, historically as well as
inthe present. We will examine how relationships
topower and suffering, privilege and victimization are used to construct political policies and
narratives of nationhood in the Middle East.

Our exploration of the Israeli-Palestinian
conflict is driven by what Jewish theologian Marc
Ellis calls "the struggle for an interdependent
empowerment." We will look to social movements in Israel/Palestine and the United States
that are modeling solidarity and the narration of
a shared identity and history. We will investigate
the historical interrelations among Blacks, Jews
and Arabs, including the experiences of African
and Arab Jews in Israel, and the ways in which
the Palestinian question and Islam have influenced Black-Jewish and Black-Arab relations
in the United States, both before and after 9/11.
Wherever possible, we will collaborate with community organizations that can help our work.
In spring, students can develop programrelated projects or participate in up to 20 hours of
community internship. We will examine further
the impact ofIslam as a longstanding counternarrative, both in the Nation ofIslam and more
recently in Hip Hop culture, as well as the post9111phenomenon of an Islamic internationalism
in political and popular culture.
Media literacy and image-making will be
emphasized in this program. We will analyze
mass media representations, including films and
news. We will also pay close attention to experimental, activist and community-based media by
creating new representations of personal/collective identity. Finally, we will create with text and
image, using video, installation art, oral history
and storytelling/performance, to share our learning about identity and representation and move
toward the construction of shared narratives of
personhood, community and nation.
Our texts will be drawn from film, literature,
social theory and history. Our modes of analysis
will be taken from cultural studies, discourse
analysis and the politics of media representation. Our goals are to move beyond identity
politics, break down narratives of exclusion and
supremacy, and work toward a critical practice of
solidarity with those we have identified
as "other."
Credit awarded in cultural studies, media studies,
video, Middle East studies, African American
studies, installation art and U.S. history.
Total: 12 or 16 credits each quarter. The 12·credit
option is available for students who are also
enrolled in 4 credits of language study. Freshmen
must enroll for 16 credits during fall quarter.
Program is preparatory for careers and future
studies in media, education, conflict resolution,
community organizing, international studies and
immigrant advocacy.
This program is also listed under Programs for
Freshmen; Culture, Text and Language; and
Society, Politics, Behavior and Change.

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

Emerging Order:
What to Make of It?
Fall and Winter quarters
Faculty: David McAvity, Ruth Hayes
Enrollment: 46
Class Standing: This all-level program accepts
up to 75 percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.
Special Expenses: $75 each quarter for art
supplies and field trips.

At first glance, the natural world may seem
chaotic and full of random events. Similarly,
creative works by humans may seem to have no
logic or basis in the world as we have experienced
it. But as we investigate beyond the surface of
things and observe, measure and describe phenomena carefully, order emerges. We may first
perceive that order as spatial, such as in growth
rings of a tree or the spiral of a galaxy, but we
also learn to read such patterns as dynamic events
or structures in time. We may recognize expressions of this natural order in the visual arts, media
arts, sound composition or in literature.
In this program, we will study order and disorder as they occur both in natural phenomena and
the creative works of people. We will see what we
can learn about how order emerges over time, and
how humans perceive and express that order. We
will approach this inquiry as artists, scientists and
scholars, engaging in both creative expression and
quantitative reasoning.
We will work on writing, drawing and math
skills as we develop techniques of observation,
measurement, documentation, analysis and
description. We will practice animation and timelapse and motion analysis techniques to study
and represent phenomena we have observed. We
will use a variety of art media to explore shape
and spatial relationships, and audio recording and
editing technology to capture, analyze and compose sounds. We will learn to describe patterns
and change, both in written and quantitative
form, and we will create mathematical and computer models based on the physical laws
that shape them.

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Part of our inquiry will focus on the differences
between creative and quantitative representations. We will explore the limitations inherent
in each approach, and we will investigate the
roles that abstraction and metaphor in science
and art play in our understanding of reality. To
that end, students will experiment with ways to
apply scientific principles to creative projects,
investigating the uses of metaphor, developing
an understanding of realism, and exploring how
repetition of simple patterns or motifs can build
complex works. In fall, students will undertake
a series of short assignments that explore these
themes. In winter, there will be time for longer
research projects to investigate a particular
question in more depth.
Many of our lectures, readings and seminar
discussions will be about the history and theory
of knowledge, as it relates to our subject matter.
The diverse ways humans employ and recognize
order and patterns are culturally and historically
determined. We will therefore also explore the
perception, interpretation and use of patterns in
different cultures, both ancient and modem.
Credit awarded in philosophies of art and
science, drawing, animation, animation studies,
mathematics, physics, computer modeling,
expository writing and cultural studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the arts and sciences.
This program is also listed under Programs for
Freshmen and Scientific Inquiry.

."DJ

-

Foundations of Performing Arts:
Music and Theater
Fall and Winter quarters
Faculty: Terry Setter, Walter Eugene Grodzik
Enrollment: 50
Class Standing: Sophomores or above; transfer
students welcome.
Special Expenses: $50 each quarter for theater
tickets and the program retreat.

The term "foundations" refers to the building
blocks of performance, as well as to an awareness
of the stylistic signatures of various artistic eras.
Therefore, this program is designed to introduce
students both to the essential concepts of the
musical and theatrical arts and to the study of
aesthetics and performance history. In addition,
students will become familiar with the discipline,
rehearsal and production processes of the arts. We
welcome students who have a passion for music
and theater, the willingness to take risks, the
patience to work hard, an openness to new ideas,
and a desire to share their work and to support
others' learning and creativity.
In this program, students will build a solid
understanding of historical and theoretical aspects
in Western music and theater. We will investigate
music and theater as forms of artistic and social
expression, so that students may understand how
the arts mirror the human psyche in ways that
are deeper and more immediate than most forms
of cognitive investigation. We will explore the
historical progression of music and theater in
various social contexts through readings, writings,
lectures and films. Students will also explore the
fundamentals of performance through workshops
and group projects that are designed to develop
their abilities in acting, scripting, musical accompaniment and improvisation.
We will study groundbreaking musicians and
theater artists of the past, as well as those who are
presently shaping the landscape of performance
throughout the world. The program will use
workshops and performance projects, and the
seminars will study both music and theater. By
the end of winter quarter, students will have
had an intensive introduction to both types of
performing arts. Students will present artistic
responses to the program materials and readings
in performance-based modes by completing
weekly performance projects. The program will
develop a working vocabulary of both language
and skills with emphasis placed on the development of the students' ability to critique musical
and theatrical works.

Foundations of Visual Art

II

Fall,Winter and Spring quarters
Faculty: Paul Sparks, Bob Haft, TBA
Enrollment: 40
Class Standing: Sophomores or above; transfer
students welcome.
Faculty Signature: Students must show a portfolio
of at least six examples of visual creative work
and a sample of their expository writing (essay,
assigned paper or self-evaluation). Portfolio
reviews and student interviews will take place at
the Academic Fair, May II, 2005, and continue
on May 12 and May 13,2005. For more lnformation contact Paul Sparks, (360) 867·6024 or
sparksp@evergreen.edu. Portfolios received by
May 13,2005, will be given priority. Qualified
students will be accepted until the program fills.
Special Expenses: $300 to $350 each quarter for
art supplies.

F;

Foundations of Visual Art is the entry-level
program for students emphasizing the visual arts.
This yearlong program offers an intensive introduction to making two- and three-dimensional art
forms, while studying art history and aesthetics.
The primary program goals are to develop visual
literacy, learn to use art materials to express one's
ideas, and learn to make a sustained visual investigation of ideas or topics through work in series.
The program is designed for students who are
passionate about art, willing to take risks, have
the patience to work for extended periods, are
open to new ideas, and are willing to share their
work and support others' learning. The program
functions as a community of working artists,
learning together and sharing ideas through intensive in-studio work and art history study.
In fall and winter quarters, students will build
skills in working two-dimensionally. Students
will learn drawing and design, beginning blackand-white photography, beginning painting and
basic color theory, and they will develop a visual
vocabulary through their own work.
In spring quarter, students will continue their
study of art history and will work in mixed media
metal and wood.
'
Credit awarded in drawing, sculpture, 2-D and
3-D design, printmaking, photography and
art history.
Total: 16 credits each quarter.
A similar program is expected to be offered in
2006-07.

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Program is preparatory for careers and future
studies in art, education and the humanities.

Credit awarded in theater and music, performing
arts history, theory, research and multicultural
studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the expressive arts.

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

51
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Imaging the Body
Falland Winter quarters
Faculty: Lisa Sweet, Paul Przybylowicz
Enrollment: 46
ClassStanding: This all-level program accepts
upto 50 percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.
Prerequisites: A basic familiarity with high school
biology will be helpful.
Special Expenses: $60 for Ropes Course; $150 for
art supplies.

imaging- "To form a mental picture of; to

makea visible representation of." Imaging the
Bodywill explore the many ways we develop
mentalpictures and visible representations of
thehuman body. This exploration will be multifaceted-studying the body, depicting the body
andbeing in the body. By blending a scientific
understanding of how the body functions with
visualrepresentation and movement, students will
gainan integrated awareness of the human body.
Wewill learn how the body is constructed
throughanatomical studies and will also explore
thebody's underlying physiological processes.
Someof the questions that will shape our inquiry
include:How does a scientific understanding of
thebody inform an artistic understanding of the
body?How does the body manifest movement as
amechanism? What is physical ''beauty'' accordingto our culture? How can artistic work inform
aphysiological understanding of the body? What
isour relationship to science as it seeks ways to
treator adapt human bodies? What are the physiologicalchanges that occur as the body ages?
Howdo our perceptions of the body change with
age?Weekly practice in yoga and life drawing
willhelp students experience and visualize the
subjectmatter first-hand. Moving beyond these
skills,we will consider how the body looks and
works;the possible consequences of valuing
physicalappearance and function (or dysfunction)
inWestern culture.
This program has three structural elements:
(I) anatomy and physiology, (2) drawing and (3)
movement. Students will be expected to devote
equalamounts of energy to each part of the program.Expect to work 50 hours a week, including
classmeetings.

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

Fall quarter will focus on gaining basic skills in
anatomy including learning the musculo-skeletal
system, life drawing, basic biology, basic physiology and visual literacy. "Body image" will be
a broad theme that guides our work in the fall.
Winter quarter will capitalize on skills developed
in fall, and our exploration of the body will
broaden to investigate additional themes around
the body including birth, disease, dysfunction and
death. Also in the winter, students will initiate
independent research projects on a particular
subject and express their findings through both
scientific and artistic research.
Half of the learning community will be freshmen. Everyone else will be expected to take an
active role in mentoring students who are new
to Evergreen, both through a one-on-one peermentoring program, and through student-designed
workshops and presentations.
Credit awarded in anatomy, physiology, life
drawing, art appreciation and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, the arts and movement studies.
This program is also listed under Programs
Freshmen and Environmental Studies.

for

Mediaworks
Fall, Winter and Spring quarters
Faculty: Sally Cloninger, TBA
Enrollment: 44
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: Interdisciplinary studies or the
equivalent.
Faculty Signature: Students must submit a
written application plus copies of previous
evaluations (unofficial evaluations are acceptabte).
Transfer students must submit a transcript.
Applications will be available by mid.April, 2005,
from the Program Secretary's Office in the
Communications
Building, Room 30 I , or at the
Academic Advising Office. Applications received
by May 13, 2005, will be given priority. Qualified
students will be accepted until the program fills.
Special Expenses: Approximately $250 each
quarter for media supplies.
Internship Possibilities: Spring quarter with
faculty approval.

While Mediaworks is our entry-level moving
image program, students should expect to do
upper-division work in critical thinking, writing
and design at the same time that they are acquiring or augmenting their media production skills.
This program is designed to provide students
with background in some aspects of film and
video history and theory, as well as training
in 16mm and digital filmmaking. Our focus
is on the nonfiction image, a broad category
that includes documentary, experimental film,
installation, video art, autobiography and mixed
media. Mediaworks also emphasizes the linkage
of media theory and practice, both by focusing
on the development of a critical and oppositional
perspective for image-making and by studying the
politics of representation-especially with regard
to race, class and gender.
We will focus our theoretical work on the historical, aesthetic and ideological approaches and
issues that have influenced the work of nonfiction
and experimental image-makers. We will pay
specific attention to media artists who deliberately
mix styles, incorporate diverse aesthetic impulses
in their work, move across disciplines, cross
borders, critique the dominant corporate media,
explore autobiographical themes, and attempt to
broaden both film language and the perceptual
sensibilities of their audience. We will also study
seeing and listening.
During fall quarter, students will be introduced
to a variety of production skills (including
cinematography, digital video production, preproduction design processes, sound recording and
editing). Students will be expected to complete
a number of design problems in these media, as
well as demonstrate a readiness to proceed to
more advanced work in winter quarter. Students
will also complete critical writing on media, learn
and apply media research skills, and participate in
theoretical discussions and critique groups.

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In winter quarter, students will continue
building their skills. They will also be expected
to complete their research on a contemporary
media artist, design a lecture/presentation with a
small group, and present their topic orally and in
written form. Their design work will focus on the
completion of projects in several media around a
specific theme. By week nine, students will have
submitted a detailed proposal for a project to be
completed in spring quarter. They will also have
planned parts of the project that require off-campus location shooting. In spring quarter, students
will have the opportunity to produce their short
independent project.
Students should expect to work collaboratively
as well as individually, and to design projects that
are consistent with the stated themes of the program. Considerable attention will be given to both
the process and the product of media production,
with frequent screenings of work in progress and
emphasis on group discussion and critique.
Credit awarded in nonfiction film, digital video
and sound production, media history and theory,
visual research and independent film/video
projects.
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 the media arts, the visual arts
and communications.

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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.

Memories, Dreams, Beliefs:
Personal and Cultural Explorations
of the Dynamic Psyche
Fall, Winter and Spring quarters
Faculty: Heesoon Jun, Doranne Crable,
Don Middendorf
Enrollment: 69
Class Standing: Juniors or seniors; transfer
students welcome. Priority will be given to
students who plan to enroll in all three quarters,
since the work done during fall and winter will be
the foundation for independent work in spring.
Special Expenses: $75 for program supplies.

In this interdisciplinary program, we will focus
on personal and cultural explorations of the
dynamic psyche. We'll explore consciousness by
examining personal belief systems, dreams and
memories. One of our goals will be to understand
the relationship between personal and collective
consciousness. Another goal will be to co1laboratively and individually integrate what we
know about the creative, spiritual and scientific
elements of the psyche.
We will explore the intricate and complex
dynamics of our personal and cultural psyche by
examining the following questions: What is the
psyche? What is consciousness? What are their
properties and dynamics? What influence do
our memories, dreams and beliefs have on our
consciousness? Is our personal consciousness
influenced by cultural consciousness, or vice
versa? Are there different types of consciousness?
What are the relationships among the conscious
psyche, the unconscious and personal beliefs in
constructing our sense of self? How do our beliefs
structure our experience individually and en
masse?
During fall quarter, we'll build a foundation for
our yearlong study by examining theoretical and
historical perspectives of memories, dreams and
belief systems and their relationships to conscious
and unconscious mental processes. These topics
will also be examined from a research perspective. Our texts will include Jung's autobiography,
Memories, Dreams, Reflections, and Van de
Castle's Our Dreaming Mind. During winter
quarter, we will use this study as a foundation
for a more in-depth analysis and interpretation
of our personal and cultural memories, dreams
and beliefs and their relationship to emotions. We
will study poetry and prose fiction, comparative
mythology and belief systems, and mindfulness
teachings. In spring quarter, students will choose
a faculty with whom to work extensively on more
in-depth studies or on integrating material from
fall and winter quarters. Possible areas of exploration in spring quarter include physiology and
psychology of dreams, culture and construction
of self, memories and psychological disorders,
beliefs and empowerment, Progoff in-depth
journal work, drawing from the inner and outer
landscape, meditation theory and practice, poetry
and prose fiction, and Laban fundamentals of
movement.

This is a rigorous, full-time program. Students
will be expected to work 50 hours each week
(including class time). Activities will include
lectures, seminar discussions, workshops, film
critiques and lectures or presentations by guest
speakers or artists. Students are expected to attend
all program activities, to be on time, and to be
fully prepared to participate in seminar discussions. They will work in small groups, complete
papers, take exams and give presentations to the
class. They should be prepared to explore challenging and unfamiliar ideas in a cooperative and
friendly manner.
Credit awarded in psychology of dreams, neural
basis of behavior, cognitive psychology, culture and
self, perception, depth psychology, comparative
literature (poetry and prose fiction), comparative
mythology and fundamentals of movement: theory
and practice.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in graduate work in clinical psychology,
counseling psychology, social services, movement
therapy, comparative literature, mythology and
philosophy.
This program is also listed under Society, Politics,
Behavior and Change.

Movement and Resistance

d

Fall,Winter and Spring quarters
Faculty:Stephanie Kozick, Kabby Mitchell
Enrollment: 50
ClassStanding: Sophomores or above; transfer
students welcome.

Movementand Resistance offers intellectual,
physicaland political inquiry into the life force
thatprovokes both bodily expression and social
justice.The concept of movement will be
examinedfrom the social perspectives of culture
andpolitical activism, and from the dynamic
perspectivesof physics and quantitative reasoning.
Artisticforms of body movement, such as modem
dance,Capoeira Angola and break dancing, will
beexamined as transformative social practices in
responseto power struggles. In turn, the dynamics
ofchaos theory, body balance and equilibrium will
beexamined as a response to gravity and planes
ofmotion.
Movement as transformation can be seen
historicallyas the way in which people have
changedhow they see themselves and the world.
Itis the force that brings diverse groups together
instruggles for justice, as in the case of the
CivilRights Movement in the United States, and
apartheidin South Africa. We can recognize that
breakdancing was a force of dance that speaks to
socioeconomicclass and encourages collaboration
amongstreet gangs. Movement can be regarded
asa metaphor for resistance-resistance as action
andas endurance.
Resistance as advancement takes into account
howsomeone resists in order to advance-to move
forward.Consider the way George Balanchine and
TwylaTharp challenged gravity with positions
ofbalance and off-balance to create new works
ofchoreography, and how avant-garde dancers
GusSolomons, Jr., Trisha Brown and Merce
Cunningham interrogated the positions of men
andwomen to ask: How is gender played out and
changedin dance? Concepts of physics contribute
toan analysis of body movement: velocity,
momentum, force and torque.

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

In this program, we will dialogue about social
movement and resistance to explore issues
of class, race and political or social authority
through an interdisciplinary approach informed
by social and cultural history, African American
studies, dance and media. Body politics have
forced dancers to choreograph resistance through
movement. Isadora Duncan resisted the status
quo of acceptable dance to create a new form
for self-expression. Josephine Baker used dance
as an expression of civil rights for all people.
Pearl Primus lectured and taught both dance
and anthropology to examine racial issues in the
United States through a well-known dance piece,
Strange Fruit, that represents a woman's reaction
to lynching. And contemporary artist Bill T. Jones
interrogates the classic ideas of dance not only
by using people of all body types and ages in his
choreography, but also by using dance to talk to
the audience about difficult issues-for example,
to "dance around" the subjects of sexuality and
race.
In each quarter of this program, students will
acquire specific critical and technical skills to
explore different forms and concepts related to
our key inquiry. Students will experience how
the body moves in reaction to space, time and
gravity in studio work. Reading, writing, lectures
and media will promote an understanding of
the dynamic relationship between the powers of
movement and resistance.
Credit awarded in social/cultural studies, writing,
movement/expressive
arts, social and cultural
history, quantitative reasoning and dance history.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the expressive arts, social studies and
cultural studies.
This program is also listed under Culture, Text
and Language.

Music in Culture
Fall and Winter quarters
Faculty: Andrew Buchman
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Two quarters in a coordinated
studies program or the equivalent. Transfer
students must have studied a variety of subjects
and written research papers.
Special Expenses: Approximately $175 for a
soprano recorder and performance tickets.

What is musicology? What is ethnomusicology?
What skills does one need to develop in order
to be a scholar and performer of music? How
does one talk about music-read, write, analyze
and explain it? How have performing artists
responded to social forces in their work? How
do these responses reinforce or undermine the
social status quo? How have the dimensions of
society, including everyday life, migration and
urbanization, been manifested in various music
cultures? How have the social and psychological
dimensions of memory, identity and politics been
manifested in various music cultures? Questions
like these will guide and focus our explorations
of a dynamic global tapestry of music, musicians
and cultures.
During fall quarter, we will study various
world music traditions and the Western art music
tradition, and build performance and analytical
skills. We'll establish a common knowledge base
for our work by exploring approaches to ethnomusicology (the comparative study of music from
around the world) and musicology (generally,
the study of the Western art and music tradition).
Studying music in this way is important because
it forces us to reexamine our own assumptions
about music and its cultural meanings. We'll learn
to play the recorder, read and write music, and
listen critically using analytical terminology and
methodology.
During winter quarter, we'll delve into specialized studies of music in culture. Our studies will
focus on various musics and cultures, the Western
art music tradition, performance and analytical
skills. We will explore modernity, focusing on the
metropolis of New York during the 20th century
as a case study, as well as exploring jazz music
and culture in depth.

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Expect to do a lot of reading and writing. Each
quarter, students will pursue a major research
project, including two public presentations and a
paper. We'll do a variety of shorter writing assignments, too, in English and in music notation.
Expect to attend several assigned concerts each
quarter. We'll use these concerts as
''texts'' for elaboration and discussion within
the program.
Credit awarded in ethnomusicology, musicology,
music theory and ear training, cultural studies,
quantitative reasoning, research and expository
writing.
Total: 16 credits each quarter.
A similar program is expected to be offered in
2007~8.
Program is preparatory for careers and future
studies in musicology, ethnomusicology,
performing arts and cultural studies.

Sculpture: Site Specific
Fall quarter
Faculty: R. T. Leverich
Enrollment: 21
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Foundations of Visual Art or the
equivalent (one year of study in drawing, painting,
art history and introduction to sculpture).
Faculty Signature: Students must present their
portfolios, including 3-D work, drawings and a
writing sample, at the Academic Fair, May II,
2005. For information contact Bob Leverich at
leverich@evergreen.edu. Students who cannot
attend the Academic Fair may mail their slide
portfolios, writing samples and statements of
interest and qualifications to R. T. Leverich, The
Evergreen State College, Lab II, Olympia, WA
98505. Portfolios received by May I I, 2005, will be
given priority. Qualified students will be accepted
until the program fills.
Special Expenses: Approximately $150 for
art supplies.

How can sculpture define, activate and enliven a
space, turning it into a place? How can sculptural
objects interact to become a sculptural experience? What is the role and responsibility of the
sculptor working in the environment and in the
community? How does studio work inform a
sculptor's work in other contexts? Sculpture
students who wish to advance their skills by making work for specific locations will examine these
basic questions throughout the quarter.
Students will be asked to make a daily commitment to sculpture and drawing practices in
the studio, and to produce a cohesive body of
three-dimensional works, combining them in one
or several site-specific installations. This work
will be supported by technical demonstrations
in steel, stone and other media, workshops on
site documentation and access issues, work
discussions and seminars. Readings will address
issues around contemporary sculpture history
and theory, place making, art and environmental
issues, public art issues and professional practice.
Students will be asked to write short papers
clarifying their thinking about their own work and
process, and an independent research paper and
presentation on a contemporary artist working in
public sculpture, craft or installation.
The goals of the program include understanding and mastery of selected materials and
processes in making sculpture, experience in
conceiving and constructing site-specific works,
three-dimensional expression, and a wellinformed, reasoned and rigorous approach to art
making.

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Credit awarded in sculpture, drawing and critical
writing.
Total: 16 credits.
Program is preparatory for careers and
future studies in art, environmental design
and humanities.

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

Student Originated Studies:
Media
Fall, Winter and Spring quarters
Faculty: Laurie Meeker
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: To be considered for this advanced
program, students should have successfully cernpleted the Mediaworks program or the equivalent
(approximately one year of media skills training,
media history and media theory), or completed
another interdisciplinary media program at
Evergreen.
Faculty Signature: Students must submit a portfolio and complete the written application, available
at Academic Advising, online (see Academic
Advising) or from the Program Secretary's Office,
Communications Building, Room 30 I. The portfolio must include copies of two recent faculty evalu·
ations (unofficial copies accepted) and a VHS tape
that contains two examples of your best work in
film or video. For more information contact Laurie
Meeker, (360) 867·6613 or meekerl@evergreen.
edu or The Evergreen State College, COM 30I,
Olympia, WA 98505. Portfolios and applications
received by the Academic Fair, May II, 2005,
will be given priority. Qualified students will be
accepted until the program fills.
Special Expenses: $100 to $500 each quarter,
depending on projects.
Internship Possibilities: With faculty approval.

Student Originated Studies (SOS): Media is a
program for advanced media students interested
in developing learning communities with others
who share academic goals that may have grown
out of previous academic projects and programs.
This is not the place to do beginning studies in
media. Students will work with faculty during the
first few weeks of fall quarter to design their own
curriculum. Their studies will be pursued in small
groups that share common readings, research
interests and/or production goals. Teams of six
to eight students will develop reading/seminar
schedules, assist each other with production
tasks, and participate in critiques. The full group
will also meet weekly for film screenings and
seminars. Collaborative projects are encouraged,
but students may also work on individual projects
in the context of their SOS team. As in other
Evergreen media programs, linking theory with
practice is emphasized, and students should
expect to develop research and writing skills
along with achieving their media production
goals. Screenings and critiques will provide a
strong foundation for the development of skills
in media production and analysis. There will,
however, also be room for students who wish to
pursue media history and criticism exclusively.

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Here are some examples of possible SOS
teams:a small group of students who work on
individual documentaries and explore documentaryfilm history through texts and screenings;
a group of students who collaborate on a
multimedia performance and explore the history
ofvideo art and performance; a group of students
who study queer theory, examine queer film and
video, and produce individual projects addressing
thesethemes; a group of students who research
thepolitics of representation in relation to gender
andrace and produce a collaborative film.
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
Creative Processes and Strategies. In spring, the
focus will be determined by the students.
Credit awarded in areas of student work-

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e.g., media studies, film production, video

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production, audio production, digital film
production, multimedia performance,
installation, film history and theory.

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

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Transforming Consciousness:
Multimedia and Installation Art
in the Americas
Fall, Winter and Spring quarters
Faculty: Gail Tremblay, Jorge Gilbert
Enrollment: 50
Class Standing: Sophomores or above; transfer
students welcome.
Special Expenses: Approximately $65 for art
supplies; $2,950 for optional spring quarter trip
to Chile. A nonrefundable deposit of $150 must
be paid by February 10, 2006, for those traveling
to Chile.

Students will study multimedia and installation
art from countries in the Americas, as well as the
aesthetic, social, political and cultural contexts in
which it is made. Two aspects will be considered
in this analysis: popular and alternative expressions as forms of anti-colonial resistance and
oppression expressed through many artistic
forms, and the intensive use of multimedia,
mainly video.
Readings in art history, history, sociopolitical
and economic conditions in various communities
and countries of the Americas will be required.
Students will seminar on those subjects, as well as
on films and art works we study. All students will
be expected to work collaboratively with other
students to design and create multimedia installations during fall and winter quarters, and to
learn the skills needed to do such work. Students
will also be required to develop an intellectual
joumal that reflects on program readings, to write
regular papers, and to do research on artists and
their work on topics relevant to their own work.
In addition, we will take daylong field trips to
museums and art events relevant to the topics
being studied. Finally, a group of students will
be trained and certified in professional television
production to produce a weekly bilingual show
Panorama Latino Americana aired through TCTV
(Channel 2) in Olympia, Lacey and Tumwater,
Wash.
During spring quarter, students will have the
opportunity to travel to Chile to study art, politics
and culture in Latin America. Production of short
video and multimedia projects about the different topics studied in this program will prepare
students to participate in this unique study abroad
opportunity.
Credit awarded in installation art, video
production, Latin American studies, art history,
political economy. communication and sociology.
Total: 12 or 16 credits fall and winter quarters.
The 12-credit option is available only for students
who are also enrolled in a 4-credit Spanish
language course. 16 credits spring quarter.
Program is preparatory for careers and future
studies in art, media production, Latin American
studies, international studies and art history.

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

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

The Voice of the Poem
and Other Musics
Fall, Winter and Spring quarters
Faculty: Arun Chandra, Leonard Schwartz
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $35 each
quarter for tickets to operatic and musical events.

This program will involve a compositional,
structural and historical immersion in the
relationships between poetry and music and
the political significance of each.
Some of the creative compositional questions
to be addressed include: When does one medium
supplant the other, and why does it do so? Does
the meaning of the text always hold sway over
its "music"? When does "music" render its text
insignificant? What is the "music" of political
speech, and what does its "music" do to its
"meaning"? What are the similarities and differences among delivering a political speech to
20,000 people, and delivering a political song to
20,000 people? How can we protect our creative
work from being given a political function that
we oppose? What are the differences among
"myth," "narrative," "formalism" and "lyric," and
what is the contemporary political significance of
each?
This program will involve workshops, lectures
and presentations by the faculty and invited
guests, seminars on shared reading material,
group listening sessions, viewing films of 19thand 20th-century operas and regular student
performances of original poetry and music.
Students will be strongly encouraged to pursue
their own creative processes through writing,
musical performance or both. We will also attend
performances of opera, experimental music and
symphonies in Seattle, Portland and Olympia.
Fall quarter (Myth, Melody and Early
Modernism) will focus on the work of the early
modernists of the 19th century: the operas and
politics of Richard Wagner and the response of
poets such as Charles Baudelaire and Stephane
Mallarme. Other authors and composers to be
studied include Friedrich Nietzsche, Theodor
Adorno, Arthur Rimbaud, Claude Debussy,
Jacques Offenbach, Franz Schubert and
Gustav Mahler.

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Winter quarter will focus on a reading of James
Joyce's Finnegans Wake and other works of
modernism that draw language and music closer
together. We will consider the works of Ezra
Pound, H.D., Gertrude Stein, Antonin Artaud,
John Cage, Arnold Schoenberg, Alban Berg and
Bertolt Brecht, with his musical collaborators
Hanns Eisler and Kurt Weill, as well as contemporary poets and composers. (This latter group
includes Kamau Brathwaite, Richard Foreman
and Helene Cixous).
Credit awarded in I9th- and 20th-century
aesthetics, I9th- and 2Oth-century music history,
contemporary aesthetics, music composition,
creative writing and the sociology of art.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in music, musicology, literature, cultural
studies, creative writing and music composition.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

OHERL"GS

BEGINNING WINTER QUARTER

Drawing from the Sea
Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Lucia Harrison
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $100 for field
trips; $150 for art supplies.

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OFFERINGS

BEGINNING

SPRING QUARTER

Animated Visions:
Allegories of Resistance
Spring quarter
Faculty: Ruth Hayes, Patricia Krafcik,
Leonard Schwartz
Enrollment: 69
Class Standing: This all-level program accepts up
to 50 percent freshmen, 25 percent sophomores
and 25 percent juniors or seniors; it offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: $100 for art and animation
supplies.

The marine environment is a complex habitat that
harbors a beautiful, abundant and diverse array
oflife forms. This program combines the study
of the marine environment as both a habitat and
An apple struggles to fall from a tree, desiring
a source of inspiration for the visual imagination.
We will examine how to use our studies to pursue to experience gravity, even if it means death. A
man must navigate through endless bureaucratic
creative work in the visual arts and sciences.
channels in order to recover his nose, which has
In winter quarter, students will study marine
assumed a life of its own. People enter and exit
organisms, beginning drawing, the difference
an
apartment house in every way they can, except
between description and expression in the visual
the front door. We come upon these strange and
arts, and the representation of marine organisms
seemingly nonsensical images while viewing or
in the visual arts. They will develop a basic scireading works of animation and literature from
ence and visual vocabulary and learn basic skills
Russia and East European countries that experiin microscopy and digital imaging. In spring
quarter, students will focus on marine habitats and enced Soviet domination. What do they mean?
In this program, we will explore the historical
book arts, and will apply the skills learned in the
and cultural contexts of animated films and poetic
winter. Students will travel to local beaches and
explore South Puget Sound in college boats. They and prose texts from Russia and the Soviet-bloc
will keep field journals, conduct field surveys and countries to find how, and to what extent, they
express resistance to totalitarian political and
collect organisms.
social oppression. As we screen works by animaBoth quarters, students will attend a weekly
tors such as Jan Svankmajer, Yuri Norstein, Nina
seminar to discuss how human perspectives
Shorina and Michaela Pavlatova, students will
toward the sea have changed over time and
learn how to "read" them in light of the historiin different cultural traditions. In seminar, we
cal events and cultural influences their makers
will also explore how the marine environment
experienced. Readings of the poetry of Arkady
is represented in scientific articles, mythology,
Dragomoschenko,
Alexei Parshchikov and Elena
literature, poetry and visual images. Students will
Shvarts, and the prose of Milan Kundera, Vaclav
pursue their interests in the marine environment
Havel and others will further inform and expand
through a series of assignments that integrate
students' understanding of the uses of metaphor
science and art.
and allegory to express the inexpressible, to
Credit awarded in marine biology,ecology,
outwit censors, to reach like-minded souls and to
drawing, digital imaging, art appreciation and
book arts.
subvert dominant ideologies.
Students will do close readings of several
Total: 16 credits each quarter.
poetic
texts and animated films in written and oral
Program is preparatory for careers and future
presentations based on research about the constudies in marine biology,ecology, visual arts and
texts in which they were made. In two hands-on
education.
workshops
they will learn either basic animation
This program is also listed under Programs for
skills in techniques used by the animators studied,
Freshmen and Environmental Studies.
or translation and poetry techniques adapted from
Russian and Eastern European literary strategies.
Credit awarded in animation; animation studies;
Soviet, Russian and East European literary and
cultural studies; comparative poetics; and translation: theory and practice.
Total: 16 credits.
Program is preparatory for careers and future
studies in animation, media studies, and Soviet,
Russian and East European studies.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

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

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Experimental Puppet Theater,
ObjectTheater and Dance
Spring
quarter
faculty:Ariel Goldberger, TBA
Enrollment:40
Class
Standing: This all-level program offers
IPpropriatesupport for freshmen as well as
supportingand encouraging those ready for
advancedwork.
SpecialExpenses: Up to $90 for art materials and
theatertickets; $50 for studio clean-up; normal
expensesdepending on the student's choice of
project.

Themain goal of this intensive program is to
generatean exciting artistic learning community
inwhichindividuals can use performance to
investigateexperimental puppet-and-object
!heater,experimental movement, dance and the
interrelationshipsof these media.
Thefaculty will support students in developing
anexperimental approach to their artistic work
Ihroughworkshops and other consultations.
Participantswill be expected to generate imaginative,collaborative and individual original work
by creating scripts or storyboards, composing
choreography,researching puppet techniques,
constructing,designing and directing puppet
productionsand participating in performances.
Explorationof innovative performance ideas,
materials,tools and multidisciplinary techniques
willbe encouraged. This program will require
studentsto show their work-in-progress weekly
andto contribute to supportive and effective
weeklycritiques.
Through a variety of media and studentinitiatedfield trips, participants will study the
experimentalwork of American and international
puppeteers,dancers and performers. Weekly
seminarswill focus on readings that address
theoreticalissues about contemporary puppetry,
dance,performance and student projects.
Creditawarded in puppet and object theater,
dance,performing arts, performance, design
andother subjects depending on student's
independent work.

11

Total:16 credits.
Program is preparatory for careers and future
studies in dance, puppetry, media, animation,
designand the performing arts.

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Thisprogram is also listed under Programs
forFreshmen.

The Incisive

Line

Spring quarter
Faculty: Lisa Sweet
Enrollment: 22
Class Standing: This all-level program accepts
up to SOpercent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.
Prerequisites: Basic drawing skills will be helpful,
but not required.
Special Expenses: $250 for art supplies.

Historically, printmaking has been aligned with
revolutionary ideas, political and religious reform,
and the democratization of artistic practice and
production. This is an arena in which artists have
the potential to reinvent not only the way twodimensional images look, but also the manner
in which they are made. For instance, consider
the popular notion of the Modernist artist-genius
working in isolation to express him- or herself.
In contrast to this creative practice, printmakers
have traditionally collaborated to create works
of art-often these works have a social message.
Artists and printers confer with and influence
each other while making work in their community. Printmaking can counter the idea of works of
art as being precious, one-of-a-kind commodities
by permitting the artist to create multiple copies
of images. These are a few of the ways we will
address the practice and history of printmaking.
This one-quarter program will focus on printmaking as an expressive and conceptual art form.
But be forewarned-this will be an intensive 10
weeks that will require enthusiasm and a strong
work ethic. Expect to work 50 hours a week.
Our artistic practice will focus on relief and
intaglio techniques: the incised lines of woodcut,
drypoint and etching. Emphasis will be placed on
developing artistic practice and research: How do
we develop artistic ideas? How do we revise and
refme ideas and works of art? What is the benefit
of working in series? How does an artist generate
and communicate intellectual content through
images?
During the quarter, students will practice printmaking techniques, learn about print culture and
the history of printmaking, and do research by
examining both historical and artistic examples.
Students will be expected to work collaboratively
in community. Writing is a significant component
of this program. Students will be responsible for
developing a portfolio of printed works, presenting research on print history and participating in a
print exchange.
Credit awarded in printmaking, print history and
expository writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in visual arts, graphic design, art history
and teaching.

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

This program is also listed under Programs
for Freshmen.

Seeing the Light
Spring quarter
Faculty: Bob Haft
Enrollment: 20
Class Standing: This sophomore or above
program accepts up to 20 percent sophomores.
Prerequisites: At least one quarter of college-level
photography.
Faculty Signature: Students must present an
academic and photographic portfolio and schedule
an interview with Bob Haft, (360) 867-6474 or
haftr@evergreen.edu. Portfolios received by the
Academic Fair, March 8, 2006, will be given
priority. Qualified students will be accepted
until the program fills.
Special Expenses: $200 to $300 for photo
materials.

This is a one-quarter program designed for
intermediate- and advanced-level photography
students. Students will work with medium- and
large-format cameras, 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 fmal project, students will work in teams
to produce a theme-centered document combining images and text. All of 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
the humanities.

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Student Originated Studies:
Music

Theater Intensive:
Stage Production

Spring quarter
Faculty: Terry Setter
Enrollment: 25
Class Standing: Juniors or seniors who are
prepared to carry out advanced work in music
composition and/or production.
Faculty Signature: Students who have a project in
mind must meet with Terry Setter,
(360) 867-6615 or tas@evergreen.edu or The
Evergreen State College, COM 30 I, Olympia,
WA 98505. Students are encouraged to cluster
together around projects that reflect their shared
interests. Students who have completed their
appointments by the Academic Fair, March 8,
2006, will be given priority. Qualified students will
be accepted until the program fills.
Internship Possibilities: With faculty approval.

Spring quarter
Faculty: Walter Eugene Grodzik
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Faculty Signature: Admission by interview. To
schedule an interview, contact Walter Eugene
Grodzik, (360) 867-6076 or grodzik@evergreen.
edu. Interviews completed by the Academic Fair,
March 8, 2006, will be given priority. Qualified
students will be accepted until the program fills.

Student Originated Studies (SOS): Music offers
opportunities for students to do advanced work
in music composition or advanced production
techniques. Students will work independently
on their own creative and research projects. SOS
will be made up of individual students and small
groups that will devise projects and meet in the
weekly forum. In the forum, students will present
works-in-progress to get feedback and advice.
The forum is intended to provide a sense of
community and support to students. All other
contract obligations will be worked out individually with the faculty. Students will enroll for SOS,
then design their quarter-long, contract-style work
plans using input from the faculty member.
Credit awarded in areas of student work.
Total: 16 credits.
Program is preparatory for careers and future
studies in music and media arts.

This program will consist exclusively of participation in a faculty-directed stage production
of a play chosen by the instructor. The audition,
rehearsal and production work will follow an
academic/professional theater model that students
can expect to find in any off-Broadway or
regional theater.
The play will be chosen from the realistic/
avant-garde theater canon. This will allow us to
work with acting and directing techniques that
were specifically developed for each type of theater. For example, these techniques could include
Stanislavski's sense memory, Michael Chekhov's
psychological gesture, Meyerhold's biomechanics
or Bogart's viewpoints. Students will experience
a rigorous training in movement and vocal techniques and will learn to utilize these techniques in
the performance of the play.
Participation in the production involves acting
in the play; dramaturgical work; assistant directing; stage management; set, costume, lighting
and sound design; set and costume construction;
publicity; and all other areas related to a successful play production. While the production will
be directed by the faculty, the process will be an
interactive collaboration among all participants,
with all students working in more than one
area. For example, a student who is cast in the
play may spend half to three quarters of her
time in rehearsal, and the rest ofthe time in the
shop building the set. A student who presents a
portfolio of his lighting design, might become the
lighting designer for the production as well as the
publicity coordinator.

Students will spend the first eight to nine
weeks in rehearsal, culminating in a fully
mounted, site-specific production or a production in the Experimental Theater. In addition to
rehearsals and production work, the program
will include weekly seminars on dramaturgical
matters that are closely related to the production.
For example, if the production is a play by a
20th-century avant-garde writer, the seminars will
deal with other plays by the same author, scholarship, the social, political, economic and cultural
environment of the play, and so on. Those weekly
seminars will help us to understand the world of
the play, as well as the world of the author.

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Credit awarded in acting, theater history, critical
theory and dramatic literature, directing, design,
stage management, dramaturgy, costuming,
lighting, sound and publicity, depending on areas
of student work.
Total: 16 credits.
Program is preparatory for careers and future
studies in teaching, theater, the arts and
humanities.
This program is also listed under Programs
for Freshmen.
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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.

SCIENTIFIC INQUIRY
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Theworld 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
Inquiryplanning unit are members of the scientific community-men and women who have devoted
theirprofessional lives to personal journeys of discovery as they investigate the world and help their
studentslearn 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.
Wewill help students-whatever their primary interests may be-understand the wonders of nature and
alsounderstand science as a force in our technological society.

Clyde Barlow -

Chemistry

Dharshi Bopegedera Andrew

Brabban -

Chemistry

Biology

John Aikin Cushing -

Computer

Judy Bayard Cushing Kevin Francis -

Science

Computer

Science

History of Science

and Technology
Jeffrey J. Kelly -

Chemistry

Robert H. Knapp, Jr. Elizabeth M. Kutter -

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Albert C. Leisenring Stuart Matz -

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Physics
Biology
Mathematics

Biology

David McAvity -

Mathematics

Lydia McKinstry - Organic Chemistry
Donald V. Middendorf - Physics
Donald Morisato Nancy Murray James Neitzel -

Chemistry

Neal Nelson -

Because science and technology are so central to our world, citizens must be scientifically informed
sothey 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
knowhow science has influenced society in the past. Thus, our studies of science itself are combined
withstudies of the history of science and with philosophical, social and political issues.
Some programs in this planning unit allow you to learn basic science as part of your general liberal
artseducation, whereas others are designed to help prepare you for a career in science or technology,
orin an applied field such as medicine or computer networking. In all of our offerings, however, we
emphasizethe application of science, and you will use the scientific principles you learn to solve realworldproblems.
Whether you are a freshman 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
explorethe wonder and application of science in a broader context. Programs in Scientific Inquiry are
mostlyrepeating: 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
thereare several programs that offer beginning, intermediate and advanced work in all of these areas.
Youshould refer to the individual program descriptions for more details.
By engaging in laboratory and group problem-solving exercises, you will learn to think like a scientist:
toapply 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 use some of the best modem software
available. In addition, you will read current scientific journal articles and learn to write technical reports
andpapers.
Advanced students working in this area have many opportunities to do scientific research, as part
ofan 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
anexcellent record of success in graduate and professional schools, and in their chosen fields. The
possibilities are limited only by your energy and ambition.

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Biology

Janet Ott -

Computer

Science

Biology

David W Paulsen -

Cognitive

Paula Schofield -

Chemistry

Sheryl Shulman -

Computer

James Stroh Brian Walter E. J. Zita -

Science
Science

Geology

Rebecca Sunderman -

Chemistry

Mathematics

Physics

Scientific Inquiry
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Chemi$try

Computer Science

MathematiCs

Physics

Health and Human
Development

Intro to Natural Science!
Ma~r and Motion

Algebra to Algorithms

Ma~r and Motion!
Data to Inlonnation

Physicist's World

Introduction to
Natural Science

Moleculeto Organism

Data to Inlonnation

Math Methods

Ma~r and Motion

Molecule to Organism

Environmental Analysis

Computability

Computability

Astronomy and Energy

Advanced Biology

Atoms Molecules Research

Student Originated Software

Mathematical Systems

Physical Systems

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Biology
Biology

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.•. OFFERINGS

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BEGINNL'IG FALL QUARTER

Atoms, Molecules and Reactions
Fall, Winter and Spring quarters
Faculty: Rebecca Sunderman
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: One year of college-level chemistry,
at least one quarter of college-level physics,
and the ability to do inferential and differential
calculus.
Internship Possibilities: Spring quarter with
faculty approval.

In previous chemistry work, you learned what the
atomic orbital shapes were. In this program, we
willieam why we know their shape. In previous
chemistry work, you learned what a conductor
was. In this program, we will examine the solidstate structural characteristics that indicate a
material is a potential conductor. We will explore
the "But why?" of chemistry by examining
topics in thermodynamics, quantum mechanics,
kinetics and materials chemistry. Many of the
topics require a strong mathematical foundation.
If you are struggling with calculus, this is not the
program for you.
In the lecture component, students will learn
about the laws of thermodynamics, enthalpy,
entropy, chemical potential, phase diagrams,
Gibbs free energy, reaction spontaneity, solidstate structure, solid-state bonding theories,
point group symmetry, applications of symmetry,
transition metal complexes, materials synthesis,
Maxwell relations, the Schrodinger equation,
atomic and molecular energy levels, electronic
structure of atoms and molecules, unimolecular
kinetics, biomolecular kinetics and current
kinetic theories. The laboratory component, held
in the fall, will train students to use chemical
instrumentation to carry out assigned laboratory
assignments. In winter and spring, the laboratory
component will focus on enhancing skills in
experimental design and research methods with
the incorporation of team research projects.
In addition, emphasis will be placed on the
development of technical writing skills and on
interpretation and integration of issues pertaining
to chemistry and society.
Credit awarded in thermedynamics", quantum
mechanics", kinetics", advanced inorganic
chemistry", scientific lnserumentatlen", research
methods" , experimental design- and scientific
writing·.
Total: 16 credits fall and winter quarters; 12 or 16
credits spring quarter.
A similar program is expected to be offered in
2007~8.
Program is preparatory for careers and
futur~ studies in chemistry, chemical engineering,
chemical physics, medicine, biochemistry
and teaching.

Belief and Truth

Data to Information

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Fall quarter
Faculty: BillArney, E. J. Zita
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

Fall, Winter and Spring quarters
Faculty: TBA
Enrollment: 50
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: High school algebra proficiency.
Special Expenses: Unusually expensive textbooks,
approximately $300 each quarter.

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What do you believe and why? Can you prove it?
How, or why not? Does it matter whether you can
support what you believe? Is everything relative?
Is science just another belief system? What are
the roles of conjecture, evidence and theory in
understanding? How can you articulate beliefs?
How can you test hypotheses? What is the difference, if any? If these questions intrigue you, too,
join us.
Classes will include discussions, lectures, and
other activities. Workshops may include quantitative reasoning, science, and statistical reasoning.
Some online work may be required.
Credit awarded in sociology,history, statistics,
philosophy of science, and/or conceptual physics.
Total: 16 credits.
Program is preparatory for careers and
future studies in science, social science, policy,
philosophy, or religion.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

The goal of this program is to lay a firm foundation for advanced work in computer science. The
name Data to Information refers to our study of
how bits, bytes and raw numbers gain meaning
through increasingly abstract layers of interpretation. Organizing raw data into different structures
can produce very different meanings. Through
interpretation, correct or not, raw data becomes
information.
Our work will emphasize knowledge of the
fundamentals of mathematics, program design,
algorithms and data structures, and the hardware
needed to succeed in the computer field.
Individual and collaborative problem-solving will
also be stressed.
The content of Data to Information mirrors that
of the first year and a half of a conventional computer science major at most liberal arts colleges.
Here, it will be presented in an integrated and
synergistic manner that strengthens connections
among the various ideas and skills, enabling more
rapid progress through immersion.
Program content will be structured around fou
yearlong, interwoven themes. The computational
organization theme will begin with digital logic
and continue through increasingly complex
and abstract ways of organizing hardware into
functional units. The programming languages
theme will begin with the functional programming paradigm using Haskell, then continue into
the analysis of data structures and algorithms, an~
finally introduce an object-oriented programming
paradigm using Java. The mathematical abstrac
tions theme will develop the mathematical tools
and abstract ideas that support problem solvingin
computer science. The history and social implications of technology theme will explore the context
in which quantitative and computerized tools
have been developed and applied.

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Credit awarded in digital logic, computer
architecture, programming, data structures and
algorithms, discrete mathematics and the social
and historical implications of technology. Upper·
division credit awarded for upper-division work.
Total: 16 credits each quarter.
A similar program is expected to be offered in
200~7_
Program is preparatory for careers and future
studies in computer-related fields, science
and mathematics.

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The Ecology of Harmful
AlgalBlooms

Emerging Order:
What to Make of It?

Fallquarter
Faculty: Gerardo Chin-Leo
Enrollment: 25
ClassStanding: Juniors or seniors; transfer
students welcome.
Prerequisites: One year of college-level biology
and one quarter of general chemistry.

Fall and Winter quarters
Faculty: David McAvity, Ruth Hayes
Enrollment: 46
Class Standing: This all-level program accepts
up to 75 percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.
Special Expenses: $75 each quarter for art
supplies and field trips.

Microalgae account for most of the plant biomass
andproduction in aquatic systems. Recently,
coastal waters worldwide have experienced an
apparent increase in the occurrence of large
concentrations (blooms) of harmful algal species.
Blooms of toxic algal species (e.g., red tides) can
quickly kill fish and shellfish. Other organisms,
including humans, can be indirectly affected
through the consumption of contaminated
seafood. Large blooms of nontoxic species can
also have negative impacts on aquatic habitats
by shading benthic plants and by interfering with
the activities of other organisms. Furthermore, if
these algal blooms are not grazed or diluted, their
decomposition can deplete the dissolved oxygen
inthe water, also killing plants and animals. This
program will examine these interactions.
We will study the taxonomy and ecology of
harmful algal species, the environmental factors
controlling the abundance and productivity of
aquatic algae, and the possible role of human
activities in causing the increase of harmful algal
blooms. In addition, we will examine the efforts
ofscientists and government agencies both to
monitor harmful algal blooms and to control their
impact on fisheries and public health. The material will be presented through lectures, seminar
discussion of books and scientific articles and
student research projects. There will be labs to
learn methods in phycology and seawater analysis
and field trips to local estuaries.
Credit awarded in biological oceanography and
environmental studies. Upper-division credit
awarded for upper-division work.

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Total: 16 credits.

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Program is preparatory for careers and future
studies in marine sciences, environmental studies,
biology and ecology.

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Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog.

At first glance, the natural world may seem chaotic and full of random events. Similarly, creative
works by humans may seem to have no logic or
basis in the world as we have experienced it. But
as we investigate beyond the surface of things
and observe, measure and describe phenomena
carefully, order emerges. We may first perceive
that order as spatial, such as in growth rings of a
tree or the spiral of a galaxy, but we also learn to
read such patterns as dynamic events or structures
in time. We may recognize expressions of this
natural order in the visual arts, media arts, sound
composition or in literature.
In this program, we will study order and disorder as they occur both in natural phenomena and
the creative works of people. We will see what we
can learn about how order emerges over time, and
how humans perceive and express that order. We
will approach this inquiry as artists, scientists and
scholars, engaging in both creative expression and
quantitative reasoning.
We will work on writing, drawing and math
skills as we develop techniques of observation,
measurement, documentation, analysis and
description. We will practice animation and timelapse and motion analysis techniques to study
and represent phenomena we have observed. We
will use a variety of art media to explore shape
and spatial relationships, and audio recording and
editing technology to capture, analyze and compose sounds. We will learn to describe patterns
and change, both in written and quantitative form,
and we will create mathematical and computer
models based on the physical laws that shape
them.
Part of our inquiry will focus on the differences
between creative and quantitative representations. We will explore the limitations inherent
in each approach, and we will investigate the
roles that abstraction and metaphor in science
and art play in our understanding of reality. To
that end, students will experiment with ways to
apply scientific principles to creative projects,
investigating the uses of metaphor, developing
an understanding of realism, and exploring how
repetition of simple patterns or motifs can build
complex works. In fall, students will undertake
a series of short assignments that explore these
themes. In winter, there will be time for longer
research projects to investigate a particular question in more depth.

Many of our lectures, readings and seminar
discussions will be about the history and theory
of knowledge, as it relates to our subject matter.
The diverse ways humans employ and recognize
order and patterns are culturally and historically
determined. We will therefore also explore the
perception, interpretation and use of patterns in
different cultures, both ancient and modem.
Credit awarded in philosophies of art and
science, drawing, animation, animation studies,
mathematics,
physics, computer modeling,
expository writing and cultural studies.
Total: 16 credits each quarter.
Program is preparatory for careers
studies in the arts and sciences.

and future

This program is also listed under Programs
Freshmen and Expressive Arts.

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Evolution: Patterns and Processes
Fall, Winter and Spring quarters
Faculty: Heather Heying, Donald Morisato
Enrollment: 50
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: One year each of college biology
and chemistry.
Special Expenses: Approximately $75 for lab
specimens and materials.

--

The theory of evolution is the cornerstone of
modem biology, unifying disciplines as diverse
as molecular genetics and population ecology.
Evolution provides an explanation for the extraordinary biological diversity on this planet. Yet,
what is the best way to study this process? By
focusing on the mechanisms producing variation?
By seeking evidence of past evolutionary change
in the phenotype? Or by generating theory that
fits with what we already know? At what level
does natural selection act=-on genes, on organisms, or on groups of organisms? This program
will present and discuss some of the big ideas in
evolution and, at the same time, examine how we,
as scientists with distinct scientific processes and
cultures, approach these questions.
During fall quarter, we will begin with a few
apparently simple, yet often unresolved questions
in evolutionary biology: What is a species?
How do we know? We will be studying several
aspects of micro-evolution-the
change that
occurs within populations, over time spans that
are directly observable by humans-and
spending
some time in the field. On a parallel track, we will
consider mutation and genetic variation as agents
of evolutionary change. We will begin with classical Mendelian genetics and move on to a formal
treatment of population genetics and the analysis
of complex traits.
During winter quarter, we will focus on macroevolutionary processes-specifically
speciation
and the evidence it leaves behind. Throughout
this quarter we will focus on large philosophical
questions, including: How, generally, do we make
claims of knowledge in the study of history,
including in an historical science such as evolution? Can we generalize from singular events,
such as the evolution of flight in birds and, ifso,
what is our justification for doing so? We will
focus on the two primary sources of evidence in
studies of evolutionary history: morphological
and molecular characters. In the morphology
section, we will focus on vertebrate anatomy and
evolution; weekly labs will involve the dissection
of sharks and cats. The molecular biology section
will present a more explicitly chemical view
of the processes underlying the transmission
and expression of genetic information. We will
consider how the analysis of DNA sequences can
reveal historical relationships. The systematic
comparison of different animal genomes has
provided the surprising insight that evolution of
diversity does not arise by creating large numbers
of specialized new genes, but rather by deploying
the same set of genes in different ways.

In spring quarter, we will focus on a few
case studies that will further build upon the
connections among the fields of phylogenetic
systematics, genetics, molecular biology,
evolutionary ecology and anatomy. For example,
we may consider the acquisition of language
in Homo sapiens by comparing chimps with
humans through studies on the FOXP2 gene, as
well as investigating the evolution of different
language groups. Students will apply their skills
to independent research projects each quarter,
which may comprise indoor bench work, fieldbased projects, analysis of existing datasets or a
combination of these approaches.
This yearlong, upper-division science program
will have an intensive workload, and students
should be prepared to think and hypothesize
creatively and rigorously.
Credit awarded in evolutionary biology·,
systematics·, genetics", molecular biology·,
anatomy· and developmental biology·.
Total: 16 credits each quarter.
A similar program is expected to be offered in
2008-09.
Program is preparatory for careers and future
studies in the biological sciences.
This program is also listed under Environmental
Studies.

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studies in physical and biological sciences,
medicine and health sciences, environmental
studies and teaching.
This program is also listed under Programs
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This program will offer students a conceptual and
methodological introduction to biology, chemistry
and physics. We will use an organizing theme that
is based on the cycles and transformations of
matter and energy at a variety of scales in both
living and nonliving systems. As appropriate,
we will use mathematical modeling and other
quantitative methods to gain additional insights
into these processes. We will also examine the
methods used to obtain these models and the
historical, societal and personal factors that influence our thinking about the natural world. We will
also explore some of the impacts on societies due
to changes in science and technology. In addition
to studying our current scientific models for these
processes, we will also examine the methods used
to obtain these models and the historical, societal
and personal factors that influence our thinking
about the natural world. Students will learn to
describe their work through writing and public
presentations.
Program activities will include lectures,
small-group problem-solving workshops,
laboratories, field trips and seminars. During
spring, there will be an opportunity for small
groups of students to conduct an independent
scientific investigation designed in collaboration
with the program faculty.
Students who complete this program will be
prepared for more advanced study in programs
such as Marine Life or Molecule to Organism.
Both programs will be offered in 2006-{)7.
This program will also provide a background in
disciplines required for careers as a health professional. It is also appropriate for students who wish
to understand the process and role of science.

Total: 16 credits each quarter.

* Indicates



Introduction to Natural Science
Fall, Winter and Spring quarters
Faculty: Stuart Matz, Lydia McKinstry, TBA
Enrollment: 72
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra proficiency.

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Matter and Minerals

Medicinal Chemistry and Toxicology

Fall,
Winter and Spring quarters
Faculty:
Brian L.Walter
Enrollment:25
ClassStanding: Sophomores or above; transfer
studentswelcome.
Prerequisites:Competency in calculus up through
andincludingintegration.

Fall, Winter and Spring quarters
Faculty: Dharshi Bopegedera, james Stroh, TBA
Enrollment: 62
Class Standing: Sophomores or above; transfer
students and well-prepared
freshmen are welcome. Freshmen must contact
Dharshi Bopegedera, (360) 867-6620 or
bopegedd@evergreen.edu, to verify their
qualifications. Prerequisites: Strong critical
thinking skills; proficiency in precalculus and
trigonometry extremely important; high school
chemistry helpful but not required.
Special Expenses: Approximately $50 for a
mineral collection to be acquired over the course
ofthe year.

Fall quarter
Faculty: james Neitzel
Enrollment: 25
Class Standing: juniors or seniors; transfer
students welcome.
Prerequisites: Successful completion of two
quarters each of organic chemistry and
biochemistry.

Thisprogram is an intensive study of several
fundamentalareas of pure mathematics, including
anucleusof real analysis, abstract algebra, set
Ibeoryand topology. Students will also have the
opportunityto learn other advanced topics in
mathematics,such as number theory. The tentativeschedule of topics includes abstract algebra
(grouptheory), real analysis and set theory in
fall;abstract algebra (Galois theory), real analysis
andtopology in winter; and probability theory
andgeometry in spring, when students will also
designindividual projects.
Wewill develop skills not only in handling
mathematicalsyntax, but also in the crucial area
ofreading and writing rigorous proofs in axiomaticsystems. We will also examine mathematics
ina historical and philosophical context, asking
questionssuch as: Are mathematical systems
discoveredor created? Do mathematical objects
actuallyexist? How did mathematics become
whatit is today? What is current mathematical
practice?What are the connections between
mathematicsand culture?
This program is designed for students who
intendto pursue studies or teach in mathematics
andthe sciences, as well as for those who want
toknow more about mathematical thinking.
Studentswill have the opportunity to engage in
individualprojects and present material to the
classon mathematical topics that they study
duringthe year.
Creditawarded in real analysis", abstract
a1gebra-,set theory-, topology-, probability
theory-, geometry*, other topics based on areas
ofstudent work-, and seminar in the history and
philosophyof mathematics.
Total:16 credits each quarter.
A similar program is expected to be offered in
2007-08.

Program is preparatory for careers and future
studiesin mathematics, physics, mathematics
education, the history of mathematics, the
philosophyof mathematics and the history
ofscience.

This program is designed for students with a
keen desire for a strong background in geology,
mineralogy, chemistry and mathematics of the
kind needed for serious work in the natural
sciences. The program's work will include
lectures, readings (both technical and general),
calculations, field and laboratory work, reports
and limited seminar discussion.
We will cover standard introductory topics in
geology, mineralogy, chemistry and differential
and integral calculus at the college level. For
example, in earth science we will explore what
a mineral or group of minerals is made of, how
they form and where they occur, and what their
symmetry properties are. We will also analyze the
mineral or rock in the laboratory.
We will develop theory and laboratory practice
concurrently, and students will apply principles
in the three major subject areas. Structured and
exploratory exercises will be used to frame and
solve problems. Seminar readings and discussions will both broaden and deepen the program
material. Readings may be from literature, journal
articles or other sources such as the Internet.
Students will also be expected to keep a field
journal of minerals.
This year, the Matter and Minerals program
is offered in place of the traditional Matter and
Motion program.

This program will examine the interactions
between chemicals and animals, particularly
focusing on events at the cellular and molecular
level. A major emphasis will be on common
cellular signaling pathways that are altered
by drug action. In addition, the importance of
structure-function relationships in examining the
biological activity of chemicals will be a common
theme. Mathematical models for the absorption,
distribution and elimination of pharmaceuticals
will be covered.
Toxic reactions to drugs and other chemicals
will be examined, and the biochemical mechanisms for the transformation and elimination
of foreign compounds will be covered. Current
trends in research that are allowing rapid drug
discovery and testing will be included. The
statistical methods used to examine biomedical
hypotheses will be taught to assist in the understanding of primary research papers in this field.
Finally, historical case studies on the discovery,
development and regulation of selected drugs will
be studied. Program time will include lectures,
seminars, laboratories and student presentations.

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Credit awarded in medicinal chemistry and
cell biology.

••••

Total: 12 or 16 credits.

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Program is preparatory for careers and future
studies in medicine, biology and chemistry.

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Credit awarded in earth science, general
chemistry with laboratory, and calculus.

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Total: 16 credits each quarter.

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A similar program is expected to be offered in

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2006-07.

Program is preparatory for careers and future
studies in the natural sciences, teaching and
environmental studies.
This program is also listed under Environmental
Studies.

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

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

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Molecule to Organism

The Physicist's World

Fall, Winter and Spring quarters
Faculty: Andrew Brabban, Nancy Murray,
Paula Schofield
Enrollment: 75
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites:
One year of college-level general
chemistry and one year of college-level general
biology.
Internship Possibilities: Spring quarter with
faculty approval.

Fall and Winter quarters
Faculty: Tom Grissom, Neal Nelson
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

This program develops and interrelates concepts
in experimental laboratory biology, organic chemistry and biochemistry by providing a foundation
for students who plan to continue studies in
chemistry, laboratory biology, field biology and
medicine. Students will carry out upper-division
work in biochemistry, microbiology, physiology,
cellular, molecular and developmental biology
and organic chemistry in a yearlong sequence.
The program integrates two themes: one at
the "cell" level and the other at the "molecule"
level. In the cell theme, we will start with the
cell and microbiology and proceed to the whole
organism, with the examination of structure/function relationships at all levels. In the molecular
theme, we will examine organic chemistry and
the nature of organic compounds and reactions,
and we will carry this theme into biochemistry
and the fundamental chemical reactions of living
systems. As the year progresses, the two themes
will continually merge through studies of cellular
and molecular processes in molecular biology,
developmental biology and physiology.
Each aspect of the program will contain a significant laboratory component. Weekly, students
will be writing papers and maintaining laboratory
notebooks. All laboratory work, and approximately one half of the non-lecture time, will be
spent working in collaborative problem-solving
groups. This is an intensive program. Its subjects
are complex and the sophisticated understanding
we expect to develop will require devoted attention and many hours of scheduled lab work each
week.
Spring quarter will allow more flexibility for
students who wish to take part of this program in
conjunction with other work.
Credit awarded in physiology-, cell biology-,
molecular biology- , organic chemistry I,
organic chemistry 11-, organic chemistry III·,
blochemistry", microbiology- and developmental
biology·. Students who complete all three
quarters receive all 48 credits as upper-division
credits.
Total: 16 credits fall and winter quarters;
16 credits spring quarter.
A similar program

is expected

8, 12 or

to be offered in

2006-07.
Program is preparatory for careers and future
studies in biology, chemistry, health sciences,
environmental
studies and teaching.

The 20th century has brought about a revolution
in our understanding of the physical universe.
We have been forced to revise the way we think
about even such basic concepts as space and time
and causality, and about the properties of matter.
An important part of this revolution has been
the surprising discovery of fundamental ways
in which our knowledge of the material world is
ultimately limited. These limitations are not the
result of surmountable shortcomings in human
understanding, but are more deeply rooted in the
nature of the universe itself.
In this program, we will examine the mental
world created by the physicist so that we can
make sense out of our experience of the material
world, and try to understand the nature ofphysical reality. We will ask and explore answers to
the twin questions of epistemology: What can
we know? How can we know it? Starting with
the Presocratic philosophers, we will continue
through each major development of 20th-century
physics, including the theories of relativity,
quantum theory, deterministic chaos and modem
cosmology. We will examine the nature and the
origins of the limits that each theory imposes
on our ultimate knowledge of the world. We
will read primary texts, such as works by the
Presocratics, Plato, Lucretius, Galileo, Newton
and Einstein, as well as selected contemporary
writings on physics. In addition to the other texts
a book-length manuscript has been written for this
program that will serve as an extended outline
and guide to the works and ideas we will read
and discuss. Fall quarter will concentrate on the
period up to the beginning of the 20th century;
winter quarter will cover developments during the
20th century.
No mathematical prerequisites are assumed.
Mathematical thinking will be developed within
the context of the other ideas as needed for our
purposes. The only prerequisites are curiosity
about the natural world and a willingness to read
and think and write about challenging texts and
ideas.

Public Works:
Democracy and Design
Fall and Winter quarters
Faculty: Rob Knapp, Cheryl Simrell King
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $50 for an
overnight site visit in fall quarter.

"Public works"-the term refers to large-scale
physical projects such as roads, waterworks,
harbors or refuse-handling sites. Every community needs them. Indeed, most communities
could not survive without these essential projects
that allow us to live together as a civil collective.
How long would civil society last if the garbage
weren't being picked up, if clean water were not
available, and ifno transportation options were
available? Yet, most communities struggle over
their public works, and the outcomes are very
often politically divisive and environmentally
destructive. As such, the term "public works"
can also refer to what it takes to make our public
commons work.
We are interested in how to make our public
projects work for us all, environmentally, ecologically and democratically. Our central question
will be: In the present-day United States, how
can public projects be designed ecologically and
planned/implemented democratically?
The program faculty believe that the path
to good answers goes through intelligent
politics/administration and imaginative planning/engineering. In other words, good answers
come out of good democracy and good design.
This program will develop background in what
it takes to achieve good democracy and good
design, specifically in the nature and practice of
American local politics and administration, and
the theory and practice of ecologically sound civil
engineering and planning. We do not require any
specific background, although students will fmd
it helpful to have solid experience and skill in at
least one of the following: expository writing,
community studies, graphic communication or
ecological design.

Credit awarded in philosophy of science, history
of science, introduction to physical science,
introduction to mathematics and quantitative
reasoning, and expository writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and the sciences.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

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

Fall quarter will be organized around lectures
andworkshops on politics, administration,
planningand engineering topics, case studies,
andseminars on American society and culture,
environmentalaffairs and human values. We
willalso lay the groundwork for winter quarter
involvementin real-world public works projects
innearby communities. These projects will be
amajor component of winter quarter, alongside
continuedbackground development in democracy
anddesign and seminars.
Creditawarded in writing, quantitative reasoning,
politicalscience, public and nonprofit administration,public works administration, community
studies,civil engineering, environmental planning
anddesign, and public policy.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin public and nonprofit administration,
publicworks administration, community studies,
civilengineering, environmental planning and
design,public policy and city, county and regional
planning.
Thisprogram is also listed under Programs for
Freshmen;Environmental Studies; and Society,
Politics,Behavior and Change.
1-

Student Originated Software:
Designing and Implementing
Real-World Systems
Fall, Winter and Spring quarters
Faculty: Judith Bayard Cushing, Sheryl Shulman
Enrollment: 50
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Expertise in (I) computer science,
as evidenced by completion of the Data to
Information program or the equivalent, or (2)
the arts or sciences with demonstrated expertise
in computer applications. A successful applicant
from the arts or sciences will have one year of
upper-division work in their area of expertise,
introductory programming and expert-level
expertise in one application program from their
domain, and a software project proposal for their
domain.
Faculty Signature: To demonstrate prerequisites,
students must complete a questionnaire and
(if requested) an interview with faculty. The
questionnaire will be available after May 2, 2005,
from Judith Cushing, judyc@evergreen.edu, or
Sheryl Shulman, sherri@evergreen.edu, and from
the Academic Advising Office (360) 867-6312.
Questionnaires received by May 13,2005, will be
given priority. Qualified students will be accepted
until the program fills.
Internship Possibilities: Only if in conjunction with
the software project, or for 4 credits in spring
quarter with faculty approval.

Domains of successful past projects include the
sciences, music, visual arts, automobile tuning,
education, computer security, databases for small
businesses and local and state agencies. The program seminars will address the history and culture
of the software industry, writing verifiably correct
programs, programming languages, ergonomics
and human-machine interaction, and the psychology of computer programming and other topics as
relevant.
Credit awarded in computer science and software
engineering: object-oriented analysis, design and
programming*; relational databases*; distributed
computing*; software tools· and other topics
based on areas of student work·.
Total: 8 or 16 credits fall and winter quarters; 4, 8
or 16 credits spring quarter. The 8-credit option
is for part-time students only; spring quarter
4-credit option is for students who are only doing
the internship.
Program is preparatory for careers and future
study in computer science and software
engineering or technology use and development
in an application area.

Critical problems with software systems remain
despite the best efforts of many very smart people
over the last 50 years to resolve or avoid them.
Software is often late, over budget, socially
irresponsible, unable to perform according to
user needs, or some combination of these. The
"software engineering" problem is not just a
matter of science and technology, but a problem
of organization, psychology, group dynamics and
culture. In addition, considerable knowledge and
understanding of the relevant domain is required
to design and implement a successful system.
Student Originated Software is intended to
prepare students to face these problems.
This program gives students with advanced
programming skills, or some programming skills
and considerable domain expertise, the ability to
identify and carry out viable software projects.
Students will work in groups to identify a software project, prepare a feasibility study, identify
a client (or class of clients) and write software
specifications. They will conduct systems analysis
and design, implementation, product testing and
validation. They will write user documentation
and system maintenance plans, and (where
appropriate) conduct or plan system installation,
deployment and user training. Students will
evaluate their software project according to
technical, legal and social criteria.

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SOmeprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog.

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Undergraduate Research in
Scientific Inquiry
Fall, Winter and Spring quarters
Faculty: Clyde Barlow, Dharshi Bopegedera,
Andrew Brabban, Judith Bayard Cushing,
Jeff Kelly, Rob Knapp, Betty Kutter,
Stuart Matz, Donald Morisato, Nancy Murray,
Jim Neitzel, Neal Nelson, Paula Schofield,
Sheryl Shulman, Rebecca Sunderman, E. J. Zita
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Negotiated individually with faculty.
Faculty Signature: Students must contact
individual faculty to make arrangements.

A number of faculty in this planning group are
engaged in research projects that offer collaborative research opportunities for advanced students.
These provide an important aspect of advanced
work in the sciences that take advantage of faculty expertise, and 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.

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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
offree radicals. She would like to work with two
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. She would
like to work with two 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 with the geological properties of the land. Students who have
completed general chemistry with laboratory can
carry out this project. (3) Science and education.
She would like to work with two 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 that generally
improve the quality of life for society. Current
student projects include technologies to produce
pharmaceutical synthons, reduce the incidence
of E. coli 0157:H7 in the human food chain (in
collaboration with Betty Kutter and Dr. Callaway,
TexasA&M University) and the role of DNA as
an environmental pollutant (in collaboration with
LOTT sewage treatment plant). Students will use
the techniques of 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 who are strongly motivated
to explore new computing paradigms, such
as object-oriented systems and multiplatform
computing.

Rob Knapp studies thermal and electric
energy flows in buildings, as a contribution to
ecologically conscious design of homes and
workplaces. A National Science Foundation grant
has provided instrumentation to measure heat
loss, air flows, solar gains and related aspects of
conventional and alternative buildings, by which
to compare different approaches to energy conservation and renewable resource use. Students with
backgrounds in physics, electronics or computer
modeling can help with these explorations.

Betty Kutter (molecular biology) and Jim
Neitzel (biochemistry) study Bacteriophage
T4, which has been a key model organism in
molecular genetics for more than 50 years. Its
infection of E. coli leads to rapid cessation of host
DNA, RNA and protein synthesis. These faculty
members are working to clone and over-express
the many host-lethal genes that purify and
characterize their protein products. Their intent is
to 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.

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.

Paula Schofield (polymer chemistry, organic
chemistry) is interested in the fields of'biodegradable and biomedical polymers. Efforts to use
biodegradable materials have been initiated
to reduce the environmental impact of plastic
wastes. Several of these biodegradable materials
are polyesters, and they have attracted much
industrial attention as "green thermoplastics."
Biomedical polymers are widely used as replacements for heart valves, tissue, hip joints and
blood vessels. Polyurethanes show potential as
replacements for small-diameter blood vessels,
particularly required by patients suffering from
vascular disease resulting from complications
of diabetes. Suitable replacement vessels could
prevent the thousands of amputations performed
each year in the United States.
Today, research and development on biodegradable and biomedical polymers are expanding in
both polymer and biological sciences. Students
with a background in organic chemistry and biology will gain experience in the preparation and
characterization of suitable polymers, and in biological procedures used to monitor biodegradation
and biocompatability. Techniques students will
use include SEM, DSC, GPC, FTIR, FTNMR and
enzyme isolation and purification.

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Stuart 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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RebeccaSunderman (inorganic/materials
chemistryand physical chemistry) is interested in
thesynthesis and property characterization of new
bismuth-containingmaterials. The 6s2 electrons
ofBi" are commonly referred to as the lone pair
electrons.Hybridization of the 6s and 6p orbitals,
andthe resulting lone pair electron, yields some
veryinteresting stereochemistry and stericrelatedproperties. Ferroelectric and ferroelastic
bismuthmaterials have been identified. Many
bismuthoxides are good oxygen ion conductors.
Bismuth-containing compounds have also been
characterizedas electronic conductors, attractive
activatorsfor luminescent materials, second
harmonicgenerators and oxidation catalysts for
severalorganic compounds. Traditional solidstatesynthesis methods will be utilized to prepare
newcomplex bismuth oxides. Once synthesized,
powderx-ray diffraction patterns will be obtained
andmaterial properties such as conductivity,
meltingpoint, biocidal tendency, coherent light
productionand magnetic behavior will be examinedwhen appropriate.
E. J. Zita (physics) studies the Sun and other
magnetized plasmas. Why does the Sun shine
morebrightly when it is more magnetically
active?Solar weather affects Earth in rapid bursts
ofenergy and in slower climate changes. Why
doesn't the Sun's atmosphere cool down with
increasingdistance from its heat source? This
mystery,and many others, may be explained
byinvestigating the magnetic dynamics of the
Sun.Students can study plasma physics, solar
physics and magnetohydrodynamics with Zita's
research team. They can use simple optical and
radiotelescopes and a Sunspotter to observe the
Sunfrom Olympia, Wash. They can analyze data
fromsatellites and supercomputers, shared by
colleagues in Boulder, Colo., and Oslo, Norway.
Strongresearch students may be invited to join
oursummer work in Olympia and/or Boulder.
Prerequisite: the Matter and Motion program or
theequivalent.
Credit awarded in areas of student work, e.g.,
labbiology· and chemistry", computer science",
health sciences", teaching and environmental
sciences", physics· and astronomy",

BEGINNING WINTER QUARTER

Physics of Astronomy
Winter and Spring quarters
Faculty: E. J. Zita
Enrollment: 25
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: Strong skills in precalculus are
required (see http://academic.evergreen.edu/z/
zita/home.htm for details); no physics or calculus
prerequisite. Special Expenses: Expensive
textbooks, more than $500, must be purchased
before winter quarter begins; good binoculars and
subscriptions to three journals.
Internship Possibilities: With faculty approval.

Physics of Astronomy is a mathematical physics
program in beginning to advanced calculus-based
physics. How do fundamental principles of
physics enable scientists to discover the genesis,
structure and evolution of the universe? What
does physics tell us about the past, present and
future of our Sun and beyond?
From the realm of our immediate senses (classical physics) to the very small (quantum mechanics) to the vast (astrophysics and cosmology),
this program will study fundamental concepts in
classical and modem physics, with astronomy,
astrophysics and cosmology as central areas of
inquiry. Key themes will include scientific model
making, conservation laws and symmetries. We
will emphasize understanding the nature and
formal structure of quantitative physical theories.
We will focus on the unifying concepts and
common mathematical structures that organize
diverse physical theories into a coherent body of
knowledge. We will study current models of the
universe, including the role of electromagnetism
and classical and quantum mechanics in understanding stars, galaxies and black holes. We will
examine such questions as: What is energy and
how is it related to mass, space and time? How do
we know that stars use fusion to produce energy?
Are we learning about pre-existing objective facts
(truth), or do our experimental results depend on
our theories? One goal is to learn to ask increasingly sophisticated questions about "nature"
and "reality."

Physics of Astronomy offers an introduction to
university-level physics and calculus. It replaces
the usual sophomore physics and calculus program, Matter and Motion, not offered this year.
This program is necessarily mathematical.
Calculus will be learned in the context of its use
in physics. More advanced students will learn
multivariable calculus, vector calculus, differential equations and possibly linear algebra. 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 will include astrophysics, classical
mechanics, quantum mechanics, electromagnetism, thermodynamics and modem physics.
Program activities will include lectures, seminars, lab-based workshops and problem solving
workshops. Students will explore questions more
deeply with research projects and will augment
their book learning with structured peer instruction in the classroom. Integrated seminars on
new developments in physics, history, literature,
philosophy and/or cultural studies of science will
stimulate ongoing consideration of the contexts
and meanings of science knowledge systems
and practices. Students will subscribe to three
joumals-Sky and Telescope, Science News and
Physics Today. These journals will be used in
weekly discussions and in student presentations
about recent developments in astronomy and
modem physics. We will use our eyes, binoculars
and telescopes to examine the Sun and the night
sky-so we'll need to meet at night a few times
each quarter.
This program will be a rigorous and demanding course of study. Students will need to devote
a minimum of 50 hours per week (including class
time) to their academic work.
Credit awarded in physics·, astronomy*,
mathematics", numerical methods" and/or the
philosophy, history and cultural studies of science.
Upper-division credit is possible for more than half
of the total credits depending on performance.

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Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in astronomy, physics, engineering, applied
mathematics and other physical sciences.

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Total:4 to 16 credits each quarter. Students will
negotiate credit with the faculty sponsor.

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Asimilar program is expected to be offered in
2006-07.

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

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

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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.

~ OfFERINGS

Science Seminar
Winter and Spring quarters
Faculty: E. J. Zita
Enrollment: 20
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: Good writing skills.

Each quarter, we will read, discuss and write
about diverse topics in physics, astronomy,
mathematics and related areas. We assume no
background in mathematics or physics. 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: What are the
newest ideas in physics and astronomy? How is
knowledge created or discovered? How can new
ideas develop into testable theories? How does
scientific understanding change? Past topics have
included string theory, relativity, chaos, quantum
mechanics, infinity and cosmology. Readings and
themes vary each quarter. Details are available
online at http://192.211.16.13/zJzita/scisem.htm.
Our 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. Science Seminar students will work
with science students to discuss key points and
questions before each seminar. Students will earn
4 or 8 credits by participating in one or two seminars each week and completing short essays and
online assignments. Students are encouraged to
work with the Writing Center tutors and to attend
occasional writing workshops.

BEGINNING SPRING QUARTER

Algebra to Algorithms:
An Introduction to Mathematics
for Science and Computing
Spring quarter
Faculty: TBA
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra proficiency.

Thinking Straight
Spring quarter
Faculty: David Paulsen
Enrollment: 23
Class Standing: This all-level program accepts
up to 50 percent freshmen; it offers appropriate
support for freshmen as well as supporting and
encouraging those ready for advanced work.

Do you want to work on improving your critical
reasoning skills? This program will focus on
techniques for 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
several domains, which may include science,
statistics, ethics, economics and history. We will
apply critical reasoning techniques to a number
of contemporary, contentious issues found in a
variety of texts, including full books, 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 specific
domains. Students will be expected to gather both
quantitative and qualitative material and make
frequent presentations that clarify and assess the
reasoning underlying important current issues.

Western science relies on mathematics as a
powerful language for expressing the character of
the observed world. Mathematical models allow
predictions (more or less) of complex natural
systems, and modem computing has magnified
the power of those models and helped shape new
models that increasingly influence 21st-century
decisions. Computer science relies on mathematics for its culture and language of problem
solving, and also enables the construction of
mathematical models. In fact, computer science is
the constructive branch of mathematics.
This program will explore connections among
mathematics, computer science and the natural
sciences, and will develop mathematical abstractions and the skills needed to express, analyze
and solve problems arising in the sciences,
particularly in computer science. The program
is intended for students who want to gain a
Credit awarded in informal logic and introduction
fundamental understanding of mathematics and
to statistical reasoning, as well as possible credits
computing before leaving college or pursuing
further work in the sciences. The emphasis will be in introduction to philosophy of science, lntroduction to ethics, introduction to economic reasoning
on fluency in mathematical thinking and expresand introduction to reasoning in history.
sion, along with reflections on mathematics and
Total:
16 credits.
society. Topics will include concepts of algebra,
Program
is preparatory for careers and future
Credit awarded in the history and/or philosophy of functions, algorithms, programming and, dependstudies
in
philosophy, science, the social sciences
science and/or math.
ing on interest, calculus, logic or geometry.
and law.
All topics will include relevant historical and
Total: 4 or 8 credits each quarter.
This program is also listed under Programs for
philosophical readings.
Program is preparatory for careers and future
studies in the sciences, mathematics, physics, and
the history and philosophy of science.

Credit awarded in algebra, geometry,
mathematical modeling, programming,
and the history and philosophy of mathematics.

Freshmen and Society, Politics, Behavior
and Change.

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A similar program is expected to be offered in
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Students who register for a program
but do not attend the first class
meeting may be dropped.
*Indicates upper-division credit

SOCIETY, POLITICS, BEHAVIOR AND CHANGE
At Evergreen, the Society, Politics, Behavior and Change planning unit 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
affectthe experiences and opportunities of the individuals and groups within.
Politics: Many of our programs consider how societies and governments are organized to allow
collectivedecision-making. Our study of politics focuses on political economy and the interplay of
politicsand economics, with an emphasis on the international political economy its implications for
race,gender and class in U.S. society.
Behavior: Many of our programs study the social, psychological and biological forces that influencehuman health and behavior. Our faculty have particular strengths in the areas of cognitive, clinicaland 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
examplesof successful social change and ongoing struggles to improve society, and to consider positivealternatives for the future.

Affiliated Faculty:
Don Bantz
Peter G. Bohmer
Priscilla V. Bowerman
William Bruner
Scott Coleman
Stephanie Coontz
Elizabeth Diffendal
Peter Dorman
John Robert Filmer
Teresa L. Ford
George Freeman, Jr.
Laurance R. Geri
Jorge Gilbert
Angela Gilliam
Jeanne E. Hahn
Ryo Imamura
Gail Johnson
HeesoonJun
Cynthia Kennedy
Mukti Khanna
Janice Kido
Cheryl Simrell King
Glenn Landram
Gerald Lassen
Daniel B. Leahy
Carrie M. Margolin
Lawrence J. Mosqueda
Alan Nasser

~

Our management programs study the role of organizations in society, and the ways in which varioustypes 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 they 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.

Dean Olson
ToskaOlson

Society, Politics,
Behavior and Change
Sarah Pedersen
Yvonne Peterson
Zahid Shariff
Linda Moon Stumpff
Masao Sugiyama
Michael Vavrus
Sherry L. Walton
Sonja Wiedenhaupt
Tony Zaragoza

T

m'FERINGS

BEGINNL'IG

I;','\.LL QUARTER

(

A central feature of the debate about globaliza- Arendt and Camus
tion is how "free trade" principles and practices
Fall and Winter quarters
are affecting the environment, public health and
Faculty: Pris Bowerman
Fall and Winter quarters
Enrollment: 25
community
life.
We
will
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the
growing
Faculty: Steve Niva, Peter Bohmer, Lin Nelson
Class Standing: Juniors or seniors; transfer
literature and many organizations and voices that
Enrollment: 75
students welcome.
are depicting a range of effects, from the impact
Class Standing: Sophomores or above; transfer
Prerequisites: Academic experience in closely
students welcome.
on worker health in relocated and unregulated
reading and carefully developing analytical
At the beginning of the 21st century, a great
industries to the broad changes in local food
arguments is required. Knowledge of Western
number of global and national elite, intellectuals
systems. Workers, farmers and consumers provide political philosophy and/or Western history,
and international fmancial institutions, such as
vantage points on how things are changing in
particularly of the 20th century, is recommended.
the World Trade Organization, International
communities around the globe, and they offer
Albert Camus was born and raised in Algeria
Monetary Fund and World Bank, claim that there
ideas and experiments in resisting unregulated
and maintained a strong identification with his
are no alternatives to capitalist globalization.
global production and trade. Environmental advo- homeland throughout his adult life in a France
They claim that the world must be restructured
cates offer frameworks for critically examining
that continued to maintain strong colonial control
according to "free market" and "free trade"
how globalization affects regional ecosystems,
over Algeria. Hannah Arendt was a Jewish emigre
principles that open up countries to the products,
environmental health and natural resources. We
to the United States from Hitler's Germany. Both
services and investment of multinational corpora- will examine how environmental and public
were prominent 20th-century intellectuals who
tions; reduce social relations to commercial
health concerns connect with broad social justice
wrote extensively on the political events of their
transactions; and impose Western development
movements and alternative visions. We will do
day. Both also took part in those events directly:
models on diverse cultures.
this in part through studying conditions and alter- Camus edited the underground paper Resistance
In this program, we will study diverse social
natives around selected products and production
in France during World War II; in the 1930s
movements, organizations and thinkers who are
activities, such as the current debate about the
Arendt worked for relocation programs in Europe
offering alternative visions for organizing global
production, distribution and disposal of computto help all those persecuted by the Nazi regime
society and meeting human needs. Many of these ers. Throughout our analysis, we will pay special
to exit German lands, and, after the war, she led
alternative visions have developed within the
attention to the conditions facing women in their
a major endeavor to recover properties stolen
emerging global justice movement, and many
changing roles in the global system of production by the Nazis. Camus's written legacy includes
draw upon historical precedents and various tradi- and consumption. Women's social justice visions
novels, plays, essays and notebooks. Arendt wrote
tions of resistance. Still others have been influfor strengthening community life and self-deterphilosophic essays and had an extensive corenced by socialist, anarchist, ecological, feminist
mination will help guide our work.
respondence, which is now being published.
or Southern perspectives. We will explore these
Students will be encouraged to explore related
Perhaps for both, their "displaced" adult lives
and other alternatives to capitalist globalization
issues in their own communities through interncontributed to their idiosyncratic and iconoclastic
that have developed around the world. We will
ships, organizing and projects, in order to deepen
views on politics and government; on war,
also examine selected case studies of attempts
their understanding of the relationship between
personal responsibility and political resistance;
to create alternative social systems. These range
theory and practice. Students will be evaluated
and on justice. Neither can be easily identified
from small-scale intentional communities,
on their ability to address and critically examine
by a particular political or philosophic leaning:
cooperatives and permaculture communities to
historical and contemporary issues in relation to
Camus denied that he was, as so many thought,
contemporary movements such as the Brazilian
political, social and economic theory and practice. an existentialist, and few dared put any label on
MST (landless peasant movement) and European
A strong emphasis will be placed on developing
Arendt.
autonomous movements to larger-scale cases such skills in critical thinking, reading, writing and
Because they resist labels, each shatters readas Swedish social democracy, Cuban socialism,
public speaking. We welcome students with a
ers' conventional views of the world, be they
the Indian state ofKerala and Argentina's barter
social science background, but invite all students
liberal, conservative or radical, and each invites
and trading networks. This program will critically interested in our work to
us to reconsider our own experiences and decianalyze the strengths and weaknesses of each
join us.
sions about how to live.
alternative, and students will formulate their
Credit awarded in political economy, the theory
We will study their work in depth, paying
and practice of social movements, comparative
own views on the possibility and desirability of
particular attention to their views of war and
social systems, globalization studies, gender
developing new visions of a global society.
the political and personal responsibility to resist
studies, environmental studies and political
war and injustice, as well as to their views of
theory.
the human condition as it appeared in the 20th
Total: 16 credits each quarter.
century and what it promised for the future. The
Program is preparatory for careers and future
mix of literary and philosophic writing will add
studies in graduate school in the social sciences,
variety to the readings, and will be accompanied
working for international nonprofit/nongovernby films and secondary works on their lives and
mental organizations, organizing, environmental
and social justice advocacy and public interest law. times that will provide both background and
context for understanding their views and for
This program is also listed under Culture, Text
developing our own thoughts on our political and
and Language and Environmental Studies.
personal responsibilities to act in today's world.

Alternatives to
Capitalist Globalization

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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.

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Close, attentive reading and critical analytical
thought will be required, as well as a commitment
toserious intellectual seminars focused on the
texts.Writing assignments will include analytical
essayson Camus's and Arendt's arguments and
equally analytical arguments by each student
defending their personal views of responsibility
andjustice.
Some of the books we will read are: by
Camus,(novels) The Stranger, The Fall and The
Plague;(essays) The Myth of Sisyphus, The Rebel
andResistance, Rebellion and Death; (plays)
Caligulaand State of Siege; by Arendt, The
HumanCondition, Responsibility and Judgment,
Eichmann in Jerusalem, The Origins of
Totalitarianism, On Violence and On Revolution.
Creditawarded in the political philosophy of
HannahArendt, the literature and philosophy
ofAlbert Camus, ethics, and World War II: the
Europeanexperience.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin politics, philosophy, literature, history,
government, law and social service.

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

Borders of Identity:
Forging a Critical Practice
of Solidarity
Fall, Winter and Spring quarters
Faculty: Anne Fischel, Therese Saliba,
Angela Gilliam
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $200 for videol
installation costs.
Internship Possibilities: Spring quarter with
faculty approval.

The post-9/11 climate reinforced polarities in
U.S. nationalist discourse, stressing oppositions
between "civilization" and "barbarism," freedom
and tyranny, "us" and "them." Individual markers
of identity, like "Muslim" and "immigrant,"
have become social categories upon which U.S.
domestic and foreign policy hinge. They situate
groups and communities, marking out areas of
significant, and seemingly incompatible, differences.
By contrast, this program will examine the
borderlands where identities of nation, race,
ethnicity, religion, class and gender are challenged and converge. We will focus on identities
as being interdependent and intercommunal by
pursuing the following questions: What are the
master narratives shaping U.S. identity? How do
we understand our personal and collective identities in relation to others? How are our stories and
experiences of self, home and nation part of the
narratives we share with those whose power and
privilege differ from ours? How do we engage in
critical solidarity with those we learned to see as
"other" and "outside"?
We will explore how "American" identities are
positioned within structures of power, privilege
or marginality. Starting with our personal experiences of identity, we will examine how narratives
of identity have been constructed and deployed,
in our lives and in public discourse, to reinforce
notions of separateness and community.
We will develop case studies drawn from
national and intemational contexts. Nationally,
we will look at debates over immigration, "race"
and "whiteness," labor, and Islam--especially
as they relate to African American, Arab, Latino
and Jewish communities. Internationally, we will
examine the Israeli-Palestinian conflict through
the lenses of collective memory and constructions
of Jewish and Arab identity, historically as well as
in the present. We will examine how relationships
to power and suffering, privilege and victimization are used to construct political policies and
narratives of nationhood in the Middle East.

Our exploration of the Israeli-Palestinian
conflict is driven by what Jewish theologian Marc
Ellis calls "the struggle for an interdependent
empowerment." We will look to social movements in IsraellPalestine and the United States
that are modeling solidarity and the narration of
a shared identity and history. We will investigate
the historical interrelations among Blacks, Jews
and Arabs, including the experiences of African
and Arab Jews in Israel, and the ways in which
the Palestinian question and Islam have influenced Black-Jewish and Black-Arab relations
in the United States, both before and after 9/11.
Wherever possible, we will collaborate with community organizations that can help our work.
In spring, students can develop programrelated projects or participate in up to 20 hours of
community internship. We will examine further
the impact ofIslam as a longstanding counternarrative, both in the Nation ofIslam and more
recently in Hip Hop culture, as well as the post9/11 phenomenon of an Islamic internationalism
in political and popular culture.
Media literacy and image-making will be
emphasized in this program. We will analyze
mass media representations, including films and
news. We will also pay close attention to experimental, activist and community-based media by
creating new representations of personal/collective identity. Finally, we will create with text and
image, using video, installation art, oral history
and storytelling/performance, to share our learning about identity and representation and move
toward the construction of shared narratives of
personhood, community and nation.
Our texts will be drawn from film, literature,
social theory and history. Our modes of analysis
will be taken from cultural studies, discourse
analysis and the politics of media representation. Our goals are to move beyond identity
politics, break down narratives of exclusion and
supremacy, and work toward a critical practice
of solidarity with those we have identified as
"other."
Credit awarded in cultural studies, media studies,
video, Middle East studies, African American
studies, installation art and U.S. history.
Total: 12 or 16 credits each quarter. The 12-credit
option is available for students who are also
enrolled in 4 credits of language study. Freshmen
must enroll for 16 credits during fall quarter.
Program is preparatory for careers and future
studies in media, education, conflict resolution,
community organizing, international studies and
immigrant advocacy.
This program is also listed under Programs for
Freshmen; Culture, Text and Language; and
Expressive Arts.

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Buddhist Psychotherapy
Fall quarter
Faculty: Ryo Imamura
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

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Western psychology has so far failed to provide
us with a satisfactory understanding of the full
range of human experience. It has largely overlooked the core of human understanding-our
everyday mind, our immediate awareness of
being, with all of the complexity and sensitive
attunement we feel to the vast network of
interconnectedness with the universe around
us. Instead, it has chosen to analyze the mind
as though it were an object independent of the
analyzer, consisting of hypothetical structures and
mechanisms that cannot be directly experienced.
Western psychology's neglect of the living
mind-both in its everyday dynamics and its
larger possibilities-has led to a tremendous
upsurge of interest in the ancient wisdom of
Buddhism, which does not divorce the study of
psychology from the concern with wisdom and
human liberation.
In direct contrast to this approach, Buddhism
shuns any impersonal attempt to objectify human
life from the viewpoint of an external observer.
Instead, it studies consciousness as a living reality
that shapes individual and collective perception
and action. The primary tool for directly exploring the mind is meditation or mindfulness, an
experiential process in which we become attentive participants-observers in the unfolding of
moment-to-moment consciousness.
In this program, we will investigate the study
of mind that has developed within the Buddhist
tradition through lectures, readings, videos,
workshops and field trips. In doing so, we will
take special care to avoid the common pitfall of
most Western interpretations of Buddhism-the
attempt to fit Buddhist ideas and practices into
unexarnined Western assumptions and traditional
intellectual categories. Lastly, we will address
how the encounter between Buddhism and
Western culture could have important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole
range of human experience and life concerns.

Business and Society:
Put Your Money Where
Your Mouth Is
Fall and Winter quarters
Faculty: Cynthia Kennedy, Glenn Landram
Enrollment: 50
Class Standing: Juniors or seniors; transfer
students welcome.
Special Expenses: $75 each quarter for overnight
field trips.

This program is shaped by the belief that liberal
arts graduates bring a special kind of talent to the
study and practice of business management. They
are "big picture" thinkers skilled at framing the
larger issues that often drive thinking in public
and private organizations. Liberal arts graduates,
and Evergreen graduates in particular, learn how
to use collaborative processes that enable them
to span and build upon differences in theory and
application. They do this by becoming strong
critical thinkers and active listeners, by reasoning
about ethical principles and moral outcomes, by
understanding their own abilities as leaders, and
by communicating their ideas clearly in both written and oral formats.
In this program, students will learn about
leadership, finance, organizational behavior, marketing and other disciplines in order to recognize
when expertise in these disciplines is needed; how
to get this expertise; and how to know when not
to devote the bulk of their educational resources
to any given area of specialized training. Students
will develop specialized skill to integrate all the
elements of business management into a comprehensive understanding oftoday's organizations
that will be competitively successful and ethically
consistent with their sense of what is right, just
and fair.
Credit awarded in leadership, business and
economics, organizational behavior, business
ethics, managerial skills-development,
communications and small business management.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in public administration, nonprofit
organizational management and business
management.

Language and Law
Fall and Winter quarters
Faculty: Susan Fiksdal, Jose Gomez
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.

The language oflaw plays a large role in our
everyday lives. This is true not only in the
courtroom when we are called for jury duty, in
the law books that report court decisions, and
in legal documents such as wills or mortgage
contracts, but also in our daily routine and
behavior. For example, we agree to certain rules
of the road when we drive to and from work. We
undertake numerous law-based transactions, from
buying goods with a credit card to downloading
software. We subscribe to a code of conduct that
can carry severe criminal or civil sanctions if we
breach it.
Despite this ubiquitous presence of the law,
we frequently are unable to understand the
ordinances, statutes, court opinions and legal
documents that affect us. We look to the newspapers to interpret the latest court rulings. We hire
lawyers to see us through the legal thicket, where
one linguistic misstep can nullify an important
document or further complicate our lives. Indeed,
massive law dictionaries that defme legal terms
suggest that legalese is a lingua in itself.
To gain an understanding of the relationship
of law to language, we will study sociolinguistic
principles, particularly linguistic variations such
as ebonies, code-switching, conversational style
and rhetorical devices such as metaphors. Some
of the case studies we will examine will focus
directly on linguistic issues such as bilingualism
in the schools, Lau v. Nichols and the Official
English movement.
Throughout the two quarters, we will study the
many controversies over the use of language that
have required legal intervention to resolve. For
this, we will focus on the First Amendment right
to free speech as we also explore freedom of
the use of language from a sociolinguistic point
of view. For example, we will consider court
testimony to discover the ways in which people
express power, solidarity and identity within the
strict guidelines of legal settings and legal briefs.

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Credit awarded in Buddhism, Asian psychology,
Asian American studies and Engaged Buddhism.
Total: 16 credits.
Program is preparatory for careers and future
studies in psychology, Asian studies, religious
studies, counseling, Asian American studies and
social work.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

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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By winter quarter, we will be able to put our
newlyacquired knowledge into practice. Working
inlegal teams, students will develop appellate
briefson real free-speech cases and will present
01111 arguments before the "Evergreen Supreme
Court."Students will also rotate as justices to
readtheir peers' appellate briefs, to hear argumentsand to render decisions.
Creditawarded in sociolinguistics, constitutional
law:freedom of speech, critical legal reasoning,
legalresearch and writing and appellate advocacy.
Total:16 credits each quarter.
Programis preparatory for careers and future
studiesin linguistics, languages, social science, law
andteaching.

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Looking Backward:
America in the 20th Century
Fall, Winter and Spring quarters
Faculty: David Hitchens, Jerry Lassen
Enrollment: 46
Class Standing: This all-level program accepts
up to 50 percent freshmen; it offers appropriate
support for freshmen as well as supporting and
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, 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 spawned the
central phenomenon of "the mass." Mass culture,
mass media, mass action, mass destruction and
amassed fortunes-all are significant elements
of life in the United States, especially after the
national participation in World War I.
Looking Backward will be a retrospective,
close study of the origins, development, expansion and elaboration of "the mass" phenomena
and will place those aspects of national life
against our heritage to determine if the growth
of the nation in the last century was a new thing
or the logical continuation oflong-standing,
familiar impulses and forces in American life.
While exploring these issues, we will use history,
economics, sociology, literature, popular culture
and the tools of statistics to help us understand
the nation and its place in the century. At the same
time, students will be challenged to understand
their place in the scope of national affairs; to read
closely; to write with effective insight; and to
develop appropriate research projects to refme
their skills and contribute to the collective enrichment of the program. There will be a programwide symposium at the end of each quarter. Each
symposium will provide a means of rounding
out each term's 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,
and American literature.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the humanities and social science areas
of inquiry, law, journalism, history, economics,
sociology,literature, popular culture, cultural
anthropology and teaching.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

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

Making Change Happen
Fall, Winter and Spring quarters
Faculty: George Freeman,
Marcella Benson.Quaziena
Enrollment: 25 maximum for each credit option.
Class Standing: Sophomores or above; transfer
students welcome.
Special Expenses: Approximately $55 each
quarter for retreat expenses.
Internship Possibilities: Spring quarter
opportunity at the Highlander Research and
Education Center in Tennessee.

It logically follows that, in today s multicultural
world, the truly reliable path to coexistence, to
peaceful coexistence and creative cooperation,
must start from what is at the root of all cultures
and what lies infinitely deeper in human hearts
and minds than political opinion, convictions,
antipathies, or sympathies-it must be rooted in
self-transcendence.
=-Vaclav Havel, 1990
We often think of institutions, such as marriage, the church or education, as unchanging
with regard to their foundational elements. In
reality, such institutions and organizations are
always in flux, responding to environmental and
personal demands. Such challenges are the mark
of American democracy and, historically, our
institutions have moved toward the benefit of
the populace for the greater good. Institutional
change does occur, but how does it happen? How
do we move institutions and organizations toward
greater inclusivity, equity and social justice?
The guiding questions of this program are
framed in terms of democracy, social justice, welfare, civil rights, and personal transformation and
transcendence. We will explore how we engage
institutions and organizations in transformation,
what kind of effective change strategies allow
for both personal and institutional paradigmatic
shifts, and how we become the leaders of the process. We will examine the psychology of change,
what role transcendence plays in our ways of
thinking about change, and how equity and justice
are served. This program will explore these
questions within the context of systems theory,
multicultural and anti-oppression frameworks,
leadership development and the civil rights
movement.
Credit awarded in psychology, social psychology,
history, human development, organizational
development and management, and leadership
development.
Total: a or 16 credits each quarter. The a·credit
option comprises weekend classes that both
faculty teach; the 16·credit option combines the
weekend classes with an additional a credits of
study on weekdays with George Freeman.
Program is preparatory for careers and future
studies in psychology, social and cultural history,
organizational development and leadership.

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Memories, Dreams, Beliefs:
Personal and Cultural Explorations
of the Dynamic Psyche
Fall, Winter and Spring quarters
Faculty: Heesoon Jun, Doranne
Don Middendorf
Enrollment:

Crable,

69

Class Standing: Juniors or seniors; transfer students
welcome. Prio.rity will be given to st~dents who
plan to enroll In all three quarters, since the work
done during fall and winter will be the foundation
for independent work in spring.

This is a rigorous, full-time program. Students
will be expected to work 50 hours each week
(including class time). Activities will include
lectures, seminar discussions, workshops, film
critiques and lectures or presentations by guest
speakers or artists. Students are expected to attend
all program activities, to be on time and to be
fully prepared to participate in seminar discussions. They will work in small groups complete
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papers, take exams and grve presentattons to the
clas~. They should .b~p~epar~dto explore chalSpecial Expenses: $75 for program supplies.
le~gmg and unfamiliar Ideas m a cooperative and
In this interdisciplinary program, we will focus on friendly manner.
personal and cultural explorations of the dynamic Credit awarded in psychology of dreams, neural
psyche. We'll explore consciousness by examining basis of beh~vior, cognitive psychology, cultu~e and
personal belief systems, dreams and memories.
~elf, perception, depth psychology, cemparattve
One of our goals will be to understand the relation- literature (poetry and prose fiction), comparative
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Another goal will be to collaboratively and
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mythology and fundamentals
and practice.

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Program is preparatory for careers and future
studies in graduate work in clinical psychology,
counseling psychology, social services, movement
therapy, comparative literature, mythology and
philosophy.

We ~Ill explore the intncate and complex
dynarmcs of our personal and cultural psyche by
examhin?in the g~ollow~g questions: What is the
This program is also listed under Expressive
psyc e. Wh
at ISconsciousness? What are their
properties and dynamics? What influence do our
memories, dreams and beliefs have on our consciousness? Is our personal consciousness influenced by cultural consciousness, or vice versa? Are
there different types of consciousness? What are
the relationships among the conscious psyche, the
unconscious and personal beliefs in constructing
our sense of self? How do our beliefs structure our
experience individually and en masse?
During fall quarter, we'll build a foundation for
our yearlong study by examining theoretical and
historical perspectives of memories, dreams and
belief systems and their relationships to conscious
and unconscious mental processes. These topics
will also be examined from a research perspective.
Our texts will include Jung's autobiography,
Memories, Dreams, Reflections, and Van de
Castle's Our Dreaming Mind. During winter
quarter, we will use this study as a foundation for
a more in-depth analysis and interpretation of our
personal and cultural memories, dreams and beliefs
and their relationship to emotions. We will study
poetry and prose fiction, comparative mythology
and belief systems, and mindfulness teachings. In
spring quarter, students will choose a faculty with
whom to work extensively on more in-depth studies or on integrating material from fall and winter
quarters. Possible areas of exploration in spring
quarter include physiology and psychology of
dreams, culture and construction of self, memories
and psychological disorders, beliefs and empowerment, Progoff in-depth journal work, drawing from
the inner and outer landscape, meditation theory
and practice, poetry and prose fiction, and Laban
fundamentals of movement.
Some programs may be cancelled

Arts.

and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog.

Multicultural Counseling
Fall, Winter and Spring quarters
Faculty: Mukti Khanna
Enrollment: 25
Class Standing: Seniors; transfer students welcome.
Prerequisites: One year of study in an
interdisciplinary liberal arts program with some
background in issues of diversity and inclusiveness,
and one year of study covering general principles
in psychology. Transfer students are invited to
describe their background in psychology, cultural
studies and liberal arts education.
Faculty Signature: Students must submit an application, available by April 4, 2005, from the Program
Secretaries Office, Lab II 2250. Applications
received by the Academic Fair, May II, 2005,
will be given priority. Qualified students will be
accepted until the program fills.
Special Expenses: Approximately $70 for art
supplies.
Internship Possibilities: 15 hours a week required in
winter and spring quarters.

We will explore ways psychology can be of service
in an increasingly diverse society by addressing
the concepts of mental health, the mental health
system and psychological counseling that are
critical to the creation and maintenance of healthy
communities and a more just and peaceful world.
We will address theoretical and experiential aspects
of multicultural and transpersonal psychology in
a community context, and how psychology can
contribute to the current United Nations Decade
of Nonviolence. Students will learn social science
research in the context of the counseling practice.
Multimodal expressive arts laboratories based
on person-centered psychology will be explored
throughout the program.
As described by Natalie Rogers, "The combination of expressive arts-the integrated process of
using movement, visual art, music, journal writing
and drama-and person-centered listening are
powerful, creative ways to become aware of our
feelings about world events and to transform those
feelings into self-responsible action. The expressive
arts bring us into balance by engaging our imagina
tion, intuition and spiritual capacities. As we gain
an internal sense of peace, our way of being in the
world shifts, bringing inspiration and wisdom to
others." No previous art or movement experience is
required. Students need to be willing to work with
psychological theory and self-knowledge through
expressive arts, co-counseling and cultural identity
work.
Credit awarded in counseling
theory, abnormal psychology,
therapies, methods of inquiry,
communication,
multicultural
and internship.
Total:

16 credits

A similar program
2006-07.

skills, personality
expressive arts
nonviolent
psychology

each quarter.
is expected

to be offered in

Program is preparatory for careers and future
studies in psychological counseling, clinical
psychology, expressive arts therapies, social work
and multicultural studies.

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Fall,Winter and Spring quarters
Faculty:John Filmer
Enrollment: 25
ClassStanding: Juniors or seniors; transfer
students welcome.
Prerequisites: Some quantitative background,
suchas economics, statistics, accounting or
business experience, where fluency with numbers
isneeded.
Faculty Signature: Faculty will assess student's
abilityto meet the prerequisites. To arrange an
interview, contact John Filmer, (360) 867·6159
orfilmerj@evergreen.edu.lnterviews
arranged
bythe Academic Fair, May II, 2005, will be given
priority. Qualified students will be accepted until
the program fills.
Internship Possibilities: Spring quarter with
faculty approval.

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In today world, the private sector is the dominant engine of growth-the principal creator of
value and managerial resources. If the private
sector does not deliver economic growth and
economic opportunity-equitable
and sustainable-around the world, then peace will remain
fragile and social justice a distant dream ... That
iswhy I call today for a new partnership amongst
governments, the private sector and the international community. -Kofi Annan, Secretary

General of the United Nations
This program is intended for students who wish
tolearn how the private sector, working in concertwith local governments, can fuel and sustain
healthy,self-reliant cornmunities. We will assess
long-term ecological, cultural and economic
sustainability as goals for society, and examine
theresources and structures required in attaining
thesegoals. Textbook defmitions of economics
suggestthat it is "the study of the allocation of
scarceresources which have alternative uses."
Tothe citizenry, it is about the quality of life and
howpeople seek to improve their standard of
livingthrough the creation of wealth.
We will examine U.S. rural and urban communitiesthat are economically, socially, and
environmentally thriving, as well as those that
areunable to sustain themselves. We will focus
oncontemporary policy issues in community
development, and on analysis of natural resources
andcommunity planning, as well as on other contemporary community development policy issues.
Theseinclude affordable housing, alternative
energy,effective community planning, and the
wayin which social and environmentally responsiblebusinesses drive the economy to make communitiesglobally competitive and sustainable. We
willreview government programs, including the
viabilityof an urban redevelopment model that
relieson small community development corporations;community services organizations; and

small- and medium-sized businesses that have
Philosophy, Society and
shaped the policies and practices of successful
Globalization:
community development. We will also examine
How We Got Where We Are
independent, community-generated programs
Fall and Winter quarters
such as public development authorities and public Faculty: Alan G. Nasser
ports. We will focus our attention on the question: Enrollment: 25
Why does sustainable development matter?
Class Standing: Juniors or seniors; transfer
Our program activities will include community, students welcome.
Prerequisites: Political economy and/or philosophy
economic development and team- building
is preferred but not required.
workshops. We will examine what sustainable
Faculty Signature: Students must submit all
community development is and how to use the
previous evaluations written by Evergreen faculty
tools that have proven successful in community
and/or transcripts and a sample of a recent anadevelopment. Book seminars emphasizing critical Iytical (nonfiction) writing to Alan Nasser at the
reading and effective presentation and community Academic Fair, May II, 2005. Students unable to
research studies will enhance our studies.
attend the fair may send transcripts and writing
"Sustainability" and "self-reliance" are emerg- samples to Alan Nasser, The Evergreen State
ing trends in defining community development, as College, Seminar II A·2117, Olympia, WA 98505.
a reflection of a community's sense (Res Publica) For more information call Alan Nasser, (360)
of what will preserve and protect the community's 867·6759. Applications received by May 11,2005,
will be given priority. Qualified students will be
uniqueness and vitality for future generations.
accepted until the program fills.
This concept is embraced in the connection
We will study the political-economic and
between healing and wholeness as described by
philosophical developments that set the stage for
Christopher Alexander, "a medium for creating
the global spread ofThatcherism and Reaganism.
strong good places to live which nurture citizenThese developments contributed to the present
ship and social and fiscal responsibility." Students
dominance of neoliberal globalization.
will study how job creation, service delivery and
We will study Hobbes, Locke, Adam Smith,
program implementation require a conduit by
John Stuart Mill, Rousseau and Marx, their place
which nongovernmental agencies, corporations
in the history of capitalism, and their notions of
and not-for-profit agencies can partner with
freedom, liberty, equality and the State.
municipalities for economic and community
This classical tradition was transformed over
development projects. Our study will also include
time by two world wars, the Great Depression,
socially and economically disadvantaged areas
a global American empire, a robust period of
and how they can be revitalized.
economic growth, the rejection of the welfare
Credit awarded in community development,
state and the current period of economic crisis
economic development, organizational
and permanent war. How did this come about?
leadership, marketing, business management,
Where might it go?
communications, project management and
We will scrutinize the workings of the
public relations.
International
Monetary Fund, the World Bank.,
Total: 8, 12 or 16 credits each quarter.
and the World Trade Organization, and their
Program is preparatory for careers and future
effect upon relations between the poor and rich
studies in business, public policy and government.
countries. We will conclude with an examination
of a working model of a democratic socialist
market economy.
This is a demanding, bookish and scholarly
program suited only to motivated, hard-working
students.
Credit awarded in philosophy, political economy,
political science and the history of philosophy.
Total: 16 credits each quarter.
A similar program is expected
2006-07.

to be offered in

Program is preparatory for careers and future
studies in philosophy, political science, political
economy, government service, teaching and
economics.

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

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Political Economy and Social
Change: From Colonization
to Globalization
Fall and Winter quarters
Faculty: Larry Mosqueda, Jeanne Hahn,
Tony Zaragoza
Enrollment: 75
Class Standing: Sophomores or above; transfer
students welcome.

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This program will examine the nature, development and concrete workings of modem capitalism, with the U.S. experience as a central focus.
We will also examine the transitions from feudalism in Europe and elsewhere, the foundations of
the U.S. political economy, and the development
of globalization, including the political and economic relations between the United States and the
rest of the world. Other recurring themes will be
the relationship among oppression, exploitation
and resistance, both nationally and internationally,
and how we have understood the interrelationship
of democracy and capitalism in the past and how
we understand it in the globalized economy.
Specific issues that may be explored include
the transatlantic slave trade and the development
of markets. We will also examine the connections
among war, economics and revolution. In the
modem era, we will examine the role of the
corporation, domestically and internationally, the
global effect ofneoliberalism on migration and
labor markets, and comparative capitalism in Asia
and Europe. As we examine the linkage between
the economic core of capitalism to political
systems and social structures, we will study the
role of such institutions as the World Bank the
International Monetary Fund, the World T:ade
Organization and other institutions and alliances.
Throughout the program, we will examine how
social change has occurred in the past and present
trends, as well as alternatives for the future. In
winter quarter, students will engage in a major
research project.
Credit awarded in political economy, U.S. and
world history and political theory.
Total: 16 credits each quarter.
A similar program is expected

to be offered in

2006-07.

Public Works:
Democracy and Design
Fall and Winter quarters
Faculty: Rob Knapp, Cheryl Simrell King
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $50 for an
overnight site visit in fall quarter.

"Public works"-the term refers to large-scale
physical projects such as roads, waterworks,
harbors or refuse-handling sites. Every community needs them. Indeed, most communities
could not survive without these essential projects
that allow us to live together as a civil collective.
How long would civil society last if the garbage
weren't being picked up, if clean water were not
available, and if no transportation options were
available? Yet, most communities struggle over
their public works, and the outcomes are very
often po.litically divisive and environmentally
destructive. As such, the term "public works"
can also refer to what it takes to make our public
commons work.
We are interested in how to make our public
projects work for us all, environmentally, ecologically and democratically. Our central question
will be: In the present-day United States, how
can public projects be designed ecologically and
planned/implemented democratically?
The program faculty believe that the path
to good answers goes through intelligent
politics/administration and imaginative planning/engineering. In other words, good answers
co~e out of good democracy and good design.
This program will develop background in what
it ~es to achieve good democracy and good
design, specifically in the nature and practice of
American local politics and administration, and
the theory and practice of ecologically sound civil
engineering and planning. We do not require any
specific background, although students will fmd
it helpful to have solid experience and skill in at
least one of the following: expository writing,
community studies, graphic communication or
ecological design.

Fall quarter will be organized around lectures
and workshops on politics, administration,
planning and engineering topics, case studies,
and seminars on American society and culture
environmental affairs and human values. We '
will also lay the groundwork for winter quarter
involvement in real-world public works projects
in nearby communities. These projects will be
a major component of winter quarter, alongside
continued background development in democracy
and design and seminars.
Cr~~it aw~ded in writing, quantitative reasoning,
political SCience, public and nonprofit admlnistra-

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studies in public and nonprofit administration,
public works administration, community studies
civil engineering, environmental planning and '
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Freshmen; Environmental Studies; and Scientific
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studies. in political science, economics, history, law,
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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.

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Reconciliation:
AProcess of Human Balance
Fall,Winter and Spring quarters
Faculty:David Rutledge, Yvonne Peterson,
RaulNakasone
Enrollment:75
ClassStanding: Sophomores or above; transfer
studentswelcome.
SpecialExpenses: Approximately $1 ,830 for an
optionalfive-week trip to Guadalupe
(La Libertad), Lambayeque and Cajamarca, Peru,
duringwinter quarter. Students must pay a
$100 nonrefundable travel deposit by December
J, 2005, to secure arrangements. A complete
descriptionis at http://academic.evergreen.
edu/curricular!scp!home.htm.
InternshipPossibilities: With faculty approval.

In this program, we will ask students to take a
verypersonal stake in their educational development.This is not a program for students who are
lookingfor an external, faculty-given pedagogical
structure.Rather, students will be encouraged to
assumeresponsibility for their entire coursework.
Studentswill pay special attention to what
individualand group work they plan on doing,
howthey plan to learn, how they will know they
havelearned it, and what difference the work will
makein their lives and within their communities.Faculty and students will work together to
develophabits of worthwhile community interactionin the context of the education process and
liberation.The faculty are interested in providing
anenvironment of collaboration, where faculty
andstudents will identify topics of mutual interest
andact as partners in the exploration of those
topics.
This program is for students who already have
aresearch topic in mind, as well as for those
whowould like to learn how to do research in a
student-centeredenvironment. Students will be
introducedto research methods, ethnographic
researchand interviewing techniques, writing
workshops,computer literacy, library workshops,
educationaltechnology and the educational
philosophythat supports this program. We will
exploreNative American perspectives and look at
issuesthat are particularly relevant to indigenous
peopleof the Americas.
Students whose research could be enriched
by being immersed in a foreign culture will have
theopportunity to live in Peru for five weeks or
moreduring winter quarter. Our access to rural
communitiesin the Peruvian northern coast offers
studentsthe opportunity to experience volunteer
communitywork by learning in a safe and healthy
puebloenvironment. Learning about Latin
Americathrough Peru will expand the concept of
NativeAmerican and indigenous peoples.

In fall, participants will state their research
questions. In late fall and winter, individually and
in small study groups, students and facu1ty will
develop the historical background for the chosen
question and do the integrative review of the
literature and data collection. Ongoing workshops
will introduce students to the micro-skills needed
for completing their project. Late winter and into
spring quarter, students will write conclusions,
wrap up printlnonprint projects, and prepare for a
public presentation. The last part of spring will be
entirely dedicated to presentations.
Students will use and explore Bloom's
Taxonomy; the theory of multiple intelligence;
the relationship among curriculum, assessment
and instruction; expectations of an Evergreen
graduate and the five foci; quantitative reasoning;
self- and group-motivation; communication (to
include dialogue, e-mail, resources on the Web
and Web crossing). They will also develop skills
in interactive Web pages, documentaries, l-rnovie
editing, presentations using Microsoft Power
Point and independent research.
Credit awarded in history, philosophy, cultural
competency, quantitative reasoning, communication, writing, political science, ethnography,
history of the Americas, cultural anthropology,
literature, indigenous arts, technology, indigenous
studies, Native American studies, education and
individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in education, anthropology, the arts,
multicultural studies, social work, human services
and the humanities.
This program is also listed under Native American
and World Indigenous Peoples Studies.

Res Publica:
Examining the Body Politic
Fall, Winter and Spring quarters
Faculty: Charles Pailthorp, Andrew Reece,
Matthew Smith
Enrollment: 72
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $30 each
quarter for program retreats or other travel.
Internship Possibilities: Winter and spring
quarters with faculty approval.

Three questions circumscribe the work of this
curriculum: What is in the public interest and how
are public and private interests balanced? How is
one educated for communal and public life? What
is the relationship between one's political identity
and one's membership in a larger "ethnos" (a
grouping based on language, ethnicity, religion
and other characteristics that seem "prior" to
citizenship)?
These questions arise for the individual
vis-a-vis the state (a city-state, a nation-state, or
an empire), and they arise for the Body Politic
vis-a-vis a larger community of states, nations or
empires. We will address them at both levels.
Our studies will be historical, and we will
study closely the work of historians, philosophers
and political theorists. We will examine, as well,
how dramatists, painters and poets have represented the public and private self and how the arts
shape, support or undermine public and private
identities. Our approach will be cyclical, moving
repeatedly, rather than quarter by quarter, through
developments in Greco-Roman antiquity, then
through the founding period of political liberalism
(17th and 18th centuries), then through developments in recent times.

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

This program stresses acquiring and sharpening the tools of critical analysis, of interpretation
and argumentation, both written and oral. Not
only will we examine the Body Politic, but we
will also be concerned with how to move it. We
will emphasize learning to address the Body
Politic, and learning to write and speak effectively
in challenging or defending points of view on
what constitutes the public interest. Writing and
rewriting-both
expository and interpretive-will
be regular components of student work. Student
work will be read both by faculty and other
students. On occasion, students will be asked to
argue their views orally.
Credit awarded in history both ancient and
modern, philosophy, political science, writing and
civics.
Total: 12 or 16 credits each quarter. The 12-credit
option is available for students who are enrolled in
4 credits of language study or an internship.
Program is preparatory for careers and future
studies in the humanities and social sciences such
as history, political science, philosophy, law public
policy, education, politics and journalism.
This program is also listed under Programs for
Freshmen and Culture, Text and Language.

The Sociology of Children's
Literature: Understanding Social
Life through Children's Fiction

Transforming Consciousness:
Multimedia and Installation Art in
the Americas

Fall quarter
Faculty: Toska Olson
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.

Fall, Winter and Spring quarters
Faculty: Gail Tremblay, Jorge Gilbert
Enrollment: 50
Class Standing: Sophomores or above; transfer
students welcome.
Special Expenses: Approximately $65 for art
supplies; $2,950 for optional spring quarter trip
to Chile. A nonrefundable deposit of $150 must
be paid by February 10, 2006, for those traveling
to Chile.

This program will examine what children's
literature teaches young people about society and
culture. Even though children may not be aware
of the mechanisms by which individuals are
linked to their society, they do have experience
with social issues such as identity formation, peer
pressure, conformity and inequality. As members
of a very individualistic society, American
children may not realize that their experiences,
opinions and behaviors are shared by many others
and shaped by the larger culture around them.
Elementary and middle school children are going
through significant developmental changes and
experiencing social pressures that can make them
feel isolated and confused. Meaningful children's
literature that brings to the forefront our existence
as social and cultural beings may help ameliorate
some of our children's confusion and loneliness,
and may help them understand the basis behind
some of the social rules they encounter every day.
In this program, we will learn how to analyze
children's literature and evaluate how it reflects
significant social issues and cultural contexts.
The program involves extensive studentinitiated research that puts a heavy emphasis on
advanced group work, sociological interviewing
and oral presentations. Students will be expected
to produce a research paper that represents a
culmination of their college writing and thinking
abilities.
Credit awarded in sociology, children's literature,
public speaking, library research and sociological
fieldwork.
Total: 16 credits.
This program is preparatory for careers and
future studies in social sciences and the
humanities.

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Students will study multimedia and installation
art from countries in the Americas, as well as the
aesthetic, social, political and cultural contexts in
which it is made. Two aspects will be considered
in this analysis: popular and alternative expressions as forms of anti-colonial resistance and
oppression expressed through many artistic
forms, and the intensive use of multimedia,
mainly video.
Readings in art history, history, sociopolitical
and economic conditions in various communities
and countries of the Americas will be required.
Students will attend seminars on those subjects,
as well as on films and art works we study. All
students will be expected to work collaboratively
with other students to design and create multimedia installations during fall and winter quarters,
and to learn the skills needed to do such work.
Students will also be required to develop an intellectual journal that reflects on program readings,
to write regular papers, and to do research on
artists and their work on topics relevant to their
own work. In addition, we will take daylong field
trips to museums and art events relevant to the
topics being studied. Finally, a group of students
will be trained and certified in professional television production to produce a weekly bilingual
show Panorama Latino Americana aired through
TCTV (Channel 2) in Olympia, Lacey and
Tumwater, Wash.
During spring quarter, students will have the
opportunity to travel to Chile to study art, politics
and culture in Latin America. Production of short
video and multimedia projects about the different topics studied in this program will prepare
students to participate in this unique study abroad
opportunity.
Credit awarded in installation art, video production, Latin American studies, art history, political
economy, communication and sociology.
Total: 12 or 16 credits fall and winter quarters.
The 12-credit option is available only for students
who are also enrolled in a 4-credit Spanish
language course. 16 credits spring quarter.
Program is preparatory for careers and future
studies in art, media production, Latin American
studies, international studies and art history.

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

This program is also listed under Expressive Arts.

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Democracyand Equality

Leadership on the Wild Side

Springquarter
Faculty:Susan Fiksdal
Enrollment:23
ClassStanding: This all-level program accepts
upto 50 percent freshmen; it offers appropriate
supportfor freshmen as well as supporting and
encouragingthose ready for advanced work.

Spring quarter
Faculty: Jose Gomez
Enrollment: 25
Class Standing: This sophomore or above
program accepts up to 50 percent sophomores;
transfer students welcome.

Spring quarter
Faculty: Cynthia Kennedy, Sharon Anthony
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Up to $1,000 for Wilderness
First Responder training, challenge facilitation
training, field trips and professional guide services.

Conversationis fundamental to our learning processesand our interpersonal interactions. In this
programwe will take a sociolinguistic approach
tounderstanding the way conversation works,
howit is organized, how it constructs our social
reality,and why we have misunderstandings.
Usingdiscourse analysis, we will look at various
typesof conversations-those between friends,
ontelevision, on film and in seminars. Many
conversationswe examine will be cross-cultural,
andwe will use this term in its broadest sense,
lookingat conversations between people of differentlinguistic cultures, as well as those between
genders,classes and ethnicities in the United
States.We will examine the ways speakers create
identity,draw on power and solidarity, maintain
faceand construct a style.
Credit awarded in language acquisition,
sociolinguistics,discourse analysis and
communication.
Total:16 credits.
A similar program is expected to be offered in
2007-08.

Program is preparatory for careers and future
studies in linguistics, communication, politics, law,
medicine,teaching, television and radio.
Thisprogram is also listed under Programs for
Freshmen and Culture, Text and Language.

Equality is an ancient ideal, yet at best the
United States has embraced it ambiguously and
ambivalently throughout its history. Frequently,
it has rejected the ideal altogether by selectively
applying it-an oxymoronic result that effectively
nullifies the ideal in favor of the opposite rule
of inequality. Thomas Jefferson wrote in the
Declaration of Independence that "all men are
created equal," yet he owned slaves. The framers
claimed to cherish equality, yet they chose not
to enshrine it in the Constitution. It wasn't until
the 14th Amendment's adoption in 1868 that
this ideal was represented as an enforceable
constitutional guarantee. However, this did not
prevent the states from passing Jim Crow laws to
maintain white supremacy, or the Supreme Court
from ruling that the Amendment did not mean
what it said. Women were denied the right to
vote until the ratification of the 19th Amendment
in 1920, and the struggle to secure and maintain
equal rights for many classes of persons continues
to this day.
In this program, we will study this long and
continuing struggle to secure equality for all
Americans. We will begin by taking a critical
look at the early cases in which the Supreme
Court eviscerated the ideal of equality by circumventing the 13th, 14th and 15thAmendments.
We will then study the many cases in the 20th
and 21st centuries that have chipped away at Jim
Crow and inequality. These involve struggles for
equal rights in education, employment, public
accommodations, housing, voting and university
admissions. We will also examine the modem
equal-protection cases that have gone beyond
race to fight discrimination based on sex, age,
disability, indigence, alienage, wealth and sexual
orientation.
In addition to court opinions, readings for
the program will include scholarly writings that
explore 14thAmendment theory. Working in
legal teams, students will develop appellate briefs
on real equal-protection cases and will present
oral arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to
read their peers' appellate briefs, to hear arguments and to render decisions.
Credit awarded in constitutional law, critical
legal reasoning, legal research and writing, and
appellate advocacy.
Total: 16 credits.

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 law, education, public policy, political
theory, history and political science.
This program is also listed under Culture, Text
and Language.

This exciting program will expose students to a
full range of skills, activities and ideas that lie at
the core of the outdoor leadership process. The
outdoors will serve as a backdrop to introduce
both the technical and the human relations skills
needed to lead adventure programs. Class activities will include lectures, seminars, workshops,
day trips and overnight field trips. Each student
will participate in at least one expedition, planned
by the students, either into the backcountry or
sailing on Puget Sound. The destinations and
mode of travel will depend on the weather,
student interest and access to those resources
suitable for each activity. The expeditions will
provide orientation and training in wilderness
travel and minimum-impact camping. They will
also provide an excellent opportunity to experience and foster the human relations skills that are
necessary to effectively lead groups of any size.
We will explore theoretical and applied perspectives on individual roles and group development, communication and appropriate feedback,
conflict management, leadership theory and
ethics-all of which will help students develop
a foundation upon which to build their skills as
outdoor leaders and instructors. Students should
expect to read and write extensively throughout
the expeditions, as well as at home. Successful
students will leave the program trained as Ropes
Course facilitators and certified as Wilderness
First Responders. While parts of this program
may be physically strenuous, all motivated students are welcome regardless of age or skill level.

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Credit awarded in outdoor leadership, group
dynamics and wilderness medicine.
Total: 16 credits.
Program is preparatory for careers and future
studies in outdoor leadership, organizational
leadership, outdoor and environmental education,
and teaching.
This program is also listed under Programs for
Freshmen and Environmental Studies.

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Making a Difference:
Doing Social Change
Spring quarter
Faculty: Larry Mosqueda
Enrollment: 25
Class Standing: Sophomores or above; transfer
students welcome.
Prerequisites: At least one full year of college with
programs such as Political Economy and Social
Change, sociology or community work and/or
demonstrated
work in a social change
organization.
Faculty Signature: Faculty will assess college-level
writing skills and degree of interest in social
change organizations.
Students must submit
a plan for working with a social change group
before the quarter begins. For information
contact Larry Mosqueda, (360) 867-6513 or
mosqueda@evergreen.edu.
Interviews conducted
by the Academic Fair, March 8, 2006, will be given
priority. Qualified students will be accepted until
the program fills.
Special Expenses: Depends on student project.
Internship Possibilities: With faculty approval.

So You Want to Be a Psychologist?
Spring quarter
Faculty: Carrie Margolin
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Special Expenses: Approximately $65 for
membership in the Western Psychological
Association (y{PA) and for registration at WPA's
Annual Convention in Palm Springs, California,
April 27-30, 2006 (payable to WPA before April 7,
2006; contact faculty at margolin@evergreen.edu
for exact fees and deadline). Approximately $225
for food and lodging at convention; and additional
transportation
costs to the convention.

Students will investigate theories and practices
of psychologists to enhance their understanding
of counseling, social services and the science of
psychology. Students will explore careers in psychology and the academic preparations necessary
for these career choices. We will cover the typical
activities of psychologists who work in academia,
Even a casual observation of society indicates that
schools, counseling/clinical settings, social work
serious social change is necessary. The question
agencies and applied research settings.
is: What are the most effective ways to make a
Among our studies will be ethical quandaries
significant change that will be long lasting and
in psychology and the ethics of human and animal
sustainable?
experimentation. We will cover history and
. Students will not only study methods of
systems of psychology. Students will read original
change, but also participate in local, regional,
source literature from the major divisions of the
national or international groups that are making
field, covering both classic and contemporary
a difference and that have significant promise of
journal articles and books by well-known psycontinuing to do so in the future. Students will
chologists. Library research skills, in particular
determine the area where they wish to work and
the use of PsycINFO, Science Citation Index and
will come together to discuss theories of social
Social Sciences Citation Index, will be emphachange and test those theories in their work
sized. Students will gain expertise in the technical
throughout the quarter. Our seminars will examwriting style of the American Psychological
ine not only the readings for the week, but also
Association (APA). The class format will include
the work each of us is engaged in for the quarter.
lectures, guest speakers, workshops, discussions,
Credit awarded in community organizing,
films and a field trip.
theories of social and political change and social
There's no better way to explore the range of
movements.
activities and topics that psychology offers, and
Total: 16 credits.
to learn of cutting-edge research in the field,
A similar program is expected to be offered in
than to attend and participate in a convention of
2006-07.
psychology professionals and students. To that
Program is preparatory for careers and future
end, students will attend the annual convention of
studies in political science, law, education,
the Western Psychological Association, which is
government and community organizing.
the western regional arm of the APA.
Credit awarded in the history and systems of
psychology, social science ethics, career explorations in psychology, foundations of psychology, and
one discipline within psychology (of the student's
choice): developmental,
cognitive, social or
physiological.
Total: 16 credits.
Program is preparatory for careers and future
studies in psychology and social work.
This program is also listed under Programs
for Freshmen.

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

Student Originated Studies:
Internships in the Public Service
Spring quarter
Faculty: Cheryl Simrell King
Enrollment: 24
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Prerequisites: Successful completion of the
program Public Works: Democracy and Design, or
the equivalent.
Faculty Signature: Students must draw up an
Internship Learning Contract in consultation with
the faculty. For information contact Cheryl Simrell
King, (360) 867-5541 or kingcs@evergreen.edu.
Contract proposals received before March 10,
2006, will be given priority. Qualified students will
be accepted until the program fills.
Internship Possibilities: Required.

In this program, we will build on the work
of the fall and winter program Public Works:
Democracy and Design. The internship will also
be open to students who have completed work
in other similar programs and are sufficiently
prepared to hold an internship in a public or
nonprofit agency.
Prior to the beginning of spring quarter,
interested students must consult with the faculty
sponsor about their proposed internship and/or
course of study. Contracts will be completed
before the beginning of spring quarter and must
follow the college protocol for internships. While
students are encouraged to seek out their own
internship possibilities, we will work with campus
resources and the faculty member's contacts to
identify internship possibilities in both public and
nonprofit agencies.
Students will hold full internships and will
come together as a class one day a week to study
more about working in public agencies through
seminars, lectures, guest speakers and films. The
faculty member will work with the interning
agencies, making at least one site-visit to each
agency (assuming local internships) during the
quarter and meeting regularly with students
outside of scheduled class times.
Credit awarded in public and nonprofit
administration,
public policy, organizational and
management theory, and other topics based on
areas of student work.
Total: 16 credits.
Program is preparatory for careers and future
studies in public and nonprofit administration,
public works administration,
community studies,
civil engineering, environmental
planning and
design, public policy and city, county and regional
planning.
This program is also listed under Programs
for Freshmen.

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Faculty:David Paulsen
Enrollment:23
ClassStanding: This all-level program accepts
upto 50 percent freshmen; it offers appropriate
supportfor freshmen as well as supporting and
encouragingthose ready for advanced work.
Do you want to work on improving your critical
reasoning skills? This program will focus on
techniques for understanding and criticizing
arguments and theories. It will emphasize a
cooperative, dialogic approach to deciding
whatto believe. Thinking Straight will cover
standard topics in infonnallogic,
including
argument reconstruction, assessment of validity
andfallacies. It will also explore reasoning in
several domains, which may include science,
statistics, ethics, economics and history. We will
apply critical reasoning techniques to a number
ofcontemporary, contentious issues found in a
variety of texts, including full books, newspaper
editorials and columns, Internet documents and
journal articles. We will also discuss the extent
towhich standards of reasoning are general and
how patterns of reasoning might differ in specific
domains. Students will be expected to gather both
quantitative and qualitative material and make
frequent presentations that clarify and assess the
reasoning underlying important current issues.
Creditawarded in informal logic and introduction
tostatistical reasoning, as well as possible credits
inintroduction to philosophy of science, introductionto ethics, introduction to economic reasoning
andintroduction to reasoning in history.

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Program is preparatory for careers and future
studies in philosophy, science, the social sciences
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U.S. Foreign Policy Before
and After 9/11:
Terrorism and the New
American Empire
Spring quarter
Faculty: Alan G. Nasser
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Background in political economy
and/or 20th-century American history preferred
but not required.
Faculty Signature: Students must submit all
previous evaluations written by Evergreen faculty
and/or transcripts and a sample of a recent writing to Alan Nasser at the Academic Fair, March 8,
2006. Students unable to attend the fair may send
transcripts and writing samples to Alan Nasser,
The Evergreen State College, Seminar II A-2117,
Olympia, WA 98505. For more information
call Alan Nasser, (360) 867-6759. Applications
received by March 8, 2006, will be given priority.
Qualified students will be accepted until the
program fills.
From its very beginning, dominant groups in
the United States have imagined the country to
have a grand historic destiny. There was George
Washington's proclamation of a "rising American
empire," the Monroe Doctrine and Manifest
Destiny. In the early 20th century, Woodrow
Wilson promulgated an image of the United
States as a model of "freedom and democracy"
for the rest of the world. Later administrations
developed foreign policies that attempted to
export this model to wherever they could, often
by overt and covert forms of subversion and
aggression.
The outlines of 20th-century foreign policy
were evident in the aggressive stance of the
Wilson administration. The U.S. Marines
were sent into the Soviet Union following the
Bolshevic Revolution and remained there, in an
effort to depose the Reds, until 1922. Thus began
the Cold War, the massive global employment
of U.S. military power in order to defeat or
"contain" Communism (or anything resembling
it). This entailed intense competition between
the United States and the Soviet Union to win, as
allies, the newly independent formerly-colonized
countries of the Third World after World War II.
The rivalry among these two great superpowers
was one of the most powerful forces shaping both
international relations and intranational political
and economic policy over the course of the 20th
century.

In recent years, five developments led the U.S.
elite to re-assert American global dominance
more aggressively than ever before: (1) the
collapse of the Soviet Union, America's only
effective rival and deterrent; (2) the narrowing of
the gap between America's two major political
parties, as both moved further to the right; (3) the
onset of global economic stagnation, as national
(economic) growth rates slowed down in the
mid 1970s after the longest period of economic
growth in American history (1949-73); (4)
the biggest stock market collapse in American
history; and, fmally, (5) the terrorist attacks of
September 11,2001.
The result was the new foreign policy of the
Bush administration, including the policy of preventive war, whereby the U.S. reserves the right
to attack any country it suspects might become
a threat to its security at some time in the future.
This policy was laid out in two important policy
documents, The Project for a New American
Century and A New National Security Strategy for
the United States. The test case for these doctrines
was the 2003, U.S.-led attack on and occupation
of Iraq. The result of these developments was that
the United States became the most feared and
one of the least respected countries in the world.
We will analyze in detail the origins and possible
consequences, abroad and at home, of these
developments.
Credit awarded in introduction to the Cold War,
20th-century intemational relations, 9/1 I,
terrorism and the new American empire.
Total: 16 credits.
Program is preparatory for careers and future
studies in govemment, political science,
intemational relations, political economy
and history.

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but do not attend the first class
meeting may be dropped.

NATIVE AMERICAN AND WORLD
INDIGENOUS PEOPLES STUDIES
Affiliated Faculty:
Kristina Ackley (Oneida/Bad
Michelle Aguilar-Wells

River Chippewa)

(Luiseno/Soboba)

Jeff Antonelis-Lapp
Joe Feddersen (Colville

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Tribes)

Raul Nakasone
Alan Parker (Chippewa-Cree)
Gary Peterson (Skokomish)
Frances V. Rains (Choctaw/Cherokee)
David Rutledge
Linda Moon Stumpff (San Carlos Apache)

Native American and World Indigenous Peoples Studies (NAWIPS) programs study
the indigenous peoples of the Pacific Northwest, the Americas and the world. The college
offers on-campus interdisciplinary programs, as well as a reservation-based program that responds to
the educational goals of local tribal communities. All Native American programs at Evergreen can be
accessed through the NAWIPS Web site at www.evergreen.edulnativeprograms/.
On-campus, yearlong coordinated study programs begin with a focus on the basic principles and
concepts of the unique treaty relationship between Tribal Nations and the U.S. government. Students
explore a continuum from pre-Columbian times to the global effects of colonialism and the political
and cultural revitalization movements of the contemporary era, with particular attention given to
the tribes of the Pacific Northwest. These programs are grounded in a recognition of the vitality and
diversity of contemporary indigenous communities.

Gail Tremblay (Onondaga/Micmac)

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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 two of Evergreen's public-service organizations: the Longhouse Education and Cultural Center and
the Northwest Indian Applied Research Institute.
The Longhouse Education and Cultural Center represents a living, cultural link to the tribal
communities of the Pacific Northwest. The purpose and philosophy of the Longhouse are centered on
service and hospitality to students, the college, indigenous communities and the community at large.
The functions of the facility are to provide classroom space, house the NAWIPS programs, serve as a
center for multicultural and cross-cultural interaction, and host conferences, cultural ceremonies, performances, exhibits and community gatherings. The Longhouse is one of seven 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 (NIARl) responds to concerns identified by tribal
communities by initiating applied research around such issues as curriculum development, economic
sustainability and natural resource management. 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.
In addition, a newly established program of advanced studies in tribal government management
and administration has also been added to the Master of Public Administration program. A new class
of students will begin the two-year program in fall 2006. Students will take required courses in Public
Administration and receive 24 graduate credits in tribal government organization, policy development
and intergovernmental relations.

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American Frontiers:
Critical Histories
Falland Winter quarters
Faculty:Kristina Ackley, Michael Pfeifer, TBA
Enrollment:72
ClassStanding: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advancedwork.

Inrecent years, many have challenged the frontier
thesisfirst articulated by Frederick Jackson
Turner-that the frontier is "the meeting point
betweensavagery and civilization"-as racist and
rifewith imperialism. Turner delivered the thesis
in 1893, amid rapid industrialization and urbanizationfollowing American westward expansion
tothe Pacific Coast; it summed up decades of
American understanding and influenced several
generations of American historians. Now, Native
Americans, Western historians and others have
challenged many aspects of Turner's thesis and
haveoffered alternative histories of AngloAmerican expansion, colonization and settlement
inNorth America.
Focusing on culture, land and gender, we will
explore many of these histories. Considering the
points of view of the colonized and the colonizer,
wewill examine the role of power and power
relations in the encounters of diverse peoples on
American frontiers. We will analyze the experiences and perspectives of indigenous peoples;
women; Anglo-American explorers, entrepreneurs
and settlers; African Americans; Latinos; and
Asian immigrants. During fall quarter, we will
explore the initial encounters of Europeans and
indigenous peoples; the culture and society
of the American backcountry and of Native
peoples in the 18th and early 19th centuries;
the development of Andrew Jackson's Indian
removal policy and the consequent transformation
of Native American society; slavery, Africans,
Native Americans and the transplantation of slave
society to the Southwestern cotton frontier; and
the Gold Rush and the American conquest
of California.

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

In winter quarter, we will explore events
after the Civil War, including Indian-fighting
and the American conquest of Indian nations
in the West; the society and culture of the "Old
West," including the experiences of women,
African Americans, Latinos and Asians; federal
Indian policy and Native American experience
in the West since the late 19th century; the social
transformation of the American West in the 20th
century; and images of the frontier and the West
in American culture since the early 20th century.
We will do much reading and writing on these
topics, and listen to music and watch films that
reflect important aspects of frontier experiences
and encounters.
Credit awarded in American history, American
studies and Native American studies.
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 Programs for
Freshmen and Culture, Text and Language.

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

Reconciliation:
A Process of Human Balance
Fall,Winter and Spring quarters
Faculty: David Rutledge, Yvonne Peterson and
Raul Nakasone
Enrollment: 75
Class Standing: Sophomores or above; transfer
students welcome.
Special Expenses: Approximately $1,830 for
an optional five-week trip to Guadalupe
(La Libertad), Lambayeque and Cajamarca,
Peru, during winter quarter. Students must
pay a $100 nonrefundable travel deposit by
December 3, 2005, to secure arrangements.
A complete description is at http://academic.
evergreen.edu/curricular/scp/home.htm.
Internship Possibilities: With faculty approval.

In this program, we will ask students to take a
very personal stake in their educational development. This is not a program for students who are
looking for an external, faculty-given pedagogical
structure. Rather, students will be encouraged to
assume responsibility for their entire coursework.
Students will pay special attention to what
individual and group work they plan on doing,
how they plan to learn, how they will know they
have learned it, and what difference the work will
make in their lives and within their communities. Faculty and students will work together to
develop habits of worthwhile community interaction in the context of the education process and
liberation. The faculty are interested in providing
an environment of collaboration, where faculty
and students will identify topics of mutual
interest and act as partners in the exploration of
those topics.
This program is for students who already have
a research topic in mind, as well as for those
who would like to learn how to do research in a
student-centered environment. Students will be
introduced to research methods, ethnographic
research and interviewing techniques, writing
workshops, computer literacy, library workshops,
educational technology and the educational
philosophy that supports this program. We will
explore Native American perspectives and look at
issues that are particularly relevant to indigenous
people of the Americas.
Students whose research could be enriched
by being immersed in a foreign culture will have
the opportunity to live in Peru for five weeks or
more during winter quarter. Our access to rural
communities in the Peruvian northern coast offers
students the opportunity to experience volunteer
community work by learning in a safe and healthy
pueblo environment. Learning about Latin
America through Peru will expand the concept of
Native American and indigenous peoples.

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••• OFI"ERINGS BEGINNING WINTER QUARTER

In fall, participants will state their research
questions. In late fall and winter, individually
and in small study groups, students and faculty
will develop the historical background for the
chosen question and do the integrative review
of the literature and data collection. Ongoing
workshops will introduce students to the microskills needed for completing their project.
Late winter and into spring quarter, students
will write conclusions, wrap up printlnonprint
projects, and prepare for a public presentation.
The last part of spring will be entirely
dedicated to presentations.
Students will use and explore Bloom's
Taxonomy; the theory of multiple intelligence;
the relationship among curriculum, assessment
and instruction; expectations of an Evergreen
graduate and the five foci; quantitative reasoning;
self- and group-motivation; communication (to
include dialogue, e-mail, resources on the Web
and Web crossing). They will also develop skills
in interactive Web pages, documentaries, l-movie
editing, presentations using Microsoft Power
Point and independent research.
Credit awarded in history, philosophy,
cultural competency, quantitative reasoning,
communication, writing, political science,
ethnography, history of the Americas, cultural
anthropology, literature, indigenous arts,
technology, indigenous studies, Native American
studies, education and individual project work.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in education, anthropology, the arts,
multicultural studies, social work, human services
and the humanities.
This program is also listed under Society, Politics,
Behavior and Change.

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Tribal: Reservation-Basedl
Community-Determined

Indigenous Peoples and
Ecological Change

Fall,Winter and Spring quarters
Faculty: Michelle Aguilar-Wells,
JeffAntonelis-Lapp, TBA
Enrollment: 112
Class Standing: Juniors or seniors; freshmen and
sophomores must enroll through Northwest
Indian College Bridge program.
Prerequisites: Students must live, work or have
social/economic ties to one of the following
reservation sites: Muckleshoot, Nisqually, Port
Gamble, Quinault or Skokomish. A minimum
of six students per site is necessary in order to
provide site-based faculty.
Faculty Signature: Students must interview
for admission into the program. Contact
Michelle Aguilar-Wells, (360) 867-6286 or
indianway@centurytel.net, or JeffAntonelisLapp, (360) 867-6286 or lappj@evergreen.edu.
Interviews conducted by May 13, 2005, will be
given priority. Qualified students will be accepted
until the program fills.
Special Expenses: Travel expenses for four weekend visits to the Olympia campus each quarter.

Winter and Spring quarters
Faculty: Erik V. Thuesen, Frances V. Rains
Enrollment: 48
Class Standing: This all-level program offers
appropriate support for freshmen as well as
supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra, biology
proficiency and an understanding of
environmental science.
Special Expenses: Up to $350 for field trips.

This program is a regular, ongoing offering
designed specifically for place-bound students
at one of six reservation sites: Muckleshoot,
Nisqually, Port Gamble, Quinault or Skokomish.
Students meet each week at their respective
sites to build and sustain a learning community
on the reservation. In addition, students from
all sites also meet regularly for classes at the
"House of Welcome," the Longhouse Education
and Cultural Center, on the Evergreen campus.
ReservationlNative members help to design
the curriculum by considering those topics and
skills that an educated member of an Indian tribe
needs to know in order to contribute to his/her
community. The interdisciplinary approach allows
students to participate in seminars, modules and
participatory research while also studying in their
individual academic interest areas.
There are four rotating themes for the program.
The theme for 2005-06 is health, and the program
is subtitled Health of the Nations. Students will
engage in work that allows them to study and
index the health of Indian communities, specifically their own, as it relates to personal and
community health. Students will focus on areas
that include physical, spiritual/cultural and
economic health, as well as other areas as
determined by the stakeholders.
Credit awarded in public health, human services,
writing, quantitative literacy, critical thinking,
U.S./tribal governments, education and economics. Upper-division credit awarded for upperdivision work.
Total: 12 or 16 credits each quarter.
A similar program is expected to be offered in
2009-10.

Program is preparatory for careers and future
studies in human services, tribal government and
management, community development, cultural
studies and K-12 education.

This introductory program is designed to provide
knowledge of the fundamental aspects of general
biology and ecology in order to understand the
effects of increasing geo-political demands on
diverse ecosystems and Indigenous cultures. We
will cover topics of freshman college biology by
studying ecological interactions in various environments. Our study of the intertwined history of
European Americans and Native Americans will
offer a context for an examination of contemporary Native eco-struggles, geography and the
challenges of limited natural resources.
Focal topics in the social sciences will include
the use and abuse of decision-making authority,
particularly with respect to Native cultures.
Seminars will focus on issues surrounding
Indigenous examples of environmental sustainability, environmental racism, and Native resistance to cultural, political, economic and social
injustices. Also, Indigenous social activism, its
costs, its victories and its effects on the preservation of Native Treaty Rights will be explored.
Learning will take place through lectures,
seminars, workshops and biology laboratory
exercises. Students will improve their writing
skills through reader response papers. Work in the
field and a multi-day field trip in spring are also
planned to gain first-hand exposure to various
environments and peoples. Students will improve
their research skills in social science through
field observations and preparing for short group
presentations.
Credit awarded in environmental studies, general
biology, environmental science, environmental
racism, social justice studies and Native American
studies.
Total: 16 credits each quarter.

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Program is preparatory for careers and future
studies in the biological sciences, environmental
sciences, teaching, social sciences and Native
American studies.
This program is also listed under Programs for
Freshmen and Environmental Studies.

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TACOMA PROGRAM
TheTacoma 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.

Director: Dr. W. J. Ooye) Hardiman
Affiliated Faculty:
Eddy Brown
W. J. (joye) Hardiman
Lowell (Duke) Kuehn
Willie Parson
Gilda Sheppard
Tyrus Smith
Artee Young

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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. The Tacoma program seeks to be a nexus for activities directed
toward responding to community needs. We see ourselves as a resource not only for students, but also
for the broader community. Within this context, we seek to promote service learning by linking students,
faculty, staff and community members in community development, sustainability and well-being efforts.
Our emphases-interdisciplinary understanding and analysis, collaborative learning, cross-cultural 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.

Features and Benefits
• Situated in an inner-city environment
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• Faculty and student diversity
• Flexible class schedule

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• Day and evening classes
• A curriculum that integrates students' life experiences and goals

Tacoma Program

• An emphasis on diverse cultural perspectives and experiences
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• Opportunities to engage in dialogues across and beyond differences

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• Personalized academic support and evaluation processes
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• A tradition of employer satisfaction with graduates
• High graduate school placement rate

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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 or 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 and to apply, call (253) 680-3000.

.•• OFFERINGS

BEGINNING

FALL QUARTER

Cycle Makers and Cycle Breakers
Fall, Winter and Spring quarters
Faculty: Tyrus Smith, Duke Kuehn, Willie Parson,
Gilda Sheppard, Artee Young, TBA
Enrollment: 200
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Formal admission to the Tacoma
program, including an intake interview. For
information about admission and the application
process, call (253) 680-3000.
Special Expenses: Approximately $25 to $50
each quarter.
Internship Possibilities: Spring quarter with
faculty approval.

This year's program is designed for students who
want to understand decision making in the 21st
century. We will address the cyclical nature of
the patterns and paradigms that surround us by
researching and examining the multiple cycles
that interact and create the worlds in which
we live. This will include personal cycles of
development and those contained in cultural
worlds, social worlds and natural worlds. These
cycles may occur on a daily or even second-bysecond basis, on a centurial or millennial basis,
or somewhere in between. These cycles may
have positive or negative effects. Observing and
understanding patterns of repetition can help us
make decisions and act on those decisions in
more effective ways.
During fall quarter, students will focus on
their own experience and the world around them
in order to find patterns or cycles of repetition.
These include, but are not limited to, cycles
related to power, belief, technology, commercialism, art, science, oppression, love, fear, greed,
war and the environment, as well as cycles of
written and visual literacy.

During winter quarter, based upon work done
in the fall, students will identify, develop, and
explore specific cycles for further research and
study. They will examine the microcosms and
macrocosms of these cycles in order to create
a synthesis of ideas concerning how the cycles
operate or do not operate in their own present
experience and that of their community.
In spring quarter, students will use a variety
of expansive methods, from writing to media,
to demonstrate and communicate their perceptions and fmdings. The intent is to gain a wider
understanding that will enhance their own lives,
the lives oftheir community, and the world that
we all share.
Credit awarded in urban education, community
and environmental studies, public health, law and
public policy, science and social science research,
research methodology, literature, the humanities,
composition, media literacy, computer studies,
multimedia, statistics, and the history of ideas.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in community development, organizational
development, law and public policy, education,
social and human services, public administration,
communication and media arts, environmental
studies and public health.

Fall, Winter and Spring quarters
Faculty: Artee Young (F), Tyrus Smith (W),
Gilda Sheppard (S)
Enrollment: 25
Class Standing: Juniors or seniors; transfer
students welcome.
Prerequisites: Successful completion of at least
two quarters offull-time enrollment in a Tacoma
coordinated studies program.
Faculty Signature: Students who have a project
in mind must draft an Independent Learning
Contract or Internship Learning Contract and
meet with the assigned faculty to discuss their
plans before the sixth week of the preceding
quarter. The deadline for fall quarter: April 29,
2005; for winter quarter: October 28, 2005; for
spring quarter: February 10, 2006. Students
should bring their draft contract or internship
agreement and a portfolio of writing (expository
essays, research papers, and faculty and selfevaluations from Evergreen programs) to the
meeting. Call the Tacoma Program Office,
(253) 680-3000 to make an appointment.
Students who make appointments by the dates
above will be given priority. Qualified students
will be accepted until the program fills.
Internship Possibilities: Local internships with
reflective writing and seminar.

Student Originated Studies have a rich history at
Evergreen and offer opportunities for students to
create their own courses of study and research
while enjoying some of the benefits of collaborative study. Working with the faculty sponsor,
individual students or small groups of students
design projects and then meet, weekly or
biweekly, to present, discuss and reflect upon
their work.
The sponsor will support Tacoma students
who wish to do community and public service,
research and/or creative production. Some
examples of projects are: an internship at a local
law firm, social service agency, nonprofit or
education organization; creating a documentary or
public service announcement; and researching the
origins and contemporary issues around a current
social problem (like hunger, homelessness, access
to health care, unemployment, public health
epidemics or how to combat violence).

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Student Originated Studies:
Tacoma

Credit awarded in areas of student work.
Total: 2 to 16 credits each quarter. Students
will negotiate credit with faculty.
Program is preparatory for careers and future
studies in community development, organizational
development, law and public policy, social
and human services, public administration,
communication and.media arts, environmental
studies and public health.

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FACULTY
Following is a list of Evergreen's faculty as of summer 2004. A more extensive description of their
areas of expertise can be found on the Academic Advising Web site: www.evergreen.edu/advising.

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Kristina Ackley, Native American Studies, 2000;
B.A., History and Political Science, University of
Wisconsin-Madison, 1993; M.A., American Indian
Law and Policy, University of Arizona, 1995; Ph.D.,
American Studies, State University of New York
at Buffalo.
Michelle Aguilar-Wells, Reservation-Based!
Community-Determined, 2001; B.A., Human
Services, Western Washington University, 1977;
M.P.A., University of Arkansas.
Nancy Allen, Literature and Languages, 1971;
B.A., Comparative Literature, Occidental College,
1963; M.A., Spanish, Columbia University, 1965.
Sharon Anthony, Environmental Chemistry,
1998; A.B., Mathematics and Chemistry, Bowdoin
College, 1989; Ph.D., Physical Chemistry,
University of Colorado, 1995.
Jeff Antonelis-Lapp, Reservation-Based!
Community-Determined, 2001; B.S., Environmental
Education, Western Washington University,
1978; M.Ed., Science Education, University of
Washington, 1982.
Theresa A. Aragon, Management, 1999; B.A.,
Political SciencelPhilosophy, Seattle University,
1965; M.A., Political Science/Sociology, University
of New Mexico, 1968; Ph.D., Political Science/
Public Administration, University of Washington,
1977.
William Ray Arney, Sociology, 1981; B.A.,
Sociology, University of Colorado, 1971; M.A.,
Sociology, University of Colorado, 1972; Ph.D.,
University of Colorado, 1974.
Susan M.Aurand,Art, 1974; B.A., French,
Kalamazoo College, 1972; M.A., Ceramics, Ohio
State University, 1974.
Marianne Bailey, Languages and Literature, 1989;
B.A., Foreign Languages and Literature, University
of Nevada, 1972; M.A., French Language and
Culture, University of Nevada, 1974; Doctor
of Letters, Francophone Literature and Culture,
Sorbonne, University of Paris, 1985; Graduate
work at University of Washington, University of
Tubingen, Germany.
Don Bantz, Public Administration, 1988; Academic
Dean, 2000-03; Provost and Academic Vice
President, 2004-present; B.A., Management!
Marketing, 1970; M.P.A., University of Southern
Califomia, 1972; D.P.A., University of Southern
Califomia, 1988.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
EasternWashington 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.

Peter G. Bohmer, Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts
Institute of Technology, 1965; Ph.D., Economics,
University of Massachusetts, 1985.
Dharshi Bopegedera, Physical Chemistry,
1991; B.S., Chemistry, University 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, 199094; A.B., Economics, Vassar College, 1966; M.A.,
Economics, Yale University, 1967; M. Philosophy,
Yale University, 1971.
Andrew Brabban, Molecular Biology, 2001;
B.S., Microbial Biotechnology, University of
Liverpool, U.K., 1989; Ph.D., Genetics and
Microbiology, University of Liverpool, U.K.,
1992.
Eddy Brown, Writing, 2001; Academic Dean,
2004-present; B.A., English and Humanities,
Fort Lewis College, 1979; M.A., English, The
University of Arizona, 1987; M.F.A., Creative
Writing, Goddard College, 1996.
Bill Bruner, Economics, 1981; Dean of Library
Services, 1992-2001; B.A., Economics and
Mathematics, Western Washington University,
1967.
Andrew Buchman, Music, 1986; Certificate,
School of Musical Education, 1971; B.A., Liberal
Arts, The Evergreen State College, 1977; M.M.,
Music Composition, University of Washington,
1982; D.M.A., Music Composition, University of
Washington, 1987.
Paul R. Butler, Geology and Hydrology, 1986;
A.B., Geography, University of California, Davis,
1972; M.S., Geology, University of California,
Berkeley, 1976; Ph.D., Geology, University of
California, Davis, 1984.
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.
Gerardo Chin-Lee, Marine Biology, 1991;
B.A., Reed College, 1982; M.S., Marine Studies
(Oceanography), University of Delaware, Lewes,
1985; Ph.D., Oceanography, University of
Delaware, Lewes, 1988.
Caryn Cline, Coordinator of Interdisciplinary
Media Resources, 1991; B.A., English,
University of Missouri, Columbia, 1976; M.A.,
English, University of Missouri, Columbia, 1978.

Sally J. Cloninger, Film and Television, 1978;
B.S., Syracuse University, 1969; M.A.,
Theater, Ohio State University, 1971; Ph.D.,
Communications-Film, Ohio State University,
1974.
Robert Cole, Physics, 1981; B.A., Physics,
University of California, Berkeley, 1965; M.S.,
Physics, University of Washington, 1967; Ph.D.,
Physics, Michigan State University, 1972.
Scott Coleman, Master in Teaching Director,
2001; B.S., Biology, State University of New
York, College at Brockport, 1973; M.A.,
Elementary Education, San Diego State
University, 1980; Ph.D., Instructional Systems
Technology, Indiana University, 1989.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D., Biological
Sciences, University of California, Irvine, 1998.
Stephanie Coontz, History and Women s Studies,
1974; B.A., History, University of California,
Berkeley, 1966; M.A., European History,
University of Washington, 1970.
Doranne Crable, Expressive Arts, Performance
Theory and Practice, Comparative Mythology,
Women s Studies and Laban Movement Theory
and Practice, 1981; B.A., University of
Michigan, 1967; M.A., Wayne State University,
1973; Fellow, University of Edinburgh, U.K.,
1975; Ph.D., Wayne State University, 1977;
C.M.A., University of Washington.
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.
Virginia Darney, Literature and Women s
Studies, 1978; Academic Dean, 1994-2002;
A.A., Christian College, 1963; B.A., American
Literature, Stanford University, 1965; M.A.,
Secondary English Education, Stanford
University, 1966; M.A., U.S. Studies, King's
College University of London, 1972; Ph.D.,
American Studies, Emory University, 1982.
Stacey Davis, European History, 1998; B.A.,
History, Princeton University, 1992; M.A.,
History, Yale University, 1993; M. Philosophy,
History, 1996; Ph.D., History, Yale University,
1998.

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Elizabeth Diffendal, Applied Anthropology,
1975; Academic Dean, 1981-85; A.B., Social
Anthropology, Ohio State University, 1965; M.A.,
Cultural Anthropology, University of California,
Los Angeles, 1968; Ph.D., Applied Anthropology,
The Union Institute, 1986.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-91; Interim Vice President
for Student Affairs, 1991-92; Academic Dean,
1992-94; Director of Graduate Program in Public
Administration, 1994--98; B.A., History-Political
Science, Memphis State University, 1963; M.A.,
Political Science, University of Kentucky, 1966; M.,
Urban Planning, University of Washington, 1968;
Ph.D., Urban Planning, University of Washington,
1971.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977; Ph.D.,
Economics, University of Massachusetts, 1987.
Joe Feddersen, Printmaking, 1989; B.F.A.,
Printmaking, University of Washington, 1983;
M.F.A., University of Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996--2001; B.A., French,
Westem 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
1nternational 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.
Teresa 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, 2001-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.
Kevin J. Francis, Philosophy of Science, 2004;
B.A., Biology, Reed College, 1993; Ph.D.,
History of Science and Technology, University of
Minnesota, 2002.
George Freeman, Jr., Clinical Psychology, 1991;
B.A., Liberal Arts, Secondary Education, Adams
State College, 1977; M.A., Clinical Psychology,
Southern Illinois University, 1984; Ph.D., Clinical
Psychology, Southern Illinois University, 1990.
Laurance R. Geri, Master of Public
Administration, 1997; B.A., Economics, University
of Washington, 1980; M.P.A., Policy Analysis and
Evaluation, George Washington University, 1982;
D.P.A., University of Southern California, 1996.

Jorge Gilbert, Sociology, 1988; Licenciado en
Sociologia, Universidad de Chile; M.A., Sociology
in Education, University of Toronto, 1975; Ph.D.,
Sociology in Education, University of Toronto,
1980.
Angela Gilliam, Emerita, 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.
Walter Eugene Grodzik, Theater, 2002; B.A.,
Research and Theater Studies, Hiram College,
1977; M.A., SpeechlTheater, 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. J. (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.
Mark Harrison, Theater, 2004; B.A., English,
University of California, Santa Barbara; M.A.,
Dramatic Art, University of California, Santa
Barbara, 1975; Ph.D., Performance Studies, New
York University, 1989.
Ruth Hayes, Animation, 1997; B.A., Animation,
Harvard and Radcliffe Colleges, 1978; M.F.A.,
Experimental Animation, California Institute of the
Arts, 1992.
Martha Henderson, Geography, 1995; B.S., Social
Sciences, Western Oregon State College, 1974;
M.S., Geography, Indiana State University, 1978;
Ph.D., Geography, Louisiana State University, 1988.

Heather E. Heying, Vertebrate Natural History,
2002; B.A., Anthropology, University of
California, Santa Cruz, 1992; Ph.D., Biology,
University of Michigan, Ann Arbor, 2001.
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, Environmental Science, 2001;
8.S., Biology, Michigan State University, 1979;
M.S., Botany, University of Illinois, 1982; Ph.D.,
Plant Biology, 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, 1981; Ed.D., CounselinglEducational
Psychology, University of San Francisco, 1986.
Ren-Hui (Rose) Jang, Theater, 1988; B.A.,
English, National Taiwan University, 1980; M.A.,
Theater, Northwestern University, 1981; Ph.D.,
Theater, Northwestern University, 1989.
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.
Heesoon Jun, Clinical/Counseling Psychology,
1997; B.S., Psychology, Washington State
University, 1971; M.A., Clinical Psychology,
Radford University, 1972; Ph.D., Educational
Psychology, University of Washington, 1982.
Kazuhiro Kawasaki, Emeritus, 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.

11

e

Janice Kido, Communication, 1991; Director,
Master in Teaching Program, 1991-95; B.Ed.,
Secondary Speech Education, University of Hawaii,
Manoa, 1965; M.A., Speech/Communication,
University of Hawaii, Manoa, 1970; Ph.D.,
Communication: Cross-cultural Communication,
The Union Institute, 1995.
Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University
of Washington, 1985.
Cheryl Simrell King, Master in Public
Administration, 2000; B.A., Psychology/Sociology,
University ofTexas, 1981; M.A., Experimental!
Testing Psychology, University of Colorado,
1987; Ph.D., Public Administration, University of
Colorado, 1992.
Robert H. Knapp, Jr., Physics, 1972; Academic
Dean, 1996-99; Assistant Academic Dean,
1976-79; B.A., Physics, Harvard University, 1965;
D.Phil., Theoretical Physics, Oxford University,
U.K.,1968.
Stephanie Kozick, Education, 1991; B.S.,
Education, Northern Illinois University, 1971; M.S.,
Curriculumllnstruction, 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.
Glenn G. Landram, Business Management,
2004;B.S., Mathematics, University ofPuget
Sound, 1978; M.S., Statistics, Oregon State
University, 1983; Ph.D., Management Science,
University of Washington, 1990.
Gerald Lassen, Public Administration, 1980; B.A.,
Mathematics, University of Texas, 1960; M.A.,
Economics, University of Wisconsin, 1967.
Daniel B. Leahy, Public Administration, 1985;
Director of Labor Center, 1987-95; B.A.,
Economics, Seattle University, 1965; M.P.A., New
York University Graduate School, 1970.
Albert C. Leisenring, Mathematics, 1972; B.A.,
Mathematics, Yale University, 1960; Ph.D.,
Mathematics, The University of London, 1967.
Robert T. Leverich, 3-D Art, 1999; B.A.,
University of Minnesota, Minneapolis, 1978;
Master of Architecture, University of Minnesota,
Minneapolis, 1979; M.F.A., Rochester Institute of
Technology, 1990.

P. Ju-Pong Lin, Experimental Video, 1999; B.A.,
Comparative Literature with Certificate in Film
Studies, Indiana University, 1985; M.A., Intermedia
Arts, VideolPerformance, The University oflowa,
1995; M.F.A., IntermediaArts, VideolPerformance,
The University oflowa, 1996.
John T. Longino, Zoology, 1991; B.S., Zoology,
Duke University, 1978; Ph.D., Zoology, University
ofTexas, Austin, 1984.
Cheri Lucas-Jennings, Public Policy, 1999; B.A.,
Political Economy/Graphic Design, San Francisco
State University, 1974; M.A., Political Science,
Women's Studies and Public Law, University of
Hawaii, Manoa, 1978; Ph.D., Public Legislation and
Public Health, University of Hawaii, Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Dean of
Library Services, 200 I-present; Academic Dean,
1998-2001; 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 SaintLouis, Senegal, 1996; M.A., American Studies,
Pennsylvania State University, 1998; Ph.D.,
American Culture Studies, Bowling Green State
University, 2002.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry Making, Idaho State
University, 1977.
Carrie Margolin, Psychology, 1988; B.A.,
Social Science, Hofstra University, 1976; Ph.D.,
Experimental Psychology, Dartmouth College,
1981.
David Marr, American Studies and English,
1971; Academic Dean, 1984--87; B.A., English,
University oflowa, 1965; M.A., English (American
Civilization), University oflowa, 1967; Ph.D.,
English (American Studies), Washington State
University, 1978.
Stuart P. Matz, Human Biology, 1999; B.A.,
Philosophy, University of California, San Diego,
1986; Ph.D., Biology, University of Oregon, 1994.
Allen Mauney, Mathematics, 2001; B.S., The
Evergreen State College, 1988; M.S., Mathematics,
Western Washington University, 1990.
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.
Lydia McKinstry, Organic Chemistry, 2004;
B.S., Cellular and Molecular Biology, Fort Lewis
College, 1989; Ph.D., Organic Chemistry, Montana
State University, 1994.

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, Cornell University,1984.
Kabby Mitchell ill, 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.
Frank Motley, Librarianship, 1978; Head of
Library Reference, 1972-79; B.S., Psychology,
Portland State University, 1965; M.S.,
Librarianship, University of Oregon, 1968.
Greg A. Mullins, American Studies, 1998; A.B.,
English, Stanford University, 1985; Ph.D., English,
University of California, Berkeley, 1997.
Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental
Studies, 1988-95; B.A., Political Science and
Economics, University of Washington, 1971; M.A.,
Political Science, University of Washington, 1973;
Ph.D., Political Science, University of Washington,
1978.
Nancy Murray, Developmental Biology, 2001;
B.S., State University of New York at Oswego,
1986; Ph.D., Neurobiology, State University of
New York at Stony Brook, 1997.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest
Resources, University of Washington, 1983.
Raul Nakasone (Suarez), Education, 1991;
Credentials for Secondary Education in
Mathematics, Physics and Chemistry, Enrique
Guzman y Valle National University of Education,
1968; M.A., Teaching (physics), Lewis and Clark
College, 1973.
Alan Nasser, Philosophy, 1975; A.B., Classical
and Modem Languages, St. Peter's College, 1961;
Ph.D., Philosophy, Indiana University, 1971.
James Neitzel, Chemistry, 1989; B.A., Chemistry,
Biology, Macalester College, 1977; Ph.D.,
Chemistry, California Institute ofTechnology, 1987.

~
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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.
"'II


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c
~

Janet Ott, Biology, 1985; B.S., St. Lawrence
University, 1975; Ph.D., Biology, University of
Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy, University
of Pittsburgh, 1967.
Alan R. Parker, Native American Policy, 1997;
B.A., Philosophy, St. Thomas Seminary, 1964;
J. D., University of California, Los Angeles, 1972.
Nancy Parkes, Literature and Writing, 1998;
B.A., The Evergreen State College, 1978; M.F.A.,
Creative Writing, Goddard College, 1996.
Willie L. Parson, Microbiology, 1971; Academic
Dean, 1974--78; B.S., Biology, Southern
University, 1963; M.S., Bacteriology, Washington
State University, 1968; Ph.D., Microbiology,
Washington State University, 1973.
David Paulsen, Philosophy and Computing,
1978; B.A., Philosophy, University of Chicago,
1963; Ph.D., Philosophy and Humanities, Stanford
University, 1971.
Sarah Pedersen, English Literature and Library
Science; Dean of Library, 1986-92; B.A., English,
Fairhaven College, 1973; M.S.L.S., College of
Library Science, Lexington, Kentucky, 1976;
M.A., English Literature, Northern Arizona
University, 1979.

John H. Perkins, Biology, History of Technology
and Environment, 1980; Director of Graduate
Program in Environmental Studies, 1999-present;
Academic Dean, 1980-86; B.A., Biology,
Amherst College, 1964; Ph.D., Biology, Harvard
University,1969.

Martha

Gary W. Peterson, Northwest Native American
Studies, 1999; B.A., Human Services, Western

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.

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 2002present; B.A., Liberal Arts, The Evergreen State
College, 1972; M.A., Education, University
of Oregon, 1977; Ph.D., Anthropology and
Education, University of Oregon, 1981.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
Paul Przybylowicz, Environmental Studies
Generalist, 1998; B.S., Forest Entomology,
State University of New York College of
Environmental Science and Forestry, 1978; Ph.D.,
Plant Pathology, Oregon State University, 1985.
Frances V. Rains, Native American Studies/
Reservation-Based Program, 2002; B.S.,
Elementary Education! American Indian
Education, Indiana University, Bloomington,
1978; M.S., Elementary EducationlMathematics,
1987; Ph.D., Curriculum and Instruction!
Curriculum Theory/ Multicultural EducationElementary Education, Indiana University,
Bloomington, 1995.
Bill Ransom, Creative Writing, English,
Sociology, Education, 1997; B.A., Education!
Sociology, University of Washington,
English, Utah State University.

1970; M.A.,

Andrew Reece, Classical Studies, 2003; A.B.,
Classical Studies, Earlham College, 1991; M.A.,
Classical Studies, Indiana University, 1993;
Ph.D., Classical Studies, Indiana University,
1998.
Liza R. Rognas, Library Faculty/Reference
Librarian, 1999; B.A., History, Washington State
University, 1991; M.A., AmericanlPublic History,
Washington State University, 1995; M.A.,
Information Resources and Library Science,
University of Arizona, 1998.
Evelia Romano, Spanish Language and Culture,
1992; B.A., Literature and Linguistics, Catholic
University of Argentina, Buenos Aires, 1983;
Graduate Research Student (Kenkyusei),
Traditional Japanese Theater; Kabuki, Sophia
University, Tokyo, 1986-87; Ph.D., Hispanic
Language and Literatures, University of
California, Santa Barbara, 1992.

Rosemeyer, Ecological Agriculture,
2001; B.S., Plant Pathology, University
of Wisconsin, Madison, 1978; M.S., Plant
Sciences-Horticulture,
University of Arizona,
1982; Ph.D., Biology-Agroecology,
University
of California, Santa Cruz, 1990.

David Rutledge, Psychology, 1988; B.A.,
Philosophy and Psychology, University of
Nebraska, 1970; M.S., Human Development,
University of Nebraska, 1975; Ph.D.,
Counseling Psychology, University of
California, Berkeley, 1986.
Sarah F. Ryan, Labor Studies, 1999; B.A., The
Evergreen State College, 1992; M.A., Labor
and Industrial Relations, Rutgers-The State
University of New Jersey, 1999.
Therese Saliba, English, 1995; B.A.,
English, University of California, Berkeley,
1983; M.F.A., Fiction Writing, University of
Washington, 1989; Ph.D., English, University
of Washington, 1993; Fulbright Scholar, 1995.
Paula Schofield, Organic Chemistry, 1998;
B.S., Chemistry, Manchester Metropolitan
University, 1990; Ph.D., Polymer Chemistry,
University of Liverpool, 1995.
SamuelA. Schrager, Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., The Evergreen State College, 1976; B.A.,
Mathematics, Western Washington University,
1978; M.S., Software Engineering, Seattle
University, 1985; M.S., Computer Science,
University of Washington, 1996.
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.
Gilda Sheppard, Cultural Studies/Media
Literacy, 1998; B.A., Sociology, Mercy
College of Detroit, 1972; M.S.W., University of
Washington, 1983; Ph.D., Sociology/Cultural
and Media Studies, The Union Graduate
School,1995.
Sheryl Shulman, Computer Science, 1997;
B.A., Natural Science, Shimer College, 1973;
M.S., Computer Science, Illinois Institute of
Technology, 1977; Ph.D., Computer Science,
Oregon Graduate Institute, 1994.

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Barbara L. Smith, Emerita, Political Science,
1978; Academic Dean, 1978-94; Director,
Washington Center for Improving the Quality
of Undergraduate Education, 1985-94; Provost
and Academic Vice President, 1994-2001; B.A.,
Political Science, Lawrence University, 1966; M.A.,
Political Science, University of Oregon, 1968;
Ph.D., Political Science, University of Oregon,
1970.
Matthew E. Smith, Political Science, 1973;
Academic Dean, 1987-90; B.A., Political Science,
Reed College, 1966; M.A.T., Social Science, Reed
College, 1968; Ph.D., Political Science, University
of North Carolina, 1978.
Tyrus L. Smith, Urban Environmental Science,
2002; B.S., Environmental Policy and Impact
Assessment, Western Washington University, 1994;
M.S., Environmental Studies, The Evergreen
State College, 1997; Ph.D. (ABD), Environmental
Science and Public Policy, George Mason
University.
Oscar H. Soule, 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.
Rebecca Sunderman, Physical Inorganic
Chemistry,2003; B.S., Chemistry, Eastern Oregon
StateCollege, 1996; Ph.D., InorganiclPhysical
Chemistry,Oregon State University, 2001.
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.
KennethD. 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 of
Tokyo, 1988; Ph.D., Biological Sciences,
University of California, Santa Barbara, 1992.
Gail Tremblay, Creative Writing, 1980; B.A.,
Drama, University of New Hampshire, 1967;
M.F.A., English (Poetry), University of Oregon,
1969.
Setsuko Tsutsumi, Japanese Language and
Culture, 1985; B.A., Psychology; Teaching license,
certified in English and Guidance and Counseling,
Wased University, Tokyo, Japan, 1965; M.A.,
English, Michigan State University, 1978; Ph.D.,
Comparative Literature, University of Washington,
1997.
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.
Edward A. Whitesell, Geography, 1998; B.A.,
Environmental Biology, University of Colorado,
Boulder, 1973; M.A., Geography, University of
California, Berkeley, 1988; Ph.D., Geography,
University of California, Berkeley, 1993.
Sonja Wiedenhaupt, Social Psychology, 1999;
B.A., Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D., Social!
Personality Psychology, University of California,
Berkeley, 2002.
Sarah Williams, Feminist Theory, 1991; B.A.,
Political Science, Mankato State University,
1982; M.A., Anthropology, State University of
New York, Binghamton, 1985; Ph.D., History of
Consciousness, University of California, Santa
Cruz, 1991.
Sean Williams, 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.
Tony Zaragoza, Political Economy of Racism,
2004; B.A., English and Philosophy, Indiana
University, 1996; M.A., American Studies,
Washington State University, 2000; Ph.D. (ABD),
American Studies, Washington State University.
E. J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.,
Physics, University of Wisconsin-Madison, 1993.

(I)

BOARD OF TRUSTEES
SEPTEMBER 2004
Deborah Barnett
Olympia
Stanley Flemming
University Place
David E. Lamb
Hoquiam

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Karen E. Lane
Seattle

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Merritt Long
Olympia

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Olympia

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Claudia Kauffman RedMorningStar
Kent
Marilee Roloff
Spokane

ADMINISTRATION
Thomas L. Puree
Ed.D., Idaho State University
President
Arthur A. Costantino
Ph.D., Pennsylvania State University
VicePresident for Student Affairs
Ann Daley
M.A., University of California, Los Angeles
VicePresident for Finance and Administration
Francis C. McGovern
B.A., University of Chicago
VicePresident for Advancement
Don Bantz
D.P.A., University of Southern California
Provost and Academic VicePresident

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Index

B

A
60

A Novel Idea
Academic Advising

5

Academic Calendar

123

58

Barlow, Clyde

92
33,53,86

Belief and Truth

Academic Credit

17 Benson-Quaziena, Marcella

Academic Regulations

17 Board of Trustees

Academic Standing Policy

18 Bohmer, Peter

Access Services for Students

Accreditation

32,52,109

Ackley, Kristina

99
117
51,64,96

Bopegedera, Dharshi
68,89,92
5 Borders ofIdentity: Forging a Critical
124
Practice of Solidarity
33,54,75,97

with Disabilities

46,62,69,71

Bowcutt, Frederica

17 Bowerman, Pris

Address Changes

96

117 Brabban, Andrew

Administration

90,92

Admissions

12 Bruner, Bill

41

Advanced Floristic Research

69

79

Advanced Research in

64

Advising Offices

19

Aguilar-Wells, Michelle

II 0

Algebra to Algorithms:

44, 94

Science and Computing

Globalization
America, to 2006

71

Butler, Paul

122

Campus Map

11

Career Development Center

51

Center for Community-Based

5
Leaming

21

and Action

32, 52, 109

Critical Histories

5

Center for Mediation Services
Central America: Poetry and Politics

Animated Visions:

44, 60, 82

Allegories of Resistance

47,69,72,105

Chandra, Arun
Chin-Leo, Gerardo

96

Arendt and Camus

33,42, 53, 59, 86
52, 74

Art's Sources

44,61, 105

Asian Culture and Art
Athletics and Recreation
Atoms, Molecules and Reactions

32,53,74
5

86
42, 59

55

41,59,81
42,64,65,70,82,87

110 Cloninger, Sally

Antonelis-Lapp, Jeff

Awareness

98

Where Your Mouth Is

51, 64, 96

American Frontiers:

Art of Conversation

Business and Society: Put Your Money

Campus Regulations

Alternatives to Capitalist

Arney, Bill

34,54,98

c

An Introduction to Mathematics for

Anthony, Sharon

Buchman, Andrew
Buddhist Psychotherapy

Environmental Studies

General Information

Bailey, Marianne

77
45,69

Cole, Rob
Columbia River:
Origins, Salmon and Culture
Community-Based

Learning

45
10

Community College Degrees

13

Condensed Curriculum

28

Coontz, Stephanie

35

Counseling and Health Centers

5

I

I
Ii
E

Crable, Doranne

78, 100

Fiksdal, Susan

37,44,56,61,98,

17

Filmer, John

CULTURE, TEXT AND LANGUAGE

SO

Freshman Applicants

13

Curtz, Thad

52,74

First Peoples' Advising Services

Cushing, Judith Bayard

91,92

Fischel, Anne

112

6

33,54,75,97

86

Davis, Stacey

58

Democracy and Equality

Drawing from the Sea
Drop or Change a Program

10
36 67
,
42 70 82
, ,
17

PROGRAMS

19

Internships

19

36,67

76

Introduction to Natural Science

76

l

99
31

Jang, Rose

37,88

32,53,74

Japan Today: Studies of Japanese
Language, History, Literature,

G
Gilbert, Jorge

Cinema and Culture

81, 104

Gilliam, Angela

33, 54, 75, 97

55

Jefferson's American West

46,62,71

Jun, Heesoon
Goldberger, Ariel

78, 100

45, 83

Gomez, Jose

E

Individual Learning Contracts

Introduction to Environmental Studies:

61, 105

Diversity and Community
Dobbs, Carolyn

Freeman, George
FRESHMAN

43,110

Land

Foundations of Visual Art

Data to Information

Change

Foundations of Performing Arts:
Music and Theater

D

Indigenous Peoples and Ecological

101

Credit Limit

Cycle Makers and Cycle Breakers

105

37,56,61,98,

105

K

Graduate Study

20

Kelly, Jeff

Graduation Requirements

18

Kennedy, Cynthia

92

Ecological Agriculture:
A Systems Perspective

65

Grissom, Tom

Emerging Order:
What to Make of It?

34 , 75 , 87

Grodzik, Walter Eugene

English Renaissance Literature

61

Growing Up Global

ENVIRONMENTAL

63

H

STUDIES

KEY Student Support Services

48, 76, 84
35

6

Khanna, Mukti

100

King, Cheryl Simrell
39,48,68,90,102,106
Knapp, Rob

Equal Opportunity

Haft,Bob

39,68,90,92,

19

Hahn, Jeanne

102

Hardiman, W. J. (Joye)

111

Krafcik, Patricia

Evergreen Center for
Educational Improvement

21

Evergreen State College Labor

39,44,60,82
112

41,42,70,82
34, 44, 60, 75, 82, 87

21

Evergreen Tutoring Center

56, 79

Kuehn, Duke
Harrison, Lucia
Hayes, Ruth

Education & Research Center

102

76,83
Kozick, Stephanie

Evening and Weekend Studies

Evolution: Patterns and Processes

39,49,57,62,90

47,72,98,105

Henderson, Martha

38,64

L

Heying, Heather

66, 88

Landram, Glenn

6

92

Kutter, Betty

History and Evolution of Disease

43

98

Language and Law

37,56,98

Lassen, Jerry

38, 56, 99

3
Hitchens, David

Expenses, Estimated

38, 56, 99

15
Housing and Food Service

6

Leadership on the Wild Side

47, 72, 105

Experimental Puppet Theater, Object
Theater and Dance
EXPRESSIVE

45, 83
73

ARTS

How to Read a Program Description

30

Leahy, Dan

35

Hydrology

71

Leave of Absence

17

Legacy of the American Dream:

I

F
Faculty
Feddersen, Joe

113
41 43

,

Media and Nature

Imaging the Body

35, 66, 77

Imamura, Ryo

34,54,98

Leverich, R. T.

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66,88

Expectations of an Evergreen Graduate

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38
43,49,80

Cultural Center

21

Longino, John T.

64, 70, 72

38,56,99

58

M'Baye, Babacar
Madness and Creativity:

Making a Difference:

52, 74

Mandeberg, Jean
Margolin, Carrie

39,47,106

Nelson, Lin

Master of Public Administration

20

Nelson, Neal

37,88,92

McAvity, David

34, 75, 87

;

McKinstry, Lydia

lD

Mediaworks

43,8 9 , 92

51,64,96

Non-Discrimination

Medicinal Chemistry and Toxicology

80

Memories, Dreams, Beliefs: Personal ~nd

7

Northwest Crafts

43

Northwest Indian Applied Research

Notification and Deposit

12

104

Olson, Toska

43

Ott, Janet

p

72
41,43,70,

110

Ransom, Bill

55,60

Reading "Jouissance as Ananda"

40, 57

Balance
Reece, Andrew

103, 109

s

s

40,58,103

Refunds/Appeals

15

S

Registration

17

S

Residency Status

15

Examining the Body Politic 40, 58, 103

Pailthorp, Charles

40,58,103

Parson, Willie

78, 100
78, 100
4

Mission Statement

Moruzzi, Harurni

6

Reconciliation: A Process of Human
21

Psyche

Morisato, Donald

Quantitative and Symbolic

Rains, Frances V.

Statement

Paradigms in Local Development

Molecule to Organism

39,68,90,102

Rainforest Research

51,64,96

Cultural Explorations of the Dynamic

Mitchell, Kabby

21

Res Publica:

Meeker, Laurie

Middendorf, Don

35,66,77

R

39,57,90,92

0

77
89

31

Reasoning Center

47,55,60,62

Institute

37,88

PROGRAMS FOR FRESHMEN

Q

47,62

61

McCann, Charles

19

Democracy and Design

Niva, Steve

Matz, Stuart

Prior Learning from Experience

108

PEOPLES STUDIES

20

68, 89

72

Public Works:

WORLD INDIGENOUS

Master of Environmental Studies

102

Practice of Sustainable Agriculture

Public Service at Evergreen

Nelson, Alice

89

From Colonization to Globalization

101, 107

20

Mathematical Systems

Political Economy and Social Change:

Nasser, Alan G.

Master in Teaching

60

Recent Chilean Literature

Przybylowicz, Paul

"Nation and Narration": Mexico

22

Political Bodies:

103, 109

Neitzel, James

Matter and Minerals

64, 69

6

Police Services

Nakasone, Raul

Marr, David

Field of Interest

~

79

N

51

Matching Evergreen's Programs to Your

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90, 92

NATIVE AMERICAN AND
99

Making Change Happen

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Murray, Nancy

106

Doing Social Change

><

38

Nadkarni, Nalini
39

The Psychological Link

..

Murphy, Ralph

Music in Culture

M

a.

100

Multicultural Counseling

Looking Backward:
America in the 20th Century

56, 79

Movement and Resistance

93

Physics of Astronomy

102,106

Mosqueda, Larry

Longhouse Education and

56, 79
90
66,88,92
55

Paulsen, David

Rognas, Liza

45

101

Rosemeye~ Martha

65

112

Roy, Ratna

49,94, 107

Rutledge, David

32,53,74
103, 109

38

Perkins, John

103,109

Peterson, Yvonne

S
Sacred Monsters: Insiders and Outsiders

Pfeifer, Michael

32,46,52,62,

71, 109

Philosophy, Society and Globalization:
How We Got Where We Are

in French-Speaking Cultures of Africa
and the Americas

101

58

S

S
S
S

13

Saliba, Therese

6

Schofield, Paula

33,54,75,97
90,92

Schrager, Sam

51

Sweet, Lisa

35,46,66,77,83

Scientific Inquiry

Schwartz, Leonard

36,64,67,71

41,44,59,60,81,82

)2
72

94

SCIENTIFIC INQUIRY

85

Temperate Rainforests:
Sculpture: Site Specific

80

19

Seeing the Light

83

n

Setter, Terry

77

Sheppard, Gilda

112

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Shulman, Sheryl

91,92

Smith, Matthew

)2

76,84

40,58,103

Smith, Tyrus

The Forest and the Sea

Stage Production

72

47,106

the Quality of Undergraduate

[0

Exploring Issues of Development,

50

Learning and Schooling

;7

Education

Algal Blooms

65,87

The Incisive Line

46,83

The Physicist's World

39,57,90

104

Other Musics

41,59,81

Thinking Straight

49,94,107
41
43,64,69, 70, 110

Written in Stone

17

Transcript Information

12 Young, Artee

Stroh, James

68,89

Transfer Applicants

13

15

Student and Academic Support Services 7

Multimedia and Installation Art

17

Student Originated Software:

in the Americas

6 Transfer of Credit
7 Transforming Consciousness:

Tremblay, Gail

Student Originated Studies: Internships

81,104
81, 104

110

in the Public Service

74

Student Originated Studies: Music

09

Student Originated Studies: Tacoma

32,53,74

84 Tuition and Fees
112

Study Abroad

19

Sugiyama, Masao

41

Summer Quarter

14
86,92

15

U
U.S. Foreign Policy Before and After

9/11:Terrorism and the New American
Empire

Sunderman, Rebecca

70

107

49,62
17
6
49

112

Z
Zita, E. J.

Community-Determined

65

32,53,74

Y

14 Zaragoza, Tony

Tribal: Reservation-Based!

48, 106 Tropical Rainforests
Student Originated Studies: Media
80 Tsutsumi, Setsuko

58

Writing Center

Transcripts

Student Affairs

a

Withdrawal

76

91

40,42,57,59

Yoknapatawpha Saga

Sparks, Paul

Real-World Systems

69

Williams, Sean

41

03

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Water

William Faulkner:

The Voice of the Poem and

Thuesen, Erik V.

Designing and Implementing

21

Williams, Sarah

Student Activities

03

Public Policy

Literature: Understanding Social Life

~9

15

21

Washington State Institute for

Think Abstract

So You Want to Be a Teacher?

89

Washington Center for Improving

The Ecology of Harmful

So You Want to Be
a Psychologist?

48,84

through Children's Fiction

95

W
Walter, Brian L.

8

AND CHANGE

17

Theater Intensive:

SOCIETY, POLITICS, BEHAVIOR

6

69

112 The Sociology of Children's

Social Contract

V

111 Veteran Students

TACOMA PROGRAM
Science Seminar

92

T
Tabbutt, Ken

,0

Undergraduate Research in

102
33,53,86,92,93,94
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Path to Geoduck Beach

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EVER(JREEN

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Campus
Map Key

The Evergreen State Colleze

ARTS, .. Arts Annex

DRIFTWOOD RD.

CAB .... College Activities
Building
COM· .. Communications
Building
CRC .... Recreation
Center
IT

·IT bus top

LAB I

Arts and
Sciences

LAB II ..Arts and
Sciences
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LC

Longhouse

LH

Lecture Halls

LIB·

Library

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

Contacting
Evergreen

Parking Lot (
Construction
Staging Area

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Directory Assistance
(360) 867-6000
Parking Lot B

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Using the Extension
(360) 867-ext.
www.evergreen.edu
2700 Evergreen Pkwy. NW
Olympia. WA 98505

2005-2006
ACADEMIC CALENDAR

FALL

WINTER

SPRING

2005

2006

2006

First Session

Second Session

SUMMER

Orientation

Sept. 16-25*

Quarter Begins

Sept. 26

Jan. 9

April 3

June 26

July 31

Evaluations

Dec. 12-16

March 20-24

June 12-16

July 3 I-Aug. 4

Sept. 4-8

Quarter Ends

Dec. 16

March 24

June 16

July 28

Sept. I

Vacations

Thanksgiving Break
Nov. 21-25

Winter Break
Dec. 19-Jan. 8

Spring Break
March 27-April 2

Commencement

June 16

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

The Evergreen State College is accredited
by the Northwest Commission on Colleges
and Universities, 8060 165th Ave. NE,
Redmond, WA 98052.
Disclaimer

Academic calendars are subject to change
without notice. The Evergreen State College
reserves the right to revise or change rules,
charges, fees, schedules, courses, programs,
degree requirements and any other regulations
affecting students whenever considered
necessary or desirable. The college reserves
theright to cancel any offering because of
insufficient enrollment or funding, and to phase
outany program. Registration by students signifiestheir agreement to comply with all current
andfuture regulations of the college. Changes
becomeeffective when Evergreen so determines
andapply to prospective students as well as
thosecurrently enrolled.

Ii

The Evergreen State College
catalog Production Team
Editing:

Esme Ryan, Audrey Thompson, Debra Waldorf,
Tom Womeldorff

This Catalog is published by The Evergreen
State College Office of Enrollment
Management. ©2004 by The Evergreen
State College
Printed on recycled paper.

Copyediting and Production Assistance:

Debra Waldorf
Design:

This catalog is updated regularly; for the most
current information please visit our Web site:
www.evergreen.eduJadvising/update.htrn.

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 Debra Waldorf for
assembling the 2005-06 curriculum.

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

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